Hinesight Youth Mentorship Curriculum

Youth Mentorship Curriculum

Introduction

Middle school is a transitional period for students. They find themselves with greater autonomy, mobility and self-awareness along with many questions surrounding how to manage these new responsibilities. Because of this, it is crucial that mentors supporting students and educational materials work to orient students with their learning environments, making them more comfortable with each other and their teachers.

This curriculum is here to serve as a guideline for your meeting sessions with your mentee. It is a repository of activities from best practice online materials. Students learn, and contribute to others’ learning, best when unencumbered by fear of ridicule or being out performed.

It is divided into 5 main sections, mirroring the 5 key areas that we are supporting our mentees in throughout their developmental process.

• Social competencies

• Commitment to Learning

• Positive Identity

• Empowerment

• Positive Values

Think of this curriculum as a Road Map leading to positive youth development. Each mentee is different, therefore each starting point is different on their journey. When using the curriculum it is critical to do so with an accurate understanding of what your mentee needs.

Using the Curriculum with your Mentee

Table of Contents

• Social competencies - (Pages 4-52)

• Planning and decision making

• Interpersonal Competence

• Cultural Competence

• Resistance Skills

• Peaceful conflict resolution

• Empowerment - (Pages 53-95)

• Community Values Youth

• Youth as Resources

• Safety

• Service to Others

• Career, Self, and World Exploration

• Positive Identity - (Pages 96-113)

• Personal Power

• Self-Esteem

• Sense of Purpose

• Positive view of personal future

• Commitment to learning - (Pages 114-136)

• Achievement Motivation

• School Engagement

• Homework

• Reading for pleasure

• Test Taking Skills

• Positive Values - (Pages 137-150)

• Caring

• Equality and Social injustice

• Integrity

• Honesty

• Responsibility

• Physical health, wellness, and restraint

Social Competencies

1.) Planning and decision making

Young person knows how to plan ahead and make choices and is usually happy with the results of his or her decisions

2) Interpersonal competence

Young person has empathy, sensitivity, friendship skills, and when frustrated or angry calms his or herself down.

3) Cultural competence

Young person has knowledge of and comfort with people of different cultural/ racial/ethnic backgrounds and with his or her own cultural identity

4) Resistance skills

Young person can resist negative peer pressure, dangerous situations, and can stay away from people who are likely to get him or her into trouble.

5) Peaceful conflict resolution

Young person seeks to resolve conflict nonviolently.

Social Competencies Overview

No one says “Social Competencies” in an everyday normal one-on-one setting. So neither should you when you meet with your mentee. However building positive, social relationships is key in positive youth development; in a nutshell that is what “social competency” is. Feel free to communicate the importance of that to your mentee!

The activities in this section help build stronger relationships between students, aiming to ameliorate the common discomfort of unfamiliarity. They also support students’ in their natural process of identity formation and self- definition, bringing to focus the life experiences and beliefs that make them unique as well as those they share with others. These activities are fun, active and powerful. Ideally, they will help create a safe, comfortable learning space as students come to know each other as resources, cooperative partners and friends.

Planning and decision making

❖ Activity: Don’t Wait Too Long!

Once you have decided that there are some things about yourself that you would like to change, don’t wait too long to start changing them! You may miss some golden opportunities because you aren’t prepared. Instead, get started! In one column below, list some changes that you want to make.

Suggestions:

• Your habits

• Your goals

• Your grades

• Your appearance

Changes I want to make Steps I can take to make changes

Activity: Getting Organized

To reach your goals for a week, a month, a year, a decade or a lifetime, you‟ll need to get organized today. Use the first chart below to help your mentee organize their tasks. Write down school assignments and/or home responsibilities when they are assigned. Check them off when you complete them. Use the second chart to do the same.

❖

Activity: Goal Setting!

1. Ask your mentee to answer each of these questions.

2. Acknowledge the value of his/her answers.

3. Help the student focus on ways to achieve these goals.

4. Mentees who have concrete goals in life are more likely to be motivated to succeed.

5. Ask "How will you get there from here?" questions to get your student to think practically and realistically.

1. Things you would like to own: 1year ________________________________________________________________________________________ 5 years ______________________________________________________________________________________ 10 years _____________________________________________________________________________________

2. Place you would like to live: 1year ________________________________________________________________________________________ 5 years _______________________________________________________________________________________ 10 years ______________________________________________________________________________________

3. Place you would like to visit: 1year ________________________________________________________________________________________ 5 years _______________________________________________________________________________________ 10 years ______________________________________________________________________________________

4. Job you would like to have: 1 year _______________________________________________________________________________________ 5 years _______________________________________________________________________________________ 10 years ______________________________________________________________________________________

5. Family life you would like to have: 1year ________________________________________________________________________________________ 5 years _______________________________________________________________________________________ 10 years ______________________________________________________________________________________

6. Things you would like to know: 1year ________________________________________________________________________________________ 5 years _______________________________________________________________________________________ 10 years ______________________________________________________________________________________

7. Person you want to be like: 1year ________________________________________________________________________________________ 5 years _______________________________________________________________________________________ 10 years ______________________________________________________________________________________

Activity: The ins and outs of Goal Setting

How to Set Goals

(Use a blank sheet of paper with mentee)

1. Understand Yourself

What do you do well?

What do you enjoy doing?

What are the most important things in your life?

2. Make Clear, Specific Goals

A goal should tell you exactly what you want and should be measurable. For example, “I want to score ten goals in soccer this season” is both clear and specific.

3. Goals Should Be Positive

Say “I want to lose 5 pounds before the prom” rather than “I will never fit into my dress.”

4. Set Time Limits

Give yourself a reasonable deadline in which to accomplish your goal.

5. Break Your Long Term Goals Down Into Smaller Parts

If your ultimate goal is to be a professional basketball player, a realistic, specific short-term goal would be to make the varsity basketball team this year.

6. Write Your Goals Down

Keeping your written goals where you can see them will help keep you focused on achieving them.

7. Check Your Progress

Evaluate your progress towards your goals. Are you doing what needs to be done to meet your goals? If not, what can you do to get back on target?

Now it’s your turn!

Write three clear specific, manageable goals for this coming week:

Activity: My To Do List

On the form below list all of your assignments, after school activities, practices, community events, appointments, etc. Use the “to do list” as a guide to assist you in managing your time wisely. Include as much information as possible for each event. Draw a line through each item as you finish it.

Interpersonal competence

❖ Activity: Take a Look at This

Take a look at the warning signs of stress listed below. Check EACH of the warning signs that apply to you. When you are finished checking your warning signs, discuss your list with someone you can trust. Are there any similarities? How much stress do you think you are currently under? Discuss ways that you can eliminate some of the stress that could start to cause you physical or emotional or behavioral difficulties.

Activity: Get a Grip on Anger

Sometimes people use anger to get their way. Being assertive doesn’t mean getting your way; it means that you can express your wishes and beliefs in a positive nondestructive way. Some examples of how people deal with anger are listed below. Brainstorm some ways that are used to deal with anger. Include both good and bad methods. When you have finished with a list, go back and place an asterisk (*) in the boxes of the methods that are healthy ways to deal with anger.

Activity: Dear Responsible Friend

(Use blank sheets of paper)

Write a brief letter to someone you really trust. It can be your mentor or to a good friend. The letter should consist of a request for advice concerning a real problem, present or past. It’s ok to describe someone else’s problem, as long as you know enough about it to be specific.

Please include enough facts and clues as to the emotions of the people involved to allow someone reading the letter to empathize with their feelings and point of view. Your mentor will do the same. Wait until instructed to pass your letter to another person.

Once you receive the other letter and read the request you must follow-up with a response in writing. When finished reading aloud your letter to the other group. How much empathy did you feel for your correspondent in the situation described?

