trojan talk handbook · 2019-06-08 · many trojan talk groups like to have food during their...
TRANSCRIPT
1
Trojan Talk
Handbook
Trinity High School
Table of Contents
General Information ................... 2 –3
Mission Statement/Guiding Principals of Exceptional Character ................. 4
August 28, 2018 .......................... 5
September 18, 2018 .................... 9
October 18, 2018 ........................ 13
October 30, 2018 ........................ 17
November 13, 2018 .................... 23
December 11, 2018 ..................... 27
January 25, 2019 ......................... 29
February 15, 2019 ....................... 35
March 22, 2019 ........................... 45
April 5, 2019 ................................ 49
May 3, 2019 ................................ 55
“Through hallowed halls our voices ring.. .”
Continuing the
Trojan Legacy
2018-2019
2
General Information
WHAT IS TROJAN TALK?
It‘s a School Thing—Each student at
Trinity High School is assigned to a
small group of 15—20 students who
work with a community mentor and a
faculty member. Each group meets on
designated Tuesdays, approximately
twice a month.
It‘s a Networking Thing—Working with
a community mentor/volunteer and a
Trinity Faculty member, students have
the opportunity to make meaningful
connections with people out-side their
families and peer groups. The interac-
tion between community volunteers and
the student body has proven to be a key
component for student success.
It‘s a Character Thing—Trojan Talk is
the character education program of
Trinity High School. During Trojan
Talk, students, mentors and faculty
members participate in activities and
discussions designed to impact the lives
of the students in a positive way.
It‘s a Life Thing— Through the activities
and discussions in Trojan Talk, it is our
hope that that the mentors and faculty
members will share with the students of
Trinity High School their insight on how
the world works and what students need
to know in order to be successful. Our
desire is to challenge each student to
ask themselves ― What does this mean
to me and how can I apply it to my life?
FACULTY/MENTOR EXPECTA-
TIONS
The goal of Trojan Talk is to facilitate
the development of positive character
traits. To achieve this goal, each Trojan
Talk group is a partnership between the
students, faculty member and commu-
nity mentor. The faculty member and
community mentor are the key to this
partnership because they are the ones
who facilitate the program.
It is the responsibility of the faculty
member and the community mentor to
actively work together to present the
topic, activity, or discussion during each
Trojan Talk session.
Each group has the flexibility to do what
will work for their class but the expecta-
tion is that Trojan Talk will be a semi-
structured time with the mentor and
faculty member directing the group ra-
ther than a free period for the students.
ATTENDANCE
Faculty/Mentor - Consistency is an im-
portant part of Trojan Talk. Both the
faculty member and community mentor
should be at every Trojan Talk meeting.
However things will come up from time
to time that make it impossible to at-
tend Trojan Talk. When this happens, it
is important that the faculty member
and community mentor communicate if
an absence from a meeting is necessary.
Please exchange addresses, phone
numbers, and e-mails to assist in
this communication. Fa culty
members need to let Becky Ewart know
if you will be absent on a scheduled Tro-
jan Talk day. Please include information
about your Trojan Talk group in your
sub plans.
Students - All students are assigned a
Trojan Talk and are expected to be in
attendance. Faculty members should
report student attendance at each meet-
ing on the computer.
Students should NOT be released
to leave your Trojan Talk meet-
ing for any reason.
Trojan Talk Bell
Schedule
0 7:26—8:38
1 8:45—9:43
2 9:50—10:48
Trojan Talk 10:55—11:45
3 11:52—1:45
“A” Lunch 11:45 -12:25
“A” Class 12:32 -1:45
“B” Lunch 12:25 -1:05
“B” Class 11:52 -12:25
& 1:12 -1:45
“C” Lunch 1:05 -1:45
“C” Class 11:52 -1:05
4 1:52—2:50
5 2:57—3:57
3
CURRICULUM
The curriculum for this program has
been developed by and through the
input of Trinity High School faculty
and students, as well as Trojan Talk
mentors. The topics covered in this
curriculum incorporate the philoso-
phies behind the ―40 development
assets and HEB ISD‘s ―Guiding Prin-
ciples of Exceptional Character. The
topics, activities, and discussions are
designed to open a line of communi-
cation between adults and students.
This curriculum is flexible. The Tro-
jan Talk handbook provides sugges-
tions, guidelines, and activities for
each session. Each lesson can be used
as is or leaders have the flexibility to
adjust and supplement the material
in order to meet the needs of their
group.
DRESS CODE
Generally speaking, the dress code for
faculty and mentors is business casu-
al. Mentors, depending on your
schedule, feel free to wear your uni-
form. Students are expected to follow
the dress code as outlined in the stu-
dent code of conduct.
FOOD
Many Trojan Talk groups like to have
food during their meetings. It should
be noted that this is not a re-
quirement for Tr oja n Ta lk. If
your group chooses to have food as
part of their Trojan Talk and in order
to keep it from becoming an expense
or hardship for the adults who are
facilitating this program, please fol-
low these guidelines:
Keep it simple.
This is a snack only. Do not bring
full meals.
Have students sign up to bring
food.
PARKING
You may park on campus anywhere
you can find a space. There will be an
area reserved for mentor parking in
front of the administration building
on Trojan Talk days. Look for the
orange cones that mark the area. If
you need help, feel free to ask the
security guards.
PICTURES/PUBLICATIONS
Mentors may not photograph stu-
dents, nor may they use photos of
students for any reason. District staff
may photograph students whose par-
ents have granted permission via the
federal privacy form (found in the
Student Code of Conduct). District
staff may use photographs for in-
structional/publicity purposes, but
non-district staff may not. Par-
ents must sign the FERPA form each
year and the permission they grant
the school district is only for that
school year.
General Information Concerns
If you have a student that
you are concerned about
(drugs, family problems,
abuse, changes in behavior,
etc.), please contact their
administrator, counselor in
the Counseling Office or the
Campus Support Specialist.
The school phone number is
(817) 571-0271.
Administrators:
Stephanie Miller (A-De)
ext. 3639
George Clark (Df-J)
ext. 3642
Damon Emery (K -N)
ext. 3643
Brian Lilly (O-S)
ext. 3634
Becky Ewart (T-Z)
ext. 3636
Counselors:
Pearl Tuell (A-De) ext.
3652
Estella Smith (Df-J)
ext. 3660
Leslie Norton (K -N)
ext. 3650
Jennifer Kirk (O-S)
ext. 3649
Rae Ann Mauricio (T-Z)
ext. 3646
Support Specialist:
Peggy McIntyre
ext. 3640
It is the responsibility of the faculty member and the
community mentor to actively work together to present
the topic, activity, or discussion during each Trojan Talk
4
HEB ISD
Guiding Principles of Exceptional Character
Respect
Showing regard for the worth of
someone or something. It includes
respect for self, respect for the rights
and dignity of all per-sons, and re-
spect for the environment that sus-
tains all life. Respect is the restrain-
ing side of morality; it keeps us from
hurting what we ought to value.
Responsibility
To consider yourself answerable for
something. Includes taking care of
self and others, fulfilling our obliga-
tions, contributing to our communi-
ties, alleviating suffering, and build-
ing a better world. It is the active side
of morality.
Honesty
The act or condition of never deceiv-
ing, stealing, or taking advantage of
the trust of others. Honesty includes
truthfulness and sincerity.
Compassion/Kindness
The desire to help others, to express
concern and empathy for the suffer-
ing of others. It includes expressions
of civility and common courtesies as
well as acts of kindness.
Courage
The willingness to put your beliefs
into practice; the capacity to meet
obstacles and even danger without
giving way to fear.
Perseverance
The quality of trying hard and contin-
uously in spite of obstacles and diffi-
culties. Working hard at something.
Self Control/Restraint
Rejecting or postponing self-
indulgent desires and doing what is
right; to always act in a way which
considers situations and consequenc-
es from a larger frame of reference.