Objective: This is an activity geared toward showing and growing in empathy

Discussion: Talk about what empathy is and how it felt receiving and giving empathy; Who do you know who shows empathy really well at school? Do you show empathy to those around you?

❖ Activity: Things are not always as they seem...

Think of a time that you jumped to a conclusion and said or did something you regretted. Knowing the truth helps us make better choices. In the space below describe the...

(Write out acrostic activity on paper and discuss with mentee)

Trigger event (What happened)______________________________________________

Reference (how you incorrectly evaluated the situation)___________________

Unhealthy response (What you did or said that you now regret)____________

Truth (What was really going on)_______________________________________

Healthy Response (What you can do or say better next time)_______________

Activity: “But we always do it this way”

Flexibility means that you are able to adapt to change and sometimes do things differently. Flexibility skills can be learned and improved. If we refuse to try new ideas or accept change, we may miss great opportunities to mature.

Use this situation: You are a teacher at your school and the Vice-Principal, Counselor and Custodian all have the flu and called in sick.

-Think of ways that being flexible will be very helpful for you as you make sure your students have a good day.

-Think of some examples of problems that will occur if you refuse to be flexible. -Write a short story to describe your day.

Activity: Understanding Emotions

Understanding emotions will help you know yourself and learn ways to fine-tune your relationship skills.

Using the definitions listed on the right side of the page, place the letter of the correct definition on the space for each Emotional Intelligence Competency term listed. There is only one correct choice for each term.

Cultural competence

❖ Activity: Culture, Race, & Ethnicity. What’s the difference?

• On a sheet of paper, have mentee brainstorm words and phrases associated with each word (Culture, Race, and Ethnicity).

• Encourage them to put down whatever they think and that you will discuss more together.

1. Have them share their ideas with you

2. Go over definition sheet and work through the definitions together.

3. Review the brainstorming sheet in terms of these definitions.

4. Continue to question sheet and have students complete them and discuss with mentor.

Definition Sheet

Question Sheet

1. How does culture define who a person is?

2. What is your culture?

3. Is this the same as your ethnicity?

4. What is a common belief about race and how is it untrue?

5. Identify some stereotypes you know of about a particular group of people.

6. List some of your values, beliefs, and customs (3 of each).

7. What are some of the things from your culture that you are proud of?

8. What are some of the things about your culture that you don’t like?

9. How would you describe your culture?

10. What are some cultural issues in your culture and America today?

Ending point: The observable aspects of culture such as food, clothing, celebrations, religion and language are only part of a person’s cultural heritage. These things make up how you live and what makes you accepted in society, but there is more to you and more to each person you know. The exciting part about building relationships with people from your culture and different cultures, is the opportunity to learn from those differences.

Activity: Knowing your family’s story and why it matters

This activity uses the story “Hidden Memory” by professional storyteller Anne Shimojima. In this story, Shimojima tells about the experience of her family in the United States, especially during the time of World War II when some of her family was sent to incarceration camps.

This activity offers a way to address this sad time episode in our history. Mentees will learn about how easily racism and xenophobia (dislike of or prejudice against people from other countries) arise during times of national panic and war. However, they will also learn about the ability of people to overcome even the worst of racism and prejudice.

1. Read online or print out the 4 parts of Anne’s story at this link; stopping for the matching discussion questions at each part : http://racebridgesstudio.com/wp-content/uploads/ anne_lessonplan.pdf

(Story on Pages 8-17)

2.) Discuss questions paired to each part and then continue together to the next parts of story. Continuing discussion paired to each part.

Part 1 Questions:

1.Anne writes that many Japanese Americans got rid of their family possessions after Pearl Harbor. Why did they feel that was necessary? How might that affect future generations?

2.Why do you think Anne, a storyteller, had never heard the stories of her family’s history before?

3. What challenges did Anne’s family face in immigrating to the U.S?

Part 2 Questions

1.Was there anything that surprised you about this excerpt?

2. If you know anything about incarceration camps, how did you learn about them? If you don’t know about incarceration camps, why do you think you never heard about them?

3. How were Japanese Americans stereotyped by the general public? By the government and government officials?

4. How might the fact of incarceration camps affect the situation of Japanese Americans even now?

5. Does this story relate to any current events?

Part 3 Questions

1. Describe how you felt when you read about the conditions in which Japanese Americans had to live in the incarceration camps.

2. Family structure and authority were affected by being in the camps. How? How might that still affect families today?

3. What was the issue in answering questions 27 and 28 in the questionnaire that tested the loyalty of Japanese Americans in order to admit them into the military? What we’re the risks of answering “no”-“no”? Of answering “yes”-“yes”?

Part 4 Questions

1. What is ironic about the history of the 442nd? Why are they “honorary Texans”? Describe how you would feel if you were part of the 442nd even as you knew your family was living in an incarceration camp.

2. Do you regularly see images of people like yourself (ethnicity, male, culture, etc.) in the media (television, movies, magazines) , in textbooks, and as leaders in government, business, and education? Are those images accurate or are they stereotypes? If you don’t often see people like you, how does it feel when you do? What is the effect of not seeing people like ourselves reflected in media, leadership, and education?

3. Even though Anne discovered a lot about her family and their painful history during the incarceration of Japanese Americans during World War II, she ends her story with a sense of joy having brought her family together and of offering a gift in honor of her grandparents. Why do you think she ends the story this way?

Ending action:

-Ask mentees their general thoughts about this story;

-How it relates to them; how it relates to other students of different cultures;

-How this story relates to any current events that have happened today (9/11, black lives matter movement, etc.);

-How this story affects the way they see their own cultures and people of other cultures

Activity: Where are the people like me?

Purpose: Mentees assess examples of media (Internet, catalogs, magazines, TV, etc.) to consider who is (and isn't represented) and explore the impact of lack of diversity in media and their own experiences with diversity.

Preparation:

-Beforehand, gather a collection of catalogs online or print for children's toys, clothing, play equipment, bedding, accessories, etc.

Description:

-Mentees will be conducting an investigation looking for people with different kinds of characteristics and for people with similar characteristics to themselves.

Directions:

1. Distribute the catalogs of children's toys, clothing, bedding, accessories, play equipment, etc.

2. Have mentee write out 5-10 characteristics about themselves (I am a female who likes playing with trucks, I am an African American male, I like to bake and cook, I have braces, etc.). Cut each characteristic into a single slip of paper.

3. Have mentees spend about 10 minutes searching the catalogs (or other media) for matches or close matches to their slips. When they find matches/near-matches, have them tear out those pages (if it's from a catalog or magazine) and paperclip the slip to the example. (If it's in a book, have them paperclip the slip to the book page.

Once they've found their three matches (or if they've been struggling for awhile to find a match), have them write out three more slips and try to search for people that match. Repeat as many times as you wish, being sure to leave time for discussion (at least 20 minutes).

4. Lead mentee in a discussion asking questions such as:

• What characteristics were the most difficult to locate?

• What messages are sent to people who don't see themselves reflected in ads/articles/stories?

• What messages are sent to adults and children in general who view these ads/articles/stories?

• What groups do you belong to (or special characteristics do you have) that aren't represented?

(Continued on next page)

What can we do to encourage more visibility of diversity in media?

5. Have students list ways in which diversity has influenced and enriched ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

❖ Activity: Everyone Has a Culture—Everyone Is Different

Description: Have mentee answer each question sentence about each topic on a separate sheet of paper. Then, rate each item from 1-10 (10 is most important) according to what value this topic has in your specific culture.

______What language(s) do you speak?

______What is your religion?

______What music do you listen to?

______What dances do you know?

______What foods do you eat at home?

______What do you wear on special occasions?

______What holidays and ceremonies are important?

______What is most important to you?

______What things do you believe are right and wrong?

______How important is your extended family?

Resistance skills

❖ Activity: Discussing Peer Pressure (Questions to ask mentee)

1. Explain peer pressure in your own words. Why do you think kids and teens are so susceptible to the influence of their friends and classmates?