Commitment
Investing self and energy towards
accomplishing goals or tasks and con-
tinuing to be faithful in a relationship
or to an agreement involving others.
Being reliable, loyal, keeping faith
with what one agreed to do.
Initiative
The capacity for thinking and acting
on your own ideas without prompting
from others. Recognizing and doing
what needs to be done before being
asked or told to do it.
Trojan Talk
Mission Statement :
Through meaning-ful dialogue Trojan Talk Families will have the opportuni-ty to shape the Tro-jan culture and en-rich the Trinity High School Community.
5
Au
gu
st
28
, 20
18
LEGACY Where do you think it's best to plant a young tree: a clearing in an old-growth forest or an open field? Ecol-
ogists tell us that a young tree grows better when it's planted in an area with older trees. The reason, it
seems, is that the roots of the young tree are able to follow the pathways created by former trees and im-
plant themselves more deeply. Over time, the roots of many trees may actually graft themselves to one an-
other, creating an intricate, interdependent foundation hidden under the ground. In this way, stronger trees
share resources with weaker ones so that the whole forest becomes healthier. That's legacy: an interconnec-
tion across time, with a need for those who have come before us and a responsibility to those who come af-
ter us.
Legacy is about life and living. It's about learning from the past, living in the present, and building for the fu-
ture.
6
Activity 1– Getting Started
Introduction:
Before starting any endeavor, it is important to establish a pur-
pose. Why are you doing what you’re doing? Is it to find an
answer to a history question or the directions to a restaurant?
Maybe it’s to earn the credits needed to graduate or to find a job
in an area of your interest. In any case the purpose is what you hope to accomplish by
the end of the venture. Without a purpose, you can easily lose your focus and never
accomplish what you originally set out to do. Remember, it’s a matter of not working
harder but of working smarter. Knowing your purpose provides you with a foundation
you can use to complete your task with the minimum amount of muss and fuss. Since
this is the first Trojan Talk meeting of the school year, spend some time discussing the
purpose of Trojan Talk and establish the expectations this year.
Discussion Points/Questions :
As a class, discuss what the expectations will be . You may wish to include things like -
Participation in meetings
Basic conversational courtesies
What is the acceptable use of technology (e.g., cellphones).
How interruptions (e.g., phone calls, messages) will be handled
Promptness about starting and ending meetings on time
How meeting roles (e.g., facilitator, recorder, time keeper) will be handled
Rotation of routine chores (e.g., setting up meeting room, arranging for snacks, etc.)
You should also discuss this year’s theme, Continuing the Trojan Legacy.
What does the theme mean to you?
How can we apply the theme to our Trojan Talk? To our school? To our personal lives?
Activity 2 – 5 Word Legacy
Directions :
1. Distribute an index card or piece of paper to each partici-
pant.
2. Introduce the power of legacy, using the following quote
from The Leader's Legacy: "The life you live is the legacy
you leave."
3. Ask students what this quotes means to them.
4. Ask participants, "How many of you are leaving a legacy?
Raise your hands." You w ill a lw a y s ha ve some w ho don't ra ise their
hands
Materials Needed
None
Time Required
10 minutes or less
Materials Needed
Post-it Notes, Index Cards, or Paper
Pencil/Pens
Time Required
15—20 minutes
7
5. Discuss how the question is not IF we're leaving a legacy but what KIND of legacy are
we leaving. Everyone's hands should really be raised.
6. Allow participants to take approximately five minutes to think about their legacy. Have
them consider what five words they would want other people to use when remembering
them.
7. When time is up, have participants share the five words they have chosen — either in
pairs or with the entire group.
8. Ask participants to consider whether their current behaviors are reflecting those
words. If not, they should.
9. Challenge the students to keep the card in a spot where they can see the words every
day for the next 30 days. Do a self-check periodically to see if you are living up to the lega-
cy you have chosen for yourself.
Activity adapted from: Willis, Valarie. http://www.leadershipchallenge.com
Activity 3—Letter to Future Me
Discussion:
We often think of advice as passing on wisdom from elder to youth,
teacher to student, parent to child. The veteran guides the novice.
But what if the coin flips, and we, as our present-day selves, offer
advice to an older, more worn version of ourselves? Ask students to
think about their ideas and expectations of the new school year.
What are they looking forward to? What are the nervous about?
What do they want to accomplish? What are their goals?
Directions :
1. Distribute copies of the Future Me Letterhead to each student.
2. Give students 10–15 minutes to write a letter to themselves that will be read sometime in
the future Have them include things like:
What activities and people are important in your life?
What are your current likes and dislikes?
Where do you see yourself at the end of the school year, what do you think you will be
doing?
3. When students finish their letters, have them fold and seal the letters then address the
letter to themselves.
4. Collect the letters and store them somewhere safe.
(Don’t tell the students, but we will use these letters again during our last Trojan Talk
meeting in May.)
Materials Needed
Copy of Future Me Letterhead (1 per student)
Pencil/Pens
Time Required
15—20 minutes
Resume Virtues vs.
Eulogy Virtues:
Resume Virtues are
the skills needed to
make a living.
These are the traits
that our culture
celebrates.
Eulogy Virtues are
the skills needed to
make a life. These
are the traits that
people talk about at
a funeral.
-Concept from The Road to
Character by David Brooks
8
August 28, 2018
Dear Future Me,
9
Everyone wants to be successful. You want the best education from the best school. You want to have a great career that
pays really well. You want a loving family with a partner that is supportive and nurturing. You want children that are
appreciative and fun. You want a life that is fulfilling and rewarding. Nothing but the best will do for you. Unfortunate-
ly, a good education, a career, wealth, a loving family, and all the other great things in life do not come to you easily. You
have to work to be successful. As a matter of fact you have to work very hard to be successful. If you want the good
things in life you have to be willing to put forth the effort required to attain and exceed your goals. No one is going to
just hand you the things you want in life. You have to go out and be willing to sweat & grind for the opportunity to have
the good things in life.
Se
pt
em
be
r 1
8, 2
01
8
GRINDING TO SUCCESS
Why Working Hard is Beneficial
10
Activity 1 – Why is Hard Work Necessary in Life?
Why should you want to work so hard? Why put worth so much
effort to get something of value? Why does it take so much
sweat, frustration and pain? You are smart and gifted. Aren’t
smarts, good-looks, a fun personality and a desire to succeed
enough? Watch the following video and then discuss what you
saw.
Video: Have the students w atch the follow ing video
and then discuss.
Will Smith: Talent vs. Hard Work https://www.youtube.com/watch?v=05nOroFYIF8
Discussion Questions:
What is Will Smith’s key to success?
What has Will Smith accomplished in his life?
How many other performers, rappers, television personalities and actors
failed because they didn’t put forth the effort that Will Smith did?
Is Will Smith passionate about having a good work ethic?
What would Will Smith have accomplished if he hadn’t worked so hard?
How many of you have “Ridiculous, Sickening Work Ethic”?
Not everyone in here is a first class athlete or a scholar. As a matter of fact,
you are all probably just about average. Do you have the driven, focused
work ethic to become excellent?
What would it take for you to become successful like Will Smith?
Are you willing to make the sacrifices and put in the work to succeed like
Will Smith?
Do you really want to be successful?
Activity 2 – How Much Work Does It Take to Succeed?
Discussion:
Will Smith talked about “Ridiculous, Sickening Work Ethic”.
What does that type of work ethic look like? What does it feel
like? Watch the following video and then discuss what you saw
Video: Have the students w atch the follow ing video
and then discuss.
Working Hard is a Habit https://www.youtube.com/watch?v=j9dl2SJA3UQ
Materials Needed
Video Link
Internet access and a projector
Time Required
15—20 minutes
Materials Needed
Video Link
Internet access and a projector
Time Required
15—20 minutes
“If you stay
ready, then you
ain’t got to get
ready.”
-Will Smith
“Work like some-
one is trying to
take it all away
from you.”
-Mark Cuban
11
Discussion Questions:
What kind of work habits do you have? Is it working for you? Do you have what you
want in life?