2. We often hear about negative peer pressure, like friends talking friends into trying drugs or alcohol. But peer pressure isn’t always bad. Friends can encourage and inspire friends to do great things.

Give some examples of positive peer pressure.

3. Have you ever experienced peer pressure, good or bad? How did it feel?

4. Why is it sometimes hard to stand up to your friends?

5. What advice would you give to someone dealing with peer pressure?

Activity: Healthy Relationships are Wealthy Relationships (Healthy vs. Unhealthy)

Description: Go through the following boxes and discuss the differences between a healthy relationships (a wealthy relationship), and an unhealthy relationship (a poor relationship).

Discuss what type of relationship the mentee would like to have and why?

Go through worksheet defining which example is a wealthy relationship and which one is a poor relationship. and Let them know the answer after they give their own first.

End with discussion questions after worksheet

Discussion Questions:

-How do wealthy relationships make you feel? How do poor relationships make you feel?

-Do you have wealthy relationships in your life right now? Who are they? What makes them healthy relationships?

-Do you have poor relationships in your life right now? Who are they? What makes them unhealthy relationships?

-Are you a poor relationship to others or a wealthy relationship to others? How do you know? What can you change to be more of a healthy relationship to your friends, family, and others around you?

❖ Activity: Peer Pressure

Description: Ask mentee how they would define “Peer Pressure”. Discuss the definition of Peer Pressure below.

Go through the diagram describing different types of peer pressure.

Ask if mentee has ever experienced these peer pressure examples.

Go through different “tips of dealing with peer pressure” below and discuss with mentee which ones (if any) mentee should practice using with any peer pressure situations they are experiencing currently or have experienced in past.

Lastly, go through “scenario example” and discuss solution examples. (I.e Asking Which ones resonate with you?)

Tips to deal with peer pressure

Scenario Example

Activity: Peer Pressure

Description: Ask mentee how they would define “Assertiveness”. Discuss the definition of Assertiveness below and go through the “Importance of Being Assertive”

Go through the “Three different communication styles”.

Go through “scenario worksheet” asking what communication style best describes each scenario (passive, assertive, aggressive).

erent Communication Styles

Activity: Influences on Relationships

Description: Ask mentee what influences they believe impact relationships.

Share that you will be addressing only some influences and they are more depending on each persons situation.

Show “influences graphic” below to mentee, go through “descriptions graphic” on next page together, discuss which ones influence your relationships.

Activity: Don’t be an Angry-Doormat

Assertiveness is the ability to express your wishes and beliefs in a positive way. Too little assertiveness can make you a doormat. Too much, and we can be bossy and aggressive.

Think of a time when you were a doormat.

What happened? _____________________________________________________________

What did you do? ____________________________________________________________

How did you feel? ____________________________________________________________

Now, think of a better way to handle that situation in the future. Write a better response and practice it with your mentor.

Think of a time when you were too bossy. What happened? _____________________________________________________________

What did you do? ____________________________________________________________

How did you feel? ____________________________________________________________

Now, think of a better way to handle that situation in the future. Write a better response and practice it with your mentor.

Peaceful Conflict Resolution

❖ Activity: Friend Diagram

•Description: (can read to mentee or have mentee read if preferred): We all identify with parts of our personality and cultures. You might identify as an artist or sister or Native American or male. While we may feel an especially strong connection to certain attributes, we’re comprised of many. It’s important to recognize that others hold different values and identify with different roles. These values may seem foreign, but they’re worthy of acknowledgement and respect. This activity will help mentees express their character, appreciate their uniqueness, and at the same time, consider commonalities with those around them.

•Directions: You will both interview each other! First, have the mentee interview you, using either the interview questions on the next page. Make sure the mentee writes down your answers in the left side of the “Friend-Diagram” on the next pages as they hear your answers. After completed switch roles.

As you interview them, write down their answers on the right side of the “Friend-Diagram”. Be sure to cover the personal qualities that are most important to you both! EX: My nationality is vey important to me. I’m Polish. What’s your nationality?

Lastly, review the similarities you both share by circling them and then writing them in the middle of the “Friend-Diagram”

•Discussion questions:

1.) How can finding similarities help you to work well with students, peers, and family that you may have a conflict with?

2.) What is a conflict that you have had recently at school? At home?

3.) How could finding similarities help you to work through these conflicts?

Friend-Diagram

Activity: Conflict Response T’s

Description: We often think of conflicts as bad or unfortunate, situations to be avoided if possible. Actually, in most cases, conflicts are opportunities to make something better. They challenge us to learn, create and improve. That’s why textbooks call them math “problems.”

Conflicts get their bad rap from the ways in which people choose to respond to them. There are always multiple ways to react in conflict situations, some destructive and others constructive. This activity will help us to understand that our responses are what help determine whether conflicts lead to “fall-out” or productive problem solving.

Directions:

•Ask mentee to come up with a conflict. It can be imaginary or a conflict that you have experienced before.

•Ask mentee to create a T-chart (example of T-Chart below) for the conflict they came up with, listing three constructive ways one might respond to that conflict-and three destructive ways.

**Emphasize that constructive ways likely lead to learning, problem solving and better relationships, while destructive ways will lead to escalation, drama, and hostility.

•Go over discussion questions on next page together.

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Description: There are a variety of ways to resolve a problem. The way we approach a conflict depends on our means, beliefs, the importance of the outcome and the importance of our continued relationship to those involved. There are five commonly identified conflict management styles. We may be prone to one, but the style we chose to adopt usually depends on the situation. All styles have an appropriate time and place.

Directions:

•Go over the 5 conflict Management styles below and “Scale chart” on next page

•Go over discussion questions on next page

Activity: Wear your Emotions on your Wall

Description: Generic feeling words are all too easy to overuse. “Good” is a common favorite. How’re you feeling? “Good.” How was your test? “Good.” What’d you do today? “Good.” We all have go- to emotion words like this. They’re easy and, after a while, meaningless.

Careful identification of your mood and the ability to give words to others’ moods is essential to effective communication, especially during conflict. This type of communication requires a broad emotional vocabulary, the kind few of us have or remember to use.

Directions:

1. Lead mentee in brainstorming as many emotion words as possible.

2. Get past the basics: mad, sad, happy etc. Challenge students to get 50 words. If that comes easy, challenge them to get 75! Write them down on sheet of paper

3. Open it up all ideas and acknowledge all suggestions. Accept slang and colloquial terms. English or not, this is how mentees often express themselves.

4. Create a poster displaying all of the words, or have your mentee create it. If it helps, sort the words into like categories. The four overarching emotional states are glad, sad, mad and scared.

5. Encourage mentee to Display the poster prominently in their room at home and or to take a picture of it.

Discussion question:

-What do you think would happen if you were to reference your list each day instead of using generic words to describe your feelings?

-How do you think this can improve your understanding of yourself? Your wellbeing? Your relationships?

Activity: “Anger -Speedometer”

Description: Anger is the emotion perhaps most commonly felt when in conflict. And this is understandable. It’s upsetting to be opposed; disagreement can be maddening. Angry feelings escalate easily and quickly, and can move from mildly annoyed to furious before you know it. But anger often creates more conflict than it solves.

Anger impairs careful decision-making and can lead to rash actions, especially as you near your bursting point. Examining your own escalation processes can help you identify your triggers and, hopefully, interrupt cycles of growing anger.

Directions:

1.Ask mentees to complete the “My Ang-O-Meter” handout on next page.

2. In the left column choose five words, or terms, that describe increasingly intense feelings of anger. In the right column students should supply a real-life example for each word.