As you heard in the video, you have to work hard, you have to work smart
and you have to be consistent about working hard to succeed.
How many of you work hard?
How many of you work smart?
How many of you are consistent about your work ethic?
How many of you do all three?
What is hard work? What does it look like? What does it feel like?
In the video, the coach said that “you have to learn how to be comfortable with
being uncomfortable.” What do you think he meant by that statement?
How many of you have ever been mad at your teacher, your coach, your boss or your
parents because you felt like they were pushing you too hard?
Is that a good thing that you were mad?
What choice did you make? Did you do what you were told or did you decide to
not do what you were told.
Did you give an “EXCUSE”?
How comfortable were you with that choice?
Does working hard to succeed include all professions? Does working hard include all
parts of life?
When do you ever get to stop working hard?
It’s a choice to be successful. Once you have made the choice to be success-
ful then you must choose to work hard. W hat choice do you want to make?
It’s also a choice to not work hard which means you will not succeed? What excuses will
you have to make for not succeeding?
What reasons will you be proud to possess for your successes? What excuse will you
make up and give for your failures?
Activity 3 – What are the Benefits to Hard Work?
Introduction:
Hard Work is necessary for success. That should be a given in
everyone’s minds by now. You cannot attain the goals that you
want for yourself in life without having to break a sweat. What
about the unexpected rewards of hard work? Does grinding
have unexpected benefits? Sebastien Foucan is a great exam-
ple of how a committed, strong work ethic has paid off in ways
that not even he could have expected. Sebastien Foucan was born in Paris, in 1974 of
Guadeloupian descent. He is a childhood friend of David Belle whom he partnered
Materials Needed
Video
Internet access and a projector
Time Required
15—20 minutes
“When the go-
ing gets tough,
the tough get
going.”
-Joseph Kennedy
Former Ambassador to the
U.K. and father to President
John F. Kennedy
“The Ultimate meas-
ure of a man is not
where he stands in
moments of comfort
and convenience,
but where he stands
at times of challenge
and controversy.
-Martin Luther King
12
with to start an intensive training regimen called Parkour. Parkour is part military
training, part martial arts and part extreme aerobics. After developing Parkour, Se-
bastien Foucan founded another athletic discipline called Free Running. Free Run-
ning combines the military, martial arts and aerobic training of Parkour with gymnas-
tics, tricking and break dancing. As a result of Sebastien Foucan’s drive, passion and
commitment to Free Running, he is one of the most respected athletes in the world.
Unexpectedly, because of his commitment to Free Running, Sebastien Foucan was
asked to perform in movies. He is most notable remembered as the villain Mollaka in
James Bond’s Casino Royale. He is also a highly sought after inspirational speaker
who speaks before large corporations and groups for huge fees. His Ted Talk perfor-
mances are highly watched and recognized. He has been asked to perform with Ma-
donna on her Confessions Tour and he is the spokesperson and developer of the K-
Swiss Free Running “Araka” shoe line. Sebastien Foucan is a success in every sense
and meaning of the word. He is the type of person that anyone would want to be
around and follow.
Video:
Have the students watch the following video and then discuss.
World’s Best Free Running Teacher/Sebastien Foucan
https://www.youtube.com/watch?v=7HRDjGpxgoc
Discussion Questions:
Do you think that Sebastien’s became successful overnight?
Sebastien Foucan is an accomplished and world renowned athlete, artist, actor,
public speaker and entrepreneur. Do you think that he thought he was going to
achieve the levels of success that he has accomplished when he started Parkour
over 25 years ago?
Do all of you want to have the freedom to do what you want and love like Sebas-
tien?
Do all of you want to have the ability to express yourself and have the world re-
spectfully listen like Sebastien?
Do all of you want to be able to overcome your fears like Sebastien?
Do all of you want to possess the level of confidence that Sebastien possesses?
Sebastien Foucan is very humble and appreciative of the opportunities that he has
been blessed with. He knows that he would not have accomplished the things he
has in life without grinding and working incredibly hard. Is that a good thing?
Sebastien says that he does not train, “He just practices all the time.” Like a bird
that flies, he just does it all the time. This is Sebastien’s philosophy towards his
training regimen. Would that work ethic philosophy work for you? Can you attain
what you want in your education, your family, your career and your life with a
work ethic like Sebastien Foucan’s?
Are you prepared to work as hard and be as committed to succeed in your life as
Sebastien Foucan?
“Ultimately, I don’t do
training. I just prac-
tice. For me practic-
ing is what you do all
the time...a bird
doesn’t train to fly.
He just flies. For me,
it is exactly the same.”
-Sebastien Foucan
“The brick walls are
there for a reason. The
brick walls are not there
to keep us out. The brick
walls are there to stop
the people who don’t
want it badly enough.
They’re there to stop the
other people.”
-Randy Pausch
PhD Computer Science,
Deceased
Bonus Video: Sebastien Foucan
Making of Casino Roy-
ale – Parkour Chase
(Sebastien Foucan)
https://www.youtube.com/
watch?v=Xv_RqUNEuUQ
13
Oc
to
be
r 1
6, 2
01
8
Fixed vs. Growth
MINDSETS There are two mindsets that have a MAJOR impact on our ability to learn, grow, and achieve our
goals.
GROWTH MINDSET: you believe that your skills and intelligence are things that can be devel-
oped and improved. That you DO have the capacity to learn and grow. Skills are built.
FIXED MINDSET: you believe that your skills and intelligence are set – that you have what you
have. That you DON’T have the capacity to learn and grow. Skills are born.
Growth mindset is a hot topic in the world right now – and rightfully so. It really creates the founda-
tion for great learning and research shows that it can improve our ability to grow and develop, in all
areas of life. Because of it’s power companies, sports teams, and schools from all over the world are
building it into their culture.
14
Activity 1—Mindset Check Up
Description/Process:
1. Distribute a copy of the Mindset Check Up Survey to each
student and allow them a few minutes to complete the survey.
2. After the survey is completed, have student tally and rec-
ord their scores for both part 1 and part 2.
3. Next, have them add the scores together to get a grand total.
4. Have students compare their grand total to the What It Means key on the back
side of the survey to determine what their current mindset is.
5. Set the survey aside for use later in this session.
Activity 2—Growth Mindset Introduction
Description/Process:
1. Say, “We are going to think about Fixed and Growth
Mindset today in regards to our personal perspectives.”
2. Show Video : Mindsets: Fixed Versus Growth
https://www.youtube.com/watch?v=M1CHPnZfFmU
3. Say, “In many situations, a Fixed Mindset usually takes
the perspective of ‘all or nothing,’ and they have a hard time
looking at a situation from multiple perspectives. Fixed Mind-
sets use words like ‘always, everyone, never, etc…’ For example, they might say ‘I
always fail my Geometry tests,’ or ‘She never lets me share my ideas.’ On the oth-
er hand, a Growth Mindset looks at a situation from multiple perspectives. They
would take a perspective like ‘I am struggling on this concept in Geometry; I may
need to stay after and get some one-on-one help.’”
4. Review Mindset Characteristics with class. (See next page. A PowerPoint Slide
will be provided for you to use with your class).
5. Have students review their Mindset Check Up Survey from the first activity.
Discussion:
Based on the results from your survey, do you have a “fixed” or “growth “ mind-
set?
Do you agree with this assessment? Why or why not?
What are some things that make people resistant to change?
Materials Needed
Mindset Check Up Survey (one for each student)
Time Required
5 minutes
Materials Needed
Video Link
Internet access and a projector
Time Required
15—20 minutes
“Whether you
think you can,
or think you
can’t...You are
right.”
-Henry Ford
15
Activity 3 - Identifying Mindsets
Directions:
1. Read the following statements to the class. Have the class deter-
mine if the statement represents a “fixed” or “growth” mindset.
When you make a mistake, it means you have a chance to learn something new.
I haven't mastered this idea yet.
Intelligence may be partly inherited, but it is also influenced strongly by the environment.
I'm always being judged and evaluated and I have to try to appear smart.
You can't really change how intelligent you are.
I compare my score to those of my friends and if theirs are higher, I feel bad.
If someone criticizes me, it means they think I'm not good enough.
If you have to work hard, then you're not very smart.
It's best to do things you know you know how to do.
When you make a mistake, it means you're just not good at what you were try-ing.
Materials Needed
None
Time Required
5 minutes
10 Things That
Require Zero
Talent:
1. Being on Time
2. Work Ethic
3. Effort
4. Body Language
5. Energy
6. Attitude
7. Passion
8. Being Coachable
9. Doing Extra
10. Being Prepared
16
No one in my family is good at _______.
You can actually get more intelligent over time.
I like to hear about other people's successes, because this inspires me.
When someone criticizes me, it means they think I can do better.
Hard work is how you become successful.
It's best to take risks and challenge yourself, even if you're not sure you can do it.
I'm always finding opportunities to learn something new.
Some people are just born smart.
Activity 4 – Who Do We Choose to Be? Video:
Have the students watch the following video and then discuss.
Lost Generation https://w w w .y outube.com/w a tch?v=42E2fAWM6rA Discussion:
Based on our discussions today, are mindsets important?
Why or why not?
Depending on the mindset we choose to adopt, how does the future change?
What happens when we change our mindset?
Materials Needed
Video
Internet access and a projector
Time Required
10 minutes
17
How many times have you felt Dis-Respected? Were you “Dissed” by a teacher? A policeman? A coach? A fellow stu-
dent? A complete stranger? You may feel that you are deserving of respect. You are smart. You are nice. You are pop-
ular. You have strong beliefs and ideals. You have abilities and skills that others don’t. Yet you are not getting the re-
spect that you feel you deserve. Does it seem like the rest of the world just doesn’t get it? Even worse, you may feel
that if you are not going to GET any respect then you aren’t going to GIVE any respect?
Respect is not a given. To get respect, you have to be willing to give respect. If you want to succeed in the world you
have to be respectful to others. Who are the people that you should be respectful to? Your parents, grand-parents,
teachers, coaches, employers, police, servicemen, fellow students and many others deserve your respect. Respect is
earned and must be earned everyday with everyone you meet. If you are not willing to give people your respect then
what makes you think that people are going to respect you?
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RESPECT
18
Respect is a positive feeling or action shown towards someone or something con-
sidered important, or held in high esteem or regard; it conveys a sense of admira-
tion for good or valuable qualities; and it is also the process of honoring someone
by exhibiting care, concern, or consideration for their needs or feelings.
Wikipedia, Respect, https://en.wikipedia.org/wiki/Respect
Activity 1 - What Is Respect?
Directions:
1. Ask students “If you wanted someone to describe you in a
respectful way what would you want that person to say
about you?” Explain why this is important. You may need a
referral from someone to help you get into college, to help you
to get a job, to help you to get a loan at the bank or to help you
to get an apartment. What kind of things would you want
people to say that bests describes you?
2. Pass out the list of Respectful Adjectives to the class. Ask the students to circle 5
words that they would want people to use to describe them. If there is some oth-
er adjective or phrase that is not on the list then have them write it down. Take
three minutes to allow the class enough time to select their 5 best adjectives.
Discussion:
Why did you pick the 5 Respectful Adjectives that you chose?
Why are these qualities so important?
Would these qualities be something that an employer might be looking
for in an employee or a college might be looking for in an incoming stu-
dent?
Do these qualities fit you?
If you do not possess these qualities then what do you need to do acquire
these qualities?
3. Now pass out the Dis-Respectful Adjectives list. Ask the students to cir-
cle 5 qualities that they honestly do possess from both lists. It is important that
they be HONEST with themselves. They need to include not only their best qual-
ities but their worst qualities. This is not an exercise for them describe what they
want people to see in themselves. It is an exercise to describe who they really
are. Take three minutes for them to write down their best and worst qualities.
Discussion:
Did you select any qualities from the Respectful Adjective list?
Did you select any qualities from the Dis-Respectful Adjective list?
Materials Needed
Respectful Ad-jectives Sheet
Dis-Respectful Adjective Sheet
Time Required
15 minutes
19
What qualities would a teacher, an employer, a parent or a fellow stu-
dent use to describe you?
Do others use respectful qualities to describe you?
Do others use dis-respectful qualities to describe you?
Could your negative qualities keep you from getting a job or keep you
from getting into a college you want to attend?
Are you proud of your qualities as a person? Are you embarrassed by
some of your qualities?
If you are embarrassed, what can you do to change your image?
Activity 2 - How Do You Get Respect?
Directions:
How do you get respect? This is a question that should be
asked everyday by everyone. The answer is a simple one. You
do NOT get Respect. You EARN Respect. Respect is not
something that you are entitled too or deserve. Respect is
something that you must constantly be acquiring. How do
you earn respect?
Watch the following video https://www.youtube.com/watch?v=BVo_MckPbgE.
After watching the video discuss it with the students.
Discussion:
Why was the woman (Erin Hester) so struck by what she saw?
Do people want to be involved with other people who are respectful?
Why did the soldier (Col. Jack Usrey) do what he did? Why was it respectful?
Is Col. Usrey the type of person you would want to know? Is he type of person
you might want to work for or follow?
Would you want a referral from Col. Usrey?
Can you be as respectful to others as Col. Usrey was?
“To get respect you have to be willing to give respect first. Respect
begets respect.” Did Colonel Usrey prove that?
Colonel Usrey is respected because he gave respect with no strings attached to
someone he didn’t know, in the worst of conditions, with no thought for him-
self.
Are you that considerate?
Are you willing to sacrifice for others?
Are you willing to give without asking for anything in return?
Materials Needed
Internet access
Projector
Time Required
10 minutes
“The single sim-
ple message that
I would ask folks
to think about is
every single day
we are given op-
portunities, if
we would just
slow down and
help somebody.”
-Col. Jack Usery, U.S. Army
20
Activity 3 - Why Should You Be Respectful?
Directions:
Why should you be respectful? The answer to this question
should be a no-brainer. Unfortunately, in a world where every-
one appears to be thinking “me” first, it is difficult to under-
stand why we should be respectful. Being respectful does not
make you rich, make you powerful, guarantee you influence or
guarantee you success. Respect only guarantees to give you
one thing, Goodness. If you are constantly doing the right thing for others and you
are happy with yourself for doing those good things then you will be respected.
With this respect comes the opportunity to make the world a better place.
Watch the following video and then discuss it with the class.
https://www.youtube.com/watch?v=nJJa9f0I8XQ
Please Note: This video was made in Thailand and has subtitles.
Discussion:
What positive qualities did the young man possess?
What are some of the negative qualities that the other people had?
Was it easy for the young man to do the positive things that he did?
Who benefited the most from the young man’s positive actions?
The elderly neighbor?
The street vendor?
The elderly neighbor?
The street vendor?
The shop owner?
The dog?
The beggar woman?
The little girl?
The young man?
How did the young man benefit from being respectful to others?
Do you respect the young man?
Can you benefit from being respectful to others? How?
What will you do to be respectful to others from now on?
How much better would your world be if are respectful to others?
Materials Needed
Internet access
Projector
Time Required
10 minutes
21
Admirable Adorable Considerate High Esteem
Favorable Heroic Recognizable Appreciated
Venerable Honorable Held in Awe Accountable
Dignified High Regard Worshipped Obedient
Consummate Hard Working Confident Strong
Caring Polite Fun Happy
Gracious Forgiving Merciful Supportive
Attractive Clean Proud Fair
Open Generous Empathetic Courageous
Brave Loyal Just Positive
Honest Trust-Worthy Protective Patriotic
Approachable Humble Sacrificial High Standards
Giving Moral Tolerant
Tough Committed Reliable Consistent
Good Listener Compassionate Professional Sober
Calm Smooth Helpful Polished
Studious Inspiring Motivating Appreciative
Determined Dynamic Productive Original
Creative Fearless Lively Interesting
Decent Nice Candid Faithful
RESPECTFUL ADJECTIVES –
Words you would like people to use to describe you.