EX: -Left side: When I’m this angry I call it “boiling”. -Ride side:“That is how I felt one time when my brother borrowed my skateboard and broke it.”

3. Discuss anger words given and examples used after completing worksheet

Activity: Listen “ing”

Description: There’s a difference between hearing and listening. Hearing is a physical process. For most people it happens automatically. Listening is a skill that involves hearing and also involves meaning making, comprehension and communication. Like most skills, listening takes practice. There are many natural barriers to effective listening like environmental distractions, internal dialogues and personal agendas.

**This activity helps illustrate the difference between hearing and listening, and helps you to become aware of your own personal listening barriers.

Directions:

1. Mentors, describe your ideal family vacation (or any topic) to mentee.

2. Mentee, Without letting the mentor hear, count the number of words ending in “ing” that the mentor says. This can be done by pulling all of the listeners aside or with written instructions.

3. Mentors talk for 3-4 full minutes. Be inventive and fill the entire time! Mentees are not allowed to write down words or count on piece of paper

4. Go through discussion questions

5. Switch roles; Mentee explain story, mentor listen and count

DISCUSSION QUESTIONS

• Listeners, how many “ing” words did you count?

• Listeners, how much of the speakers story do you recall? Were you able to concentrate on both the story and the “ing” words?

• Speakers, did you feel like you were being listened to? How can you tell when someone’s really listening?

•What are some ways you can show someone you are actively listening?

Activity: ReQuests

Activity: You and I-Messages

Activity: What’s Fair?

Description: In negotiation we like to know that we’re getting a “fair” deal. What that means depends on the context and people with whom you’re negotiating. Different standard of fairness apply to different situations. In business, the market determines the fair price of goods. In sports, the rules of the game are enforced by the referee’s judgment. Similarly, to get a fair result from negotiation, it helps to appeal to a commonly accepted standard. However, in some scenarios, there may not be a common standard or there may be more than one.

**This exercise helps students think about different standards of fairness and how those standards might be affected by circumstance.

Directions:

1. Complete the “What’s Fair worksheet” below together with Mentee. Allow them to take the lead on completing it and offer your support.

2. Encourage mentees to think of all possible standards, even if some of those standards don’t seem fair to them.

EX: Margaret stole $300 from the cash register where she works to pay her rent. Margaret’s manager discovered the theft and demanded she return the money or he’ll call the police.

a) The laws of the state or country

b) Finders keepers, the money goes where there’s the most need

3. Discuss mentees answers together using discussion questions below. Create a list of their suggested standards of fairness on separate piece of paper.

WHAT’S FAIR WORKSHEET

•Consider the conflicts below. Answer the following questions:

a)What standard of fairness would usually be applied in this situation?

b) To what other standards of fairness might you appeal?

1. Margaret stole $300 from the cash register where she works to pay her rent. Margaret’s manager discovered the theft and demanded she return the money or he’ll call the police.

a. ______________________________________________________________

b. ______________________________________________________________

2. Adam’s P.E. class has been playing basketball all week. Stephen always plays point guard. He’s by far the best basketball player in the class, but Adam believes he should get a turn.

a. ______________________________________________________________

b. ______________________________________________________________

3. Nicole wants to buy Yazmin’s car. Yazmin is asking for $6,000 but Nicole is convinced the car is only worth $4,500.

a. ______________________________________________________________

b.

4. Kyle, Cameron and Ellie are playing Monopoly. Ellie is winning badly, so Kyle and Cameron decide to join forces and pool their assets. Ellie accuses them of cheating.

a. ______________________________________________________________

b.

5. Mr. Lincoln is good at his job. He’s done it for 25 years and often finishes tasks ahead of schedule and leaves work early. But the company recently hired a new, younger manager who requires Mr. Lincoln stay until 5pm everyday. Mr. Lincoln is outraged.

a. ______________________________________________________________

b.

DISCUSSION QUESTIONS

• What if, in conflict #2, Adam and Stephen played in the NBA instead of gym class? What standards of fairness might apply then? How does context affect standards of fairness?

• What if, in conflict #3, Nicole was Yazmin’s sister? Would the standards of fairness change? How does the relationship between parties affect standards of fairness?

• What do you think is the fairest resolution to each problem? Why?

Activity: ReFrame!

Description: When people fall into disdainful positions or use accusatory, insulting words, it’s usually a sign that emotions are running hot or their interests feel jeopardized. A strong outburst indicates a strong belief. It’s a mediator’s job – and a useful social skill – to read between the lines, and interpret the meaningful message behind mean or hurtful words. In mediation, this helps defuse negative tension and makes space for better communication.

DIRECTIONS

1. Together with mentee, complete the handout “Re FRAMES.”

2. When reframing, encourage mentee to eliminate accusations, insults and definitive language (always, never, worst, can’t).

3. When interpreting interests, ask mentee to think about why someone would be upset about this topic? What important thing is being threatened?

4. Once they’ve completed the handout, discuss answers together. Use discussion questions when needed.

Example:

ReFraming Worksheet

Empowerment

1.) Community values youth

Young person perceives that adults in the community value youth and feel appreciated by community.

2) Youth as resources

Young people are given useful roles in the community and is included in decisions at home.

3) Safety

Young person feels safe at home, school, and in the neighborhood.

4) Service to Others

Young person has the opportunity to serve in the community one hour or more per week.

5) Career, Self, and World Exploration

Young person begins to think of future career opportunities as they discover their preferences, strengths, and the world around them.

Empowerment Overview

Often times, when we hear the word empowerment multiple definitions come to mind. True empowerment happens when individuals feel that they have been enabled to accomplish something and when they feel a sense of purpose. Empowering your mentee is a process of showing them that they are capable and that even though they may be young, they should not let people look down on them. They have much to offer! Empowering young people is a key component to their development.

The activities in this section help communicate how important your mentee is and to help them to start using their gifts, talents, and experiences. They also support students’ in their natural process of identity formation and self- definition, bringing to focus the life experiences and beliefs that make them unique as well as those they share with others. These activities are fun, dynamic, and powerful. Ideally, they will help your mentee to believe strongly in all the positive things they are capable of accomplishing.

❖ Activity: Citizen you!

Community values youth

Directions:

1. Read description together

2. Go through Ted’s Big Day activity

3. Use discussions questions at end

Description:

You are a citizen. You may not go around thinking of yourself as a “citizen”, but you are one! The word Citizen just means, a member of a community who has rights and responsibilities. A community is a group of people who share an environment.

Every day, you are are a part of several different layers of community; That means you have different levels of “Citizenship”! At each level, you have rights and responsibilities.

There are different levels of community and therefore, different levels of Citizenship. Let’s go through some of them:

•The people you live with at your home make up the smallest “community” you belong to

•Your school or your workplace is your community

•Your city or county you live in

•Your state

•Your country

Ask your mentee: Can you think of any other levels of citizenship that you have?

Sources of Rights and Responsibilities

Citizens have rights and responsibilities, but where do those rights and responsibilities come from? That depends on the level of citizenship.

In the United States, at the national level, we get our rights and responsibilities in our Constitution. The Constitution was written when our nation was born, and it sets the rules for how our nation will run. Laws passed by the U.S congress can also create rights for the country on the national level.

Each state also has its own Constitution and its own sets of laws. At the State Level, like a Virginia, state constitutions and state laws contain the rights and responsibilities of the “state citizenship level”.

Cities often have a city charter (like a constitution, but for the city level) which tells how the city will run. Cities also pass laws, which are usually called ordinances.

⭐ Most schools have a school handbook that lists the students’ rights and responsibilities.

At home the adults or parents in charge decide what your rights and responsibilities will be.

Ask your mentee: Can you think of any other sources of rights and responsibilities? How would you define “Rights”? How would you define “Responsibilities”?