22
Entitled Reserved Fragile Demanding
Ignorant Critical Disrespectful Ill Mannered
Neglectful Unreliable Disdain Dishonorable
Apathetic Rude Selfish Self-Centered
Bullying Brash Low Esteem Cowardly
Lazy Prejudiced Bigoted Foolish
Close-Minded Fearful Vengeful Negative
Dishonest Avoidable Fake Contemptible
Lacking Confidence Dirty Crude Vulgar
Low Standards Immoral Intolerant Cheater
Weak Unreliable Disloyal Traitorous
Undependable Inconsistent Pushy Avoidable
Disgraceful Dispassionate Dishonorable Ugly
Inconsistent Unprofessional Intoxicated Discouraging
Dense Uncertain Unbearable Intolerable
Sorrowful Scornful Uncommitted Feeble
Wishy-Washy Tasteless Cold Bitter
Unforgiving Obnoxious Narcissistic Profane
Cheap Offensive Violent Abusive
Know-It-All Arrogant Intimidating Foul Mouthed
DIS-RESPECTFUL ADJECTIVES:
Words you wouldn’t want anyone to use to describe you.
23
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TIME MANAGEMENT
Do you ever wonder where your time goes? How can you fit more activities into your day? How can
you be more successful with your school work and your outside activities? High School students are
some of the busiest people in the world. To get the most from all you do, you must be in control of
your time. Otherwise decisions that effect how well you play the game, what position you play and
when you get to play will be decided for you. Your success in high school depends on your use of
time. While you probably have not control over when your classes are scheduled, you do have control
of the rest of your time.
24
Activity 1—How Long is a Minute?
Directions:
A minute is 60 seconds. Duh.
But you might be surprised at what you perceive to be 60 sec-
onds. You might be even more surprised at what your cowork-
ers perceive to be that same amount of time.
Ask them to take a seat, put their phones away and remove their watches.
Have them shut their eyes.
3. Instruct them to stand up and then open their eyes when a minute has passed.
Obviously they will all stand and open their eyes at different times. And there will
likely be a little laughter.
This demonstrates the way in which each of us experiences time differently. Some
will perceive 60 seconds as longer than it is, others as shorter. Having the knowledge
of your own perception can lead you to better estimate how much time an activity or
project might take
Discussion:
How well did you do determining exactly when to raise your hand and
open your eyes?
What could have helped you determine the time more accurately?
Where in your life does time seem to get away from you?
What are the obstacles that seem to get in your way of being timely and
punctual?
What can you do differently to help manage your time more effectively?
Activity adapted from:
https://hubworks.com/blog/seven-office-time-management-games-will-help-employees-see-bigger-picture.html
Activity 2—What I Did Yesterday Directions:
1. Ask the students to jot down 10 things they did at school
yesterday (no order, no prompts, no comments).
2. Next, on a separate sheet of paper, ask them jot down the
5 topics that they expect to discuss in their next appraisal/
performance review (test).
3. Have them look at the two lists together and mark in some
Materials Needed
Stopwatch
Time Required
5 minutes or less
Materials Needed
2 Sheets of Pa-per per student
Pens/Pencils
Time Required
15 minutes or less
25
way on the first list all the things which have a direct link to the second list.
(Students may try to make indirect links to justify why they did certain things!)
4. The ‘light bulb’ moment is the recognition that we spend time on things which
have little or no consequence to our performance.
5. [Optional] Ask them to plot the list of 10 things on an “Importance/Urgency”
grid. They need to concentrate on the “important & urgent/non-urgent
(therefore, planned) activities.
Discussion:
What did you notice about how you spend your time?
What are the patterns or habits in your life that are working for you? What
patterns or habits are keeping you from success?
What consequences might result if you don't change the patterns and hab-
its that aren't working for you?
What great rewards could be realized if you do create successful habits?
Based on this exercise, how are performance and activity connected?
Activity 3—Time Squared
Directions:
1. Have each student create a 4 column x 6 row grid on each
sheet of paper. There should be 24 squares on each sheet
(representing 24 hours of a day).
2. Have them label the first page “Routine Activities”. Ask
them to fill in the squares based on the time they spend doing
the routine activities of their regular day like sleeping (6 hours
= 6 squares), bathing, eating, travel, TV time etc.
3. Now, label the second sheet “Time Wasters.” This time, ask them to fill the
squares based on the time they spend on non-productive time at school like
“restroom breaks,” wandering the halls, personal telephone calls and social me-
dia, etc.
4. On the third page, ask students to collate the data from “Page 1” and “Page 2”.
The empty squares will represent their productive school time.
5. Using the third page, ask students to identify activities from which they can
“Mine” time to increase their productive time.
Materials Needed
3 sheets of pa-per for each student
Pencils/Pens
Time Required
15 minutes
26
Activity 4—Lists and Priorities
Directions: 1. Write out the following list on a piece of flip chart paper.
Ensure that it stays covered until the end of the activity explana-
tion .
2. Divide participants into teams of five to eight.
3. Unveil the numbered list of tasks. Explain that they have ten
minutes to collect as many points as possible. They must be safe and they only have
ten minutes!
4. Give participants ten minutes to perform their tasks, and enjoy the show! After ten
minutes, add up their points using your pre-designed matrix and announce the
winner. Keep the list of tasks; you may want to tape it to the wall.
Discussion:
How did teams decide what tasks they wanted to do? Most groups will
analyze the time the task will take and/or the difficulty level, compare it with the
value (possible number of points), and prioritize as a result. We do this when man-
aging our time, too: we often choose the high-yield, low-effort tasks over the low-
yield, high-effort tasks (and rightly so!).
Are any decisions based on task dependencies? For the nam e card task,
for example, teams received bonus points if they used team nicknames. Performing
these two tasks together would triple the points received. This often happens in
life, too – batching tasks increases your results exponentially.
What group dynamics came into play? If participants knew each other
before, they may feel more comfortable performing a personally risky activity, like
singing a song. This comes into play when prioritizing tasks, too; we’re more likely
to stay within our comfort zone, especially if we’re working in a team.
Activity adapted from: http://blog.trainerswarehouse.com/time-management-activities/
Materials Needed
Flip –Chart/Butcher Paper
Time Required
10—15 minutes
TASKS LIST
1. Do a lap around the room (5 points)
2. Create something for the Mentor or Teacher to wear, such as
a hat or tie (10 points; bonus 5 points if they actually wear it)
3. Find out something unique about each person on the team (5
points)
4. Sing a song together (15 points)
5. Make a paper airplane and throw it from one end of the room
to another (10 points)
6. Get everyone in the room to sign a single piece of paper (5
points)
7. Count the number of pets owned by your group (20 points)
8. Assign a nickname to each member of the team (5 points)
9. Create name cards for each team member (5 points; bonus 5
points if you use your team nicknames)
10. Make a tower out of the materials owned by your group (10
points)
11. Convince a member of another team to join you (20 points)
12. Name your team and come up with a slogan (5 points for the
name, 5 points for the slogan)
13. Re-create the sounds of the Amazon rainforest with the
sounds of your voices (10 points)
14. Make a list of what your team wants out of the Trojan Talk
Lesson Today (15 points)
15. Form a conga line and conga from one end of the room to
another (5 points; bonus 10 points if anyone joins you)
You can customize this list as you wish; just make sure there is a point
value (which is completely up to you) assigned to each item.
27
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HOLIDAY PARTY
Take the opportunity to have a little fun with your Trojan Talk group. Conduct a student
planned holiday celebration.
Spend a little time reviewing the first half of the school year.
Ask students about their plans for the holidays.
Have a “Tacky Sweater” Contest
Conduct a gift exchange (see idea on next page).
Enjoy.
28
Christmas was almost here, and Mother RIGHT was finishing the
Christmas baking.