•Rights: A privilege or claim to something

-Ex: Some of the Rights that belong to U.S citizens include Freedom of speech, voting in a federal election, and running for federal or political office.

-Ex: State constitutions repeat many of the guarantees , but may add some rights such as right to a free education or equal rights for men and women.

-Ex: A city charter gives you the right to services your city provides, such as sidewalks or parks.

•Responsibilities: Duties to other people, the government, or society.

-Ex: All U.S residents and citizens have a responsibility to follow the law

-Ex: At school you are responsible for following the rules

-Ex: At the local, state, and federal level you have a responsibility to pay taxes

Answers for mentor:

Discussion Questions:

1. What rights do you use?

2. What rights don’t you use?

3. What rights should you use?

4. What do you think your classmates, family members, friends, teachers, would think if you used your rights more?

5. What can you do to use your rights more?

Activity: The Power to Change the World

Directions:

1.) Open the link below on a phone or laptop to read Article on Parkland students

2.) Have mentee use handout below to take notes while reading

3.) Go through discussion questions together

Link for New York Times article: http://nymag.com/intelligencer/2018/03/on-the-ground-with-parkland-teens-as-theyplot-a-revolution.html?gtm=bottom&gtm=top

Handout:

Discussion Questions:

1. How much of a difference can young people make in the problems our society faces?

2. What can we learn from this youth led movement?

3. Do you believe that your voice has an impact? What about your classmates?

Activity: Jim Crow- Why YOUR action is important to your community

Directions:

1.) Read the description on “Jim Crow”

2.) Go through and complete handout sheet together on next pages

3.) Use Discussion Questions to begin conversation on believing in yourself

Description:

Description continued:

Handout for Jim Crow activity:

Discussion Questions:

1.) Why do you think Jim Crow Laws don’t exist anymore today?

2.) Do you think that these laws would still exist today if no one stood up against them?

3.) Why does it take courage to stand up for what’s right? To believe in yourself?

Activity: What makes more impact - The President, or “Midterm Elections”?

Directions:

1.) Read through Description

2.) Go through discussion questions with mentee

Description:

Before reading, ask your mentee:

-Do you know what the presidential election is? Do you know what the midterm elections are?

-Which one makes more of an impact on your community on a more frequent basis?

Presidential elections tend to receive a lot more news coverage and attention than midterm elections, and especially local elections. NO MATTER THE ELECTION, you have an opportunity to make your community better through who you vote for. We’re going to talk about the importance of Midterm Elections.

Midterm elections are non-presidential elections. They happen exactly two years after a presidential election. For that reason, don’t put all of your energy, efforts, and conversation into the presidential election; even though seeing someone become president can be very exciting, or very scary. We have to remember that there is more to how your community works when it comes to elections than just the presidential election.

Hopefully you have heard of Congress and the Senate. They are two parts of what makes up the Legislative Branch of our larger national government. They help keep the president in check, along with the third branch “judicial branch”.

There are two parts of congress that have people who work and live either directly in your community, or in your state. Those two parts of congress are the House of Representatives, and the Senate. Each having people in them who directly effect and make decisions every day about YOUR community....very different from the President. The president may not even know what state that you live in and has probably never been to your community!

Midterm elections affect national, state, and local government in huge ways.

(See chart from iCivics.com on next page)

Discussion Questions:

1.) The next activity talks about voting; why do you think that paying attention to what happens in the national, state, and local “midterm elections” are important now, even before you are old enough to vote?

2.) How do midterm elections effect your community differently than the whoever becomes president?

3.) What can you do to have an affect on your community in regards to the midterms elections?

Activity: The Fourth Branch - You!

Directions:

1.) Read through discussion

2.) Review the charts below

3.) Compete activity below

Description:

Participating in YOUR democracy is a huge way we can make an impact. The habit of being involved starts now. When you turn 18 is too late in the game to start learning and paying attention, trust me.

If you understand how the government works, and if you have the knowledge about where your opinions matter most, you can be an active member of the “Fourth Branch”of government: the citizens!

Charts:

Activity

Youth as Resources

❖ Activity: Students, Engage!

Directions:

1.) Take 3 minutes to think about two problems that are important to you. Whether in your community, school, at home, etc. Discuss with your mentor why you selected these two problems. Write the problems out on a board or piece of paper.

2.) Go through activities below and discuss next steps.

Activities:

Activity: Community Mapping

Directions:

1.) Go over purpose of activity, objective, and go through key vocabulary

2.) Define the geographic area of the community you are researching. Choose your area or somewhere close by where you live!

3.) Identify the local associations and local institutions in the community.

Safety

❖ Activity: How safe do you feel at school...

Directions:

1.) Discuss initial questions

2.) Go through assessment and discussion questions that follow

Initial questions:

-How do you describe a safe place?

-How does it feel when to be safe and to know you are safe?

*(For mentor: Their concept of safety will be helpful in gauging and interpreting their responses during the activity)

Assessment:

Service to Others

❖ Activity: Getting the service juices going!

Directions:

1.) Go through “Discussion Questions” with mentee

2.) Go through list of service ideas

3.) Discuss questions at end

Discussion questions:

1.) Why do you think service to others is important?

2.) Have you ever served anyone? Anyone outside of your family? If so, what did you do. If not, why not?

3.) Have you ever made a plan for serving someone else or for a service project? If you were to do a service project do you think it would be important to make a plan?

Service ideas:

Service doesn’t not always require a plan! However it helps to make a plan when you can so that you can have a purposeful focus and a lasting impact.

Let’s look at a list of ideas that could be great areas of for you to serve and could potentially turn into life changing service projects.

***Make a note of the ones that seem like potential projects you may be interested in doing!

Service list:

1.) Handmade cards/letters or bookmarks to individuals who may not get cards often:

• Veterans

• Bus drivers, crossing guards, custodial staff, paraprofessionals, etc.

• Older adults in senior living/nursing homes

2.) Encourage everyone to sign a no-bullying pact

• Encourage your fellow students to create a bully-free zone at your school by encouraging everyone to sign a pact to be more kind to each other.

3.) Food drive

• Help your students run a canned food drive. Consider donating nutritious foods such as tuna, low-sodium vegetables, juice, etc.

• Coordinate with local food banks to organize an event. Donate the food you collect to the food bank.

4.) School wide-pantry raid

• Students are asked to bring in an unused can from their pantry at home.

• All items donated to a local food pantry or meals on wheels to food insecure individuals.

5.) School supplies or book drive

• Hold a conversation with your students about the importance of school supplies and books.

• Help your students come up with creative ways to encourage fellow students and organizations to donate.

• Have your students host a book and/or school supplies drive within your school or even classroom.

6.) Recycling Drive

• Students combat waste by organizing and encouraging a culture of recycling within your school and classroom.

7.) Plant trees or Earth day projects

• Make your school/community a greener place by planting trees.

• Celebrate Earth Day

8.) School-wide or Neighborhood clean up

• Everyone goes outside together for an hour and picks up garbage.

• Make it a contest to see who can pick up the most trash in a set amount of time.

9.) Visit or perform at a local nursing home

• Play music from local seniors’ younger years; it can spark happy memories of their past.

• Spend time with seniors. Often senior citizens do not receive many visitors and it can boost their morale to have someone spend time with them.

10.) Organize a blood drive

• Help end the chronic blood shortage in America by hosting a blood drive with the American Red Cross.

• You must be 17 years of age to donate but it doesn’t mean students your age can’t organize a drive for the community or your neighborhood. After all, shortage of blood affects classmates your age all across the country.

11.) Organize a neighborhood litter pickup

• Work with neighborhoods association group

• This can encourage a community greatly!

Additional questions: Which service ideas stand out to you? Can you think of any other ideas?

Activity: Making your ideas a Reality

Directions:

1.) Identify a local, national, or Global need you would like to address

2.) Learn more about your Cause

3.) Identify your personal passions and interests that you can use

4.) Map community assets and resources (*if you haven’t done so already in previous sections)

5.) Choose your action strategy

6.) Put it all together. Present your service project to Hinesight staff with your mentor!

*Handouts to help with each step on next pages

Career, self, and world exploration

❖ Activity: Self exploration, finding out about you!

Directions:

1. Go through handouts on types of people

2. Make a note of top 3 descriptions (From #1 to #3) (Ex: Influencer, helper, etc.)

3. Use discussions questions at end

Discussion Questions:

1.) Did you know that your top 3 were those descriptions?

2.) How do you think you can use these strengths to help you reach your goals? In school? At home? In making your community a better place?

❖ Activity: Getting out into the world for Career exploration!

Directions:

1. Read through description together

2. See what activities mentee is most interested in

3. Talk with Hinesight staff about planning selected activity

Description:

Positive Identity

1.) Personal power

Young person feels he or she has control and influence over the things that happen in his or her life.

2) Self-esteem

Young person reports having a high self-esteem and is proud to be the person that he or she is.

3) Sense of purpose

Young person reports that “my life has a purpose” and thinks about meaning of life.

4) Positive view of personal future

Young person is optimistic about her or his personal future.

Positive Identity Overview

Being confident in who you are not only is an important part of being successful in life, but more importantly, an essential part of being happy with life. Building self-esteem and these other critical assets are challenging in the midst of cyber-bullying, hyper-comparison due to social media, and other outside influences that make it hard to feel positive on the “inside”. Feel free to communicate the importance of that to your mentee!

However, social-media and these other externals are not the enemy. The activities in this section will help to build the tools for regulating outside influences, and help to create a positive view of ones self from the inside out. They support young people in their natural process of identity formation and self-definition, bringing to focus the life experiences and beliefs that make them unique as well as those around them. These activities are insightful, active, and powerful.

Personal Power

❖ Activity: Getting out into the world for Career exploration!

Directions:

1. Go through activity together

2. Go through discussion questions

Description:

1. What things do you feel are important for you to be in control of?

2. How much personal power do you feel you display?

3. Do you think your parents would agree? What can you do to be more responsible?

Activity: Problem Solving Power!

Directions:

Self-Esteem

❖ Activity: Building self-esteem

Directions:

Activity: Valuing yourself!

Directions:

Activity: Teen Spotlight

Directions:

� Self-actualization is the ability to set goals and feel that you are accomplishing those goals. Using the newspaper layout below:

1.) Design a newspaper highlighting YOURSELF.

2.) Include your greatest accomplishment, a self-portrait of you doing something that you enjoy, headlines, etc.

3.) In the box at the top, give your newspaper a unique name. Discuss at end.

Discussion question: Do you think believing in yourself would help in this become real?

Activity: How I see it!

Directions:

1.) Go through discussion questions

2.) Do activity together

Discussion questions:

Regardless of how others see us, our perception is our reality; therefore we must work at changing how we see ourselves.

1.) Are the beliefs that you have about yourself TRUE or FALSE?

2.) Do you see yourself as being a loser? Really stupid?

3.) How about not fitting in with your group of friends?

4.) It is still hard for you to think that your friends and family are being honest and real with you when they say things like: Even though your friends and family say you are NOT a loser, tell you how smart you are, and what a wonderful friend you are? Why or why not?

Activity

Activity: Name Game

Directions:

1.) In the one of the blank shapes below, vertically, write your first and last name. Using the letters of your name, create words that express your positive traits. (Refer to the example given.)

Example:

2.) Use the remaining shape to write the first and last name of someone who has influenced your life. Using the letters of their name, create words that express why they have influenced you.

❖ Activity: Self- Portrait

Description:

Activity: Personal Shield

Direction:

Activity: Pride Line

Directions:

Sense of Purpose

❖ Activity: Watch for the Spark!

Directions:

1.) Go through description together

2.) Go through discussion questions together

Description:

Everyone brings something unique to the world. What do you bring to the world that it is missing right now without your contribution? Purpose is a combination of what matters to you and how that looks in your life right now, and what that may look like in the future. Observe the graphic below:

Discussion questions to get your mentee reflecting on purpose:

1.) What is most important—making a lot of money, loving what you’re doing, or having a lot of time to spend with your family?

2.) Who does a really great job at what they do in something you’re interested in? What do you think they did to get to that point and excel at it?

3.) How do you want to contribute to the world? In what area do you want to make a difference? Who do you care about impacting?

Activity: What is your “Personal Mission Statement”?

Description:

A personal mission statement explains who you are and want to be, and what you stand for. You can use it to guide you when making choices and decisions, large and small, by asking yourself—Does it help me become who I want to be?

A personal mission statement also helps you explain who you are to others.

A personal mission statement should answer 3 questions:

1) What is my life about—what is my life”s purpose?

2) What do I stand for—what are my values?

3) What accomplishments am I working toward that will help me fulfill my life”s purpose in a manner consistent with my values?

STEP 1: CLARIFY PURPOSE AND VALUES

A. Write a list of at least 12 talents you have.

B. What excites you about your life? About the world? What angers you about your life? About the world?

C. What would a really good day be like for you? Where would you be? What would you do?

Imagine anything— it doesn‟t have to be true.

• I would be at:

• I would be doing:

• I would be with:

D. Imagine that today is your 30th birthday, and a reporter is writing a story about what you have done. What would you hope your friends, the people you work with, family members would say about you to this reporter? What difference would you hope you had made in their lives? How do you want to be remembered?

E. Imagine yourself to be 100 years old, surrounded by your loved ones who have gathered to learn from you and your wisdom. What would you tell them is important in life? What really matters, looking back on your life?

STEP 2: DRAFTING A MISSION STATEMENT

Look over what you’ve written during Step 1. Then look again at the 3 questions a mission statement should answer:

1) What is my life about—what is my life‟s purpose?

2) What do I stand for—what are my values?

3) What accomplishments am I working toward that will help me fulfill my life‟s purpose in a manner consistent with my values?

� Write a rough draft of your personal mission statement in 20 words or less:

Keep your draft personal mission statement with you and look at it several times during the day—see how it makes you feel. You may want to bring it to the next several meetings with your mentor to talk about it and see if you want to change it.

Positive view of Future

❖ Activity: Imaginary Future, real steps

Directions:

Focusing on your dreams is a great way to get to begin to positively think about futures.

1.) Ask your mentee to answer the questions below

2.) Help them to think about ways to transform their dream into plans.

Questions:

1.) What dream do you have for the future?

2.) What must be done to make this dream a reality?

3.) Why will your dream become a reality?

4.) What would be different about your life if your dream would be achieved ?

5.) Who is one person can keep you accountable about reaching your dream and supporting you to do so?

Activity: This years milestones

Many years ago, stones set beside the road marked distances between towns. These stones, called milestones, were indications of a traveler‟s progress. Later, the meaning of the word milestone was generalized to mean “a significant point in any journey or development.”

Directions:

1.) Write down what might be some of the significant points along the path from where you are now to where you hope to be in one year? Record them on the numbered lines.

Activity: Extra extra Read all about!

Directions:

1.) Write a story that highlights #1 goal that you want to achieve in your life. Be sure to describe the steps you need to take to meet your goals.

Commitment to Learning

1.) Achievement Motivation

Young person is motivated and strives to do well in school.

2) School Engagement

Young person is responsive, attentive, and actively engaged in learning at school and enjoys participating in learning activities outside of school.

3) Homework

Young person reports doing at least one hour of homework every school day and hands in homework on time.

4) Reading for pleasure

Young person enjoys and engages in reading for pleasure three or more hours per week

5) Test taking Skills

Young person enjoys and engages in reading for pleasure three or more hours per week.