Father RIGHT, Sue RIGHT, and Billy RIGHT returned from their
last-minute Christmas errands.
"There's not much LEFT to be
done," said Father RIGHT as he
came into the kitchen.
"Did you leave the basket of
food at church?" asked Mother
RIGHT.
"I LEFT it RIGHT where you
told me to," said Father RIGHT.
"I'm glad my shopping is done," said Billy RIGHT. "I don't have any
money LEFT."
The hall telephone rang, and Susan RIGHT LEFT to answer it.
She rushed back and told the family "Aunt Tillie RIGHT LEFT a
package for us RIGHT on Grandma RIGHT's porch.
I'll go over there RIGHT now and get it." she said as she LEFT in a
rush.
Father RIGHT LEFT the kitchen and brought in the Christmas
tree.
By the time Susan RIGHT returned, Mother RIGHT, Father RIGHT,
and Billy RIGHT had begun trimming the tree.
The entire RIGHT family sang carols as they finished the decorat-
ing.
Then they LEFT all the presents arranged under the tree and went
to bed, hoping they had selected the RIGHT gifts for their family.
Now I hope you have the RIGHT present for yourself, because
that's all that's LEFT of our story.....
Except to wish you a Merry Christmas....Isn't that RIGHT?
Directions
1. Have students sit in a large
circle facing inward. They
should have the gift they
brought with them.
2. Explain to them that you are
going to read a story to them
and that every time they hear
the word “Right” they will
pass their gift to the right.
When they hear the word
“Left” they will pass their gift
to the left.
3. Begin reading the story. (Just
a Hint—it will begin to get
confusing as the students try
to keep up with passing right
or left. Just keep reading—
the confusion is part of the
fun).
4. At the end of the story, the
students get to open and
keep the gift they ended up
with.
5. Have fun.
Please Note: This is an optional
activity. If your class chooses to
do this activity, make sure that
everyone understands the ex-
pectations of a gift. It is sug-
gested that you set a price limit
such as $1.00 (one dollar) on
the gift. This requires the stu-
dents to get creative and you
will be surprised what they
come up with. You may also
have a “White Elephant” ex-
change where students bring a
gift they already have at home.
Just remind them to keep it
school appropriate.
You might also have one or two
gifts on hand just in case.
29
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IF AT FIRST YOU DON’T SUCCEED... Failure is not the demon that many students think it is. Rarely does the world come to an end when
we fail, and, if used thoughtfully, failure can lead to learning and improvement. It is also important
for students to learn that when they fail, they have only failed at a task - not as human beings.
30
Activity 1—Pre-Mortem
Description/Process:
The idea of a Pre-Mortem (as opposed to a post-mortem) is to
have students anticipate what could go wrong so they will be
more prepared for those scenarios if and when they do hap-
pen. It helps them to be aware that we will face challenges but
if we’re prepared ahead of time we can minimize those im-
pacts on our life. Additionally, the key thing we want to learn
here is to try and focus on the things we CAN control and let
go of the things we cannot control.
1. Using the Pre-Mortem PowerPoint presentation, lead your class in a discussion
about the concept of doing a pre-mortem as we start the new year. (Copies of the
Post-Mortem slides are included for your reference. The actual PowerPoint will
be made available prior to Trojan Talk.)
Discussion:
Should you put more of your focus on your higher numbered or lower
numbered items? Why?
What are some good strategies for handling the higher numbered items
that you have more control over?
What are some good coping strategies for dealing with the lower num-
bered items that you have little control over?
Is it better to be proactive or reactive when it comes to any problems
that might arise? Why?
Do some problems require both a proactive and reactive approach or
just one approach? Discuss your thoughts.
Activity 2—Failure is My Friend
Description/Process:
1. Prior to the start of class, draw a face on the board with
only the eyes included (the nose and mouth will be attached
later).
2. Write the word HOMES across the top of the board.
3. Apply adhesive tape to the back of the nose and mouth so
they will stick to the board.
4. Select a student and engage him in this kind of dialogue:
“Tom, the survival of the world depends on your answer! In ten seconds, name—
in order– the first seven presidents of the United States. GO!”
5. When he doesn’t do it, ask him first: “Now did the world come to an end? It usu-
ally doesn’t!” Second, ask him: “Did you fail the task of naming them, or did you
Materials Needed
Pre-Mortem PowerPoint
Laptop and Pro-jector
Paper and Pens for each student
Time Required
15 minutes
Materials Needed
Nose and Mouth Illustration Cutout
Blindfold
Tape
Time Required
15 minutes
31
fail as a person?” “Of course, you failed only the task. You’re still a great per-
son!”
6. Next ask the class if someone knows the answer or can find it. If no one can,
provide the answer (George Washington, John Adams, Thomas Jefferson,
James Madison, James Monroe, John Quincy Adams, Andrew Jackson). “OK,
Tom learn the names and practice saying them in 10 seconds.”
7. Then call on another student and say, “ Cindy, the survival of the world depends
on your answer! In five seconds, name the Great Lakes! GO!”
8. When she doesn’t name them, say “Now, did the world come to an end? We’re
all still here, aren’t we? Did you fail a task, or did you fail as a person? Absolute-
ly, just a task. You’re still a great person!”
9. Next, underneath the word HOMES, write Huron, Ontario, Michigan, Erie, and
Superior.
10. Tell Cindy to memorize HOMES and be able to recite the names of the Great
Lakes in 5 seconds.
11. Finally, call another student and say, “ Joe, the survival of the world depends on
you!” (Blindfold him.) Then tell him, “Take this nose and mouth and attach
them to the drawing on the board so that you make a relatively normal face.”
12. The results should be funny. Have a couple of other students try it.
13. After their attempts fail, go over the discussion questions.
14. Before the end of the class, have the first student recite the first seven presi-
dents, in order, then have the second student name the Great Lakes. Congratu-
late them and reaffirm how easy it was when they learned from their failures.
Discussion:
Why did the first student fail to name the seven Presidents? What was
needed to resolve the problem?
Why did the second student fail to name the Great Lakes? How did
HOMES help to memorize them?
What is the difference between being a failure and being a loser?
When is failure your “friend”?
Adapted from: First Class Character Education Activities Program, M. Koehler, K. Royer, Prentice Hall, Paramus, New Jersey, (2001)
The Teenagers Guide to the Real World, Marshall Brain, BYG Publishing, Inc., Raleigh, North Carolina, (1997)
Activity 3—I Think I Can
Description/Process:
1. Choose a person in the class who is (or considers himself/
herself) to be physically strong.
2. Invite that person to come to the front of the class.
Materials Needed
None
Time Required
10 minutes
Something To
Think About:
When we fail, we fail only
a task., not as human be-
ings.
If we don’t fail once in a
while we don’t learn!
Therefore, the only way
we truly learn is to take
an occasional risk.
You cannot be successful
unless you fail and learn
from your failures.
A confident person is
willing to try many times
and many ways to accom-
plish a goal. An unconfi-
dent person tries once,
and if that doesn’t work—
he quits.
32
3. Ask the student to hold out his or her arm straight to the side and to resist as you
try to push down on it. The challenge for the student is not to let you push the
arm down to his or her side. (You will probably find that the student can do this
quite well and you will have difficulty pushing it down.)
4. Now tell the student that you want him or her to look at the members of the class
and say 10 times in a row, “I can’t do it.” Tell the student that you will count so
that so that they don’t have to worry about keeping track. His or her task is to
convey the message “I can’t do it” to the class.
5. When the 10 times are up, ask the student to again hold his or her arm out to the
side and to resist as you push down on it. You will find that the arm pushes easily
down to his or her side.
6. Ask the class what happened. (Negative thoughts entered the student’s mind and
the subconscious mind helped him or her to fail the task.)
7. Next, tell the student and the class that you can’t leave this student in his or her
present state. So, the student must now say 10 times to the class, looking directly
at them, “I can do it.” Again, tell the student you will count the number of
times he or she says, “I can do it” so that he or she needs only to concentrate
on getting the message across to the class.