Commitment to Learning

Young people thriving in school and out of school; That is our goal with this curriculum. Learning happens in school of course, but it also happens out of the classroom and long after you finish your finals in university. Being committed to learning is more important than doing well academically. The more we can encourage our young people to be committed to learning, the better they will perform outside and especially, in school.

The activities in this section take in to account the various different learning styles young people have and can be catered to your specific young persons needs. Building the right study habits, test taking skills, and a desire to read are all significant principles that this section covers. Being motivated to succeed in school is important to school success as well. We hope this section helps our young people to have an increase in their grade performance, their bond to their school, and a desire for life long learning.

References for Mentors to identify Learning Needs

Di

erent Learning styles of mentees

Achievement Motivation

❖ Activity: Motivating Reluctant Learners

Directions:

1.) Go over tip list below and discuss level of motivation with mentee

Activity: Evaluating your Academic Goals

Directions:

1.) Go through handout below, Have mentee complete it.

2.) Discuss goals together and offer assistance if needed

School Engagement

❖ Activity: Select 5!

Directions:

1.) Select 5 bullet ideas and do together or plan to do another day

2.) Review next week

Activity: How to take good notes in Class!

Directions:

1.) Go over top 10 list below and discuss note taking ability with mentee; do they take notes

Homework

❖ Activity: Getting organized, getting focused

Directions:

1.) Read description together

2.) Discuss which of the 5 needs are most difficult for mentee

❖ Activity: Homework help

Directions:

1.) Read description together

2.) Discuss question and go through list together

Description:

Ask mentee: Why is learning to work independently so important?

Activity: Homework Survival Kit!

Reading for Pleasure

❖ Activity: Making the Library and Internet work for you

Directions:

1.) Go through discussion questions

2.) Read through bullets together

Discussion questions:

1.) How often are you on the internet? What do you usually use it for? Have you ever used it to read something for school?

2.) How often do you go to the library? How often do you use the public library? School library?

Improving Reading and Building Vocabulary

❖ Book club!

Directions:

1.) Pick a book from the Hinesight library or the public library

2.) Read a chapter or excerpt together and make a plan for how you will continue reading the book together

3.) Discuss favorite genres of books and movies; there may be a correlation!

Test Taking Skills

❖ Study Habits

Directions:

1.) Read through description together

2.) Go through discussion questions

❖ Assess your study habits

Directions:

How to prepare for a test

Taking an Essay Test

Directions:

1.) Have mentee bring example of work or test that is relevant to this exercise

Taking a True of False Test

Directions:

1.) Have mentee bring example of work or test that is relevant to this exercise

❖ Taking a Multiple Choice Test

Directions:

1.) Have mentee bring example of work or test that is relevant to this exercise

Positive Values

1.) Caring

Young person and parents of young person places high value on helping other people

2) Equality and social justice

Young person places high value on speaking up for equality for all people, reducing hunger, and poverty.

3) Integrity

Young person acts on convictions and stands up for her or his beliefs and parents tell young person the importance of integrity.

4) Honesty

Young person tells the truth even when it is not easy and parents encourage honesty.

5) Responsibility

Young person accepts and takes personal responsibility and parents encourage responsibility.

6) Physical health, wellness, and restraint

Young person believes it is important to have good health habits, to be physically fit, not to be sexually active, or to use alcohol or other drugs; restraint is encouraged by parents.

Positive Values Overview

Developing healthy values are essential to positive youth development. We have selected six key values that we will focus on encouraging our youth to build in themselves. Values are what guide our decisions and the decisions we make ultimately determine the outcomes in our lives. With that in mind, the right values can lead to positive life decisions or negative ones.

The activities in this section help build positive decision making skills through discussing important values for young people to have. There are more than six positive values, however this

section helps to nurture the growth of these specific values. The hope is that our young people build the habit of operating by positive values as they grow into young adults and gain additional values.

Do you know your values: Intro Activity

Overview:

This worksheet gives students a chance to "evaluate their values." In so doing, they will be forced to reflect upon what is most important to them. Before students make decisions in their lives, they should think about their priorities.

Directions:

-Using a ten-point scale, have your student rate the following items according to how high a priority they are in his/her life.

-Give one point to items that are not very important and up to ten points to those that are most important.

(**Students may assign the same rating to more than one item)

Caring

❖ Overcoming Problems: Breakthrough not Breakdown

Description:

Problems often seem hard to solve. For some it’s like facing a brick wall. Knocking down the barriers and pushing through the brick wall is a remarkable feat. Without taking the problem on yourself, whom would you help and what problems would you help them solve?

Directions:

1.) On each brick below write the name of the person you would like to help, and the problem you would like to help them remove. You can use separate sheet of paper as well.

2.) Discuss together afterwards

Equality and Social Justice

❖ Everyone deserves to eat

Directions:

1.) Go through definitions

2.) Discuss service project ideas

3.) Share with Hinesight staff which project mentee is interested in

Definitions:

• Food Security/Insecurity: Food security is a state when people have physical, social and economic access to sufficient safe and nutritious food that meets their dietary needs and food preferences for an active and healthy life. There can be food insecurity with and without hunger. Food security is often related to food justice.

• Food Justice: Food justice is fair access to fresh/healthy/ affordable food and fair wages and treatment of those who harvest, prepare and serve it.

Other ideas:

❖ What would you do?!

❖ Honesty is the best answer!

Responsibility

❖ Who is Responsible?

Directions:

1.) Here are 10 different examples. In each one the person is either responsible or irresponsible. Try to mark the right box for each example.

2.) Discuss why you mark each one with mentor afterwards

Responsibility = Success

Ask mentee: What does personal responsibility mean to you?

Directions:

We can change in order to become more responsible.

-Think about some responsible things that you did during the last week.

-Write down things you said or did that were responsible.

-Also, write down things you said or did that you realize were not responsible.

-Based on your honest answers now, examine your not responsible list.

-Complete the “what I have learned” section. Physical Health, Wellness, and Restraint

❖ Activity: Having a conversation about what you EAT and how you LIVE

What do you eat?

What are your favorite foods?

What do you like to eat when you go out?

Do you cook?

If not do you want to learn how to cook?

If yes, what do you like to cook at home?

Do you have any favorite recipes?

Do you think you have any healthy eating habits?

Do you eat breakfast every day?

If yes, what do you eat?

If not tell me about your morning routine?

Do you eat three meals a day?

Do you like to snack?

What are your favorite snack foods?

What's your favorite meal for breakfast, lunch, and dinner?

Do you like fruits and vegetables?

What are your favorites?

Is physical activity a part of your everyday life?

Are you an active person?

Do you like being physically active?

What are your favorite physical activities?

Do you play any sports?

Are you a couch potato?

How many hours per day do you watch TV, play video games, spend time online, or text?

Do you like to dance?

Continued on next page...

Do you engage in some form of physical activity every day? If so, for how long? Do you like to walk or do you always look for a ride if at all possible?

Do you wish you could be more physically active?

❖ Activity: Nutrition Facts and why they are important to ME!

❖ Activity: Self Control

References

Social competencies:

1. Peaceful conflict resolution

https://cpb-us-east-1-juc1ugur1qwqqqo4.stackpathdns.com/blogs.uoregon.edu/ dist/8/11350/files/2015/05/Compiled-Activities-1-r5x71c.pdf

2. Cultural competence

https://files.peacecorps.gov/uploads/wws/lesson-plans/files/ looking.everyone.a.pdf

https://www.peacecorps.gov/educators/resources/everyone-has-culture-everyonedifferent/

https://www.harmony.gov.au/get-involved/schools/lesson-plans/lesson-planculture-race-ethnicity/

http://racebridgesstudio.com/wp-content/uploads/3-1LP-Impact-of-History-on-thePresent.doc-whats_racism_RESOURCE.pdf

http://racebridgesstudio.com/wp-content/uploads/anne_lessonplan.pdf

http://racebridgesstudio.com/wp-content/uploads/Building-Bridges-LP-v2.pdf

https://edsitement.neh.gov/lesson-plan/my-other-life

https://humaneeducation.org/wp-content/uploads/2013/10/PeopleLikeMe1013.pdf

3. Resistance skill

http://classroom.kidshealth.org/6to8/personal/growing/peer_pressure.pdf

https://teenshealth.org/en/teens/harassment.html?ref=search

http://www.kpu.ca/sites/default/files/NEVR/ Peer_Mentor_Manual_for_Middle_and_High_School_0.pdf

http://ong.ohio.gov/frg/FRGresources/emotional_intellegence_13-18.pdf

4. Planning and decision making

https://www.polk-fl.net/community/volunteers/documents/ ymConfidenceActivities.pdf

http://ong.ohio.gov/frg/FRGresources/emotional_intellegence_13-18.pdf

5. Interpersonal competence

http://ong.ohio.gov/frg/FRGresources/emotional_intellegence_13-18.pdf

https://www.irscfoundation.org/uploads/files/Mentor_Toolkit.pdf

Empowerment:

1) Community values youth/ community value

https://jyd.pitt.edu/ojs/jyd/article/viewFile/382/368

https://www.learningtogive.org/resources/get-root

https://www.learningtogive.org/system/tdf/Community%20Mapping%201-19.pdf? file=1&type=node&id=12586&force=

http://cyber.harvard.edu/sites/cyber.harvard.edu/files/ KBWTheValueofYouthOrganizing2012.pdf

http://www.un.org/esa/socdev/documents/youth/fact-sheets/youthcultureasavector.pdf

http://internationalyouthcouncil.com/forum/topics/involving-youth-in-thecommunity-development-process

https://cdn.icivics.org//sites/default/files/Citizen%20Me_0.pdf

https://www.nytimes.com/2018/03/07/learning/lesson-plans/the-power-to-changethe-world-a-teaching-unit-on-student-activism-in-history-and-today.html

https://cdn.icivics.org//sites/default/files/uploads/Jim%20Crow_2.pdf

https://cdn.icivics.org//sites/default/files/ Midterm%20Elections_Media%20Moment.pdf

https://cdn.icivics.org//sites/default/files/MidtermMath_1.pdf

https://cdn.icivics.org//sites/default/files/The%20Fourth%20Branch%20You_1.pdf

2) Youth as resources

http://safeandcaring.ca/wp-content/uploads/2014/05/Youth-Action-Projects.pdf

https://cdn.icivics.org//sites/default/files/uploads/Students%20Engage.pdf

https://www.learningtogive.org/system/tdf/Community%20Mapping%201-19.pdf? file=1&type=node&id=12586&force=

3) Safety

http://www.saydel.k12.ia.us/parents/masternwmtalkingtokidsaboutschoolsafety.pdf

http://www.lapdonline.org/crime_prevention/content_basic_view/8807 https://www.parents.com/kids/safety/

4) Service to others

https://ysa.ispringcloud.com/acc/Yvsm3YAxMzg5MA/s/13890-xhAZp-cX34C-uicv0? submissionGuid=9971aaae-2412-46e7-8267-a4b590044485

https://ysa.org/global-youth-service-day-school-challenge-15-easy-and-freeprojects/

5) Career, self, world exploration

https://www.polk-fl.net/community/volunteers/documents/ ymConfidenceActivities.pdf

https://educationnorthwest.org/sites/default/files/making-the-grade.pdf

Positive values:

https://www.irscfoundation.org/uploads/files/Mentor_Toolkit.pdf

https://www.irscfoundation.org/uploads/files/Mentor_Toolkit.pdf

1) Honesty

http://schools.cms.k12.nc.us/beverlywoodsES/Documents/Novhonesty.pdf

2) Integrity

https://www.compasscharters.org/5-activities-help-children-develop-strong-senseintegrity/

3) Caring

http://ong.ohio.gov/frg/FRGresources/emotional_intellegence_13-18.pdf

4) Restraint

http://www.kpu.ca/sites/default/files/NEVR/ Peer_Mentor_Manual_for_Middle_and_High_School_0.pdf

https://www.irscfoundation.org/uploads/files/Mentor_Toolkit.pdf

5) Equality and social justice

https://www.irscfoundation.org/uploads/files/Mentor_Toolkit.pdf

http://www.tolerance.org/sites/default/files/documents/OSRActS_L.pdf

https://www.learningtogive.org/resources/food-security-and-food-justice-toolkit

https://www.nytimes.com/2018/03/07/learning/lesson-plans/the-power-to-change-the-world-ateaching-unit-on-student-activism-in-history-and-today.html

6) Physical health & wellness

https://cdn2.sph.harvard.edu/wp-content/uploads/sites/46/2016/01/ EatWell_StayActive_HaveFun_aGuideforMentors.pdf

http://www.foodspanlearning.org

7) Responsibility

https://www.polk-fl.net/community/volunteers/documents/ymConfidenceActivities.pdf

https://www.irscfoundation.org/uploads/files/Mentor_Toolkit.pdf

http://ong.ohio.gov/frg/FRGresources/emotional_intellegence_13-18.pdf

Positive identity:

http://ong.ohio.gov/frg/FRGresources/emotional_intellegence_13-18.pdf

1. Sense of Purpose

https://www.parenttoolkit.com/social-and-emotional-development/advice/selfawareness/how-to-help-my-young-adult-find-their-purpose

https://www.polk-fl.net/community/volunteers/documents/ ymConfidenceActivities.pdf

2. Personal Power

https://www.polk-fl.net/community/volunteers/documents/ ymConfidenceActivities.pdf

https://www.irscfoundation.org/uploads/files/Mentor_Toolkit.pdf

3. Positive view of future

https://www.irscfoundation.org/uploads/files/Mentor_Toolkit.pdf

http://ong.ohio.gov/frg/FRGresources/emotional_intellegence_13-18.pdf

https://www.polk-fl.net/community/volunteers/documents/ ymConfidenceActivities.pdf

4. Self-esteem

https://www.irscfoundation.org/uploads/files/Mentor_Toolkit.pdf

http://ong.ohio.gov/frg/FRGresources/emotional_intellegence_13-18.pdf

https://www.polk-fl.net/community/volunteers/documents/ ymConfidenceActivities.pdf

Commitment to Learning:

http://educationnorthwest.org/sites/default/files/resources/ Making%20the%20Grade_1.pdf

https://www.irscfoundation.org/uploads/files/Mentor_Toolkit.pdf

1. Bonding to school

https://stacks.cdc.gov/view/cdc/5767/

2. Achievement Motivation

http://educationnorthwest.org/sites/default/files/resources/ Making%20the%20Grade_1.pdf

(Tips for motivating reluctant learners; discussion points)

https://www.irscfoundation.org/uploads/files/Mentor_Toolkit.pdf

3. Reading for pleasure

http://educationnorthwest.org/sites/default/files/resources/ Making%20the%20Grade_1.pdf

http://educationnorthwest.org/sites/default/files/resources/ Making%20the%20Grade_1.pdf

4. Homework

http://educationnorthwest.org/sites/default/files/resources/ Making%20the%20Grade_1.pdf

5. School engagement

http://educationnorthwest.org/sites/default/files/resources/ Making%20the%20Grade_1.pdf

https://www.irscfoundation.org/uploads/files/Mentor_Toolkit.pdf

6. Test Taking and Test preparation

http://educationnorthwest.org/sites/default/files/resources/ Making%20the%20Grade_1.pdf

https://www.irscfoundation.org/uploads/files/Mentor_Toolkit.pdf