8. At the end of the 10 times, ask the student to once again extend his or her arm
and resist while you push down on it. You will find that the student’s strength
has returned and that it is difficult to push the arm down.
Discussion:
What was the point of this demonstration?
Do negative thoughts really affect whether you succeed or fail? What
about positive thoughts?
Something To Think About:
This activity underscores the point that if you believe you are going to fail, your
subconscious mind will help you to fail, However, if you believe you will succeed,
your sub-conscious mind will help you to succeed. Like the old saying goes -
“Whether you think you can or you think you can’t, you are probably right.”
33
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Applications What if you saw a stray ten dollar bill on the ground? You wouldn’t hesitate to bend over and pick it up. That $10.00
could pay for a nice lunch at Whataburger or McDonalds. It might help pay for gas for your car or it could be used to buy
a gift for someone. The best part of finding a ten dollar bill on the ground is it is easy money. It is yours, as long as no
one else claims the money.
What if you could find a piece of paper that is often left laying around that you could use to get a job that paid you $10.00
per hour? If you worked 32 to 40 hours a week, that would equal $320.00 to $400.00. Even better, what if you could
find a similar piece of paper that would help you get an apartment or a loan for a car. Best of all; what if you could find
some papers that you could use to get you into college. I am sure you wouldn’t hesitate to pick up any of these papers if
they could lead to more money, a good job, a nice car, a new apartment or a chance at a great education.
These papers are actually abundant and easily found. They are called applications. For those that appreciate the value of
an application and have the knowledge to fill one out properly, they can have the good things in life. The key is you have
to respect the value of what a properly filled out application can do for you. If you are willing to be honest, accurate,
neat, orderly and respectful while filling out an application then you are on the way to the good things in life.
36
Activity 1—What Is An Application and Why Is It So Important?
Introduction:
An application is a written or spoken legal request or appeal
for employment, admission, help or funding. It is the formal
act of requesting for something.
As we have learned in Trojan Talk, the good things in life are
not just handed to you on a golden platter. If you want to
have a good life you have to be willing to work hard, sacrifice and be prepared to take
risks. You also have to be willing to ask for help to get the good things in life. This is
where an application comes in. Great jobs, nice apartments, shiny cars and impres-
sive educations don’t just fall out of trees. You have to request or appeal to a hiring
manager to attain employment with a company. You have to request or appeal to an
admittance officer to gain admission into a college. You have to request or appeal to
a leasing agent to get an apartment. You have to apply for these things.
If you want anything in life, you will literally have to apply for it. That bodes the
question “What type of things are you talking about?” What other things in life be-
sides employment, a college education or an apartment do you have to apply for?
Share with the class some of these things that can’t be had without formally and le-
gally applying for them first.
Employment
College & Schools
Apartments
Business Franchises (McDonalds, Subway, Marriot Hotels, Ace Hardware, 7-
Eleven, etc.)
Permits (Health, Sales, Building, Construction, etc.)
Loans (Cars, Credit Cards, School Loans, etc.)
Mortgage
Drivers License
Insurance
Electricity
Water
Public Services
Professional Licenses (Plumbers, Teachers, Lawyers, Doctors, Preachers, Insur-
ance Sales License etc.)
Identification
Citizenship or Residency
Rental Services (Car, Equipment, Furniture, etc.)
Social Services (Social Security, Medicare, Medicaid, Food Stamps, Un-
Employment, W.I.C., etc.)
Parole
Adoptions
Guardianships
Clubs and Fraternal Organizations
Materials Needed
None
Time Required
15 minutes or less
37
Gym Memberships
Unions & Associations
To Run for Government Office (Governor, Mayor, State Representative, City
Council, House of Rep., Senator, President)
Public Service
Senior Care
Day Care
Hotel or B&B Rental
Sports & Extra-Curricular Activities
Church Membership
Voter Registration
Military Service
Marriage License
Divorce
Hunting & Fishing
Pilot License
Liquor License
Broadcast License
Amateur Radio License
Brand Licensing
Compulsory License (Patents, Copyrights, etc.)
Pet Ownership
Software License
Manufacture’s License
Disabled Parking Permit
Protest Permit
Work Permit
Discussion:
Are you surprised at how many things that you have to apply for?
What are some things on the list that you are going to need or want?
Why do you think you have to apply for a license to fish, to adopt a child or to
join a church?
What does an application do for businesses or government agencies? How does
a business or government benefit by requiring people to apply for things?
If you fill out an application does that mean that you are guaranteed the service
or benefit that you are applying for?
Do businesses or government agencies use applications to help people to get
things or services they provide or do businesses or government agencies use ap-
plications to keep people from getting products or services they provide?
38
Activity 2—How Do I Fill Out an Application
Introduction:
It should now be obvious that an application is an essential
and important document. If you want just about anything of
value you will have to apply for it. It should also be obvious by
now that things like public services, licenses to do business,
loans & mortgages, construction permits and many other nec-
essary services are not just handed out to people.
Applications are used to protect businesses and government agencies
from people who are not qualified or do not deserve to have a license,
permit or a loan for money.
You would not just give a license to practice medicine to anyone. To practice medi-
cine or law, to teach, to be able to sell insurance and many other services require that
you have to prove that you are qualified for the permit or license. You have to have
the education, financial, moral and ethical background to get a license for just about
anything.
How do you prove that you are capable of holding a license? How do you prove that
you are worthy of a loan for a car? How do you show that you are deserving of em-
ployment with a company? This is where an application comes in. It is an appli-
cant’s job to use an application to prove that they deserve to acquire what they are
applying for. Businesses and government agencies utilize applications to limit and
eliminate those who are not worthy of the licenses for service.
Challenge:
How then do you fill out an application so that you can have the things you want in
life? Each of you will be given a blank employment application. You will be given 5
minutes to fill out the application. All of the questions must be answered. Remem-
ber that all of these questions are very important to your potential future employer.
Each of these questions is legal to ask and in some cases they are required by law to
be asked. Once the five minutes is up review with the class how well they filled out
the application.
Discussion Questions:
What are some of the questions that you found interesting?
Why do you think it is important to fill out the contact questions?
Why do you think an employer wants to know about your employment history?
Who would you use as a personal reference? Remember, you cannot use a family
Materials Needed
None
Time Required
10 minutes or less
39
member for a referral. Why do think personal referrals are so important?
What questions do you think are legally required for employment? (Hint: You
have to be a legal resident in the U.S.A. to work here.)
Do you have a valid driver’s license, social security card or birth certificate? Why
are these documents so important to an employer?
How much money would you ask for as a starting salary? Why do you think an
employer asks this question?
What other skills, qualities, accomplishments or gifts do you possess that you
think a future employer would be impressed with? How do you tell the employer
about these things on the application?
If you turned in the application as is, what do you think the employer’s impres-
sion of you would be? Is the application Accurate? Is the application Tidy? Is the
application Neat? Is the application Legible? Did you leave any questions blank?
Did you sign the application? Why is that so important?
Activity 3—Do’s and Don’ts For Filling Out Appli-
cations
Introduction:
For businesses that are looking for new employees or colleges
that are looking to fill up their next freshman class or even an apartment complex
that wants to find good tenants an application is a vital tool. Businesses use applica-
tions to eliminate the bad applicants and to help them find good applicants.
For all of you, an application is the most important document that you will probably
have to deal with for the rest of your life. If an applicant fills out an application
properly, turns the application in to the decision maker and follows up consistently
and persistently; then an applicant will greatly improve his or her opportunity of at-
taining what it is they are applying for.
Here is a list of Do’s and Don’ts concerning the proper way to fill out an application.
Discuss this list with the students. Make sure to ask the students follow up questions
after reviewing the Do’s and Don’ts.
Materials Needed
None
Time Required
10 minutes or less
40
Do’s and Don’ts for Filling out an Application
Treat an Application as if it is the MOST important piece of paper in
the world. For you, the purpose of the application is to impress the Decision
Maker. For the Decision Maker, the application is a tool to eliminate you from all
the other applicants.
AN APPLICATION IS PART OF A HIRING PROCESS. It g ives the em-
ployer information it needs to validate the process.
Be HONEST. NEVER lie on an application. You W ILL get caught and it
will scar you! All applications must be signed and becomes an affidavit that you
have filled out the application honestly and accurately.
Be NEAT, TIDY and ACCURATE. Your application is a picture of who you are.
Imagine what the picture that Decision Maker has of you when they are looking at
your application.
Have everything you need to fill out the application NEATLY, TIDILY
and ACCURATELY. Have all the proper ID, Information and Background Data
that an Employer would ask for. Also take this information with you to the inter-
view.
Personal I.D. (Drivers License, School I.D.)
Employment Eligibility I.D. (Social Security Card, Pass Port, Birth Certif-
icate, U.S. Permanent Resident Card)
Accurate Contact Information (This needs to be YOUR info. NOT your
Parents.)
Resume
Take your time filling out the Application. If filling out the application
on-line, do not rush. If you are filling out a paper application, ask for an applica-
tion in advance and take it home to fill out. Get extra copies of the application and
practice filling it out.
Make sure that you follow all the instructions COMPLETELY. Read
the application before filling it out.
Answer ALL of the questions. Do NOT lea ve a ny questions left una n-
swered. If you do not have the information or do not understand the question
then find out from the employer what they need before filling out the application.
NEVER turn in an application with unanswered questions.
Review, Review and Review again. Before you return or submit your ap-
plication make sure everything on the application is perfect. Double check your
41
grammar, spelling, clarity, neatness, cleanliness and accuracy.
Keep a copy of your application. If y ou a re filling out a pa per a ppli-
cation then make a copy. If you are filling out the application on line then print a
copy. Take an extra copy of your application with you when you follow up or go
to the interview.
Put a face and smile behind the application. Turn in your application in
person and go prepared for a job interview when you turn the application in. If
turning in the application on-line then follow up in person at the location that
you want to work at.
GET IN FRONT OF A DECISION MAKER. Do NOT lea ve y our a pplica -
tion with a gate keeper. If you are submitting an application on-line then go to
the location that you are applying for with a copy of the application and turn it in
to the Decision Maker or the person that will be making the decision of who or
who will not be hired. Do NOT just drop off an application and leave.
FOLLOW UP, FOLLOW UP AND FOLLOW UP. Be persistent in a respect-
ful and courteous way. Get an interview or an answer. Consistent Persistency
and Persistent Consistency is the key to your success during the application pro-
cess. Do NOT assume that after an interview that the process is over.
DO NOT GIVE THE PERSON READING YOUR APPLICATION A REA-
SON TO REJECT YOU!!!! If y ou do NOT trea t the a pplica tion process
with respect, then the person reading your application will reject you. Be re-
spectful, confident, honest, kind, polite, courteous and make a good impression.
Discussion Questions:
Why is the advice on this list so important?
What is a Decision Maker? What is a Gate Keeper? Why are they so im-
portant?
It takes work to fill out an application properly. Are you prepared to put
in the work necessary to attain what you are applying for?
Why is it so important for the applicant to follow up in person?
Why are grammar, neatness, spelling, clarity, cleanliness and accuracy so
important?
What kind of impression do you want to make during the interview pro-
cess?
Activity 4—Pocket Resume
Directions:
1. Distribute copies of the Pocket Resume form.
2. Have students complete the form.
Materials Needed
Pocket Resume
Time Required
10 minutes
42
43
44
Pocket Resume This information is often asked for on an application
or during an interview. Fill it out completely and
keep it in your wallet.
Home Address: __________________________
_______________________________________
School: ________________________________
Address: _______________________________
_______________________________________
Dates Attended: __________________________
Subjects: _______________________________
Previous Jobs/Volunteer Opportunites
Employer: ______________________________
Address: _______________________________
_______________________________________
Dates of Employment: ____________________
Supervisor’s Name: _______________________
Phone Number: __________________________
Employer: ______________________________
Address: _______________________________
_______________________________________
Dates of Employment: ____________________
Supervisor’s Name: _______________________
Phone Number: __________________________
References
Name: _________________________________
Address: _______________________________
_______________________________________
Phone Number: __________________________
How long you have known them: ____________
Name: _________________________________
Address: _______________________________
_______________________________________
Phone Number: __________________________
How long you have known them: ____________
Name: _________________________________
Address: _______________________________
_______________________________________
Phone Number: __________________________
How long you have known them: ____________
Additional Information (CPR/First Aid, other
languages spoken, computer skills, job skills, etc.)
___________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________
Pocket Resume This information is often asked for on an application
or during an interview. Fill it out completely and
keep it in your wallet.
Home Address: __________________________
_______________________________________
School: ________________________________
Address: _______________________________
_______________________________________
Dates Attended: __________________________
Subjects: _______________________________
Previous Jobs/Volunteer Opportunites
Employer: ______________________________
Address: _______________________________
_______________________________________
Dates of Employment: ____________________
Supervisor’s Name: _______________________
Phone Number: __________________________
Employer: ______________________________
Address: _______________________________
_______________________________________
Dates of Employment: ____________________
Supervisor’s Name: _______________________
Phone Number: __________________________
References
Name: _________________________________
Address: _______________________________
_______________________________________
Phone Number: __________________________
How long you have known them: ____________
Name: _________________________________
Address: _______________________________
_______________________________________
Phone Number: __________________________
How long you have known them: ____________
Name: _________________________________
Address: _______________________________
_______________________________________
Phone Number: __________________________
How long you have known them: ____________
Additional Information (CPR/First Aid, other
languages spoken, computer skills, job skills, etc.)
___________________________________
___________________________________________
___________________________________________
___________________________________________
__________________________
45
Ma
rc
h 2
2, 2
01
9
WHAT AM I
SUPPOSED TO DO? Life Perspective—Your philosophical approach to life will have a major impact on the
person you become. It will guide your interests and pursuits, the diversity and rich-
ness of your experiences, how you define success, and ultimately the legacy that you
leave. Your life perspective also impacts your disposition and outlook on life. While
your family origin has played a significant role in forming your life perspective, much
of it is a personal choice that can be developed and refined along the way.
46
Introduction : It is amazing how different various peoples outlook on life can be. Some are very
goal oriented and focused. They know exactly what it is that they want and are moti-
vated to achieve. Others seem to take a more casual approach and go day to day.
Some see a glass half empty, while others see it half full. Some take risks while others
are afraid to fail. Some focus on serving others while others focus on themselves .
Some become experts in a particular area while others choose a more varied and di-
verse path. Some face changes with fear and apprehension while others welcome the
opportunity.
In his book, What I Wish I Knew At 18, Dennis Trittin identified several things to
consider when identifying a persons life perspective. Those included ideas such as :
Discover your Purpose and Inspiration
Build a Living Legacy
Direct Your Life Towards Others
Live Life Without Regrets
Don’t Define Success by Riches
Diversify your life
Don’t Allow Work to Consume Your Life
Take Risks—Even if You Might Fail
See the Glass as Half Full
Control What You Can, But Accept What You Can’t
Value the Ride, Not Just the Outcome
Embrace Change as Opportunity
Commit to Being a Lifelong Learner
Allow Time to Reflect
In today’s lesson we will explore the importance of life perspective and what it
means.
Activity 1– My Purpose
Directions : Ask students to think and make notes about the following
questions and how they might apply to their life purpose:
What causes am I most passionate about (e.g. global or
community needs, people, situations, organizations)?
What inspires me most?
What brings me the greatest joy and sense of fulfill-
ment?
Who do I admire most and why?
What are my gifts and talents?
Where might my skills have the greatest impact?
Materials Needed
Paper for each student
Pencil or Pen
Time Required
10 minutes
47
Discussion:
·When in your life have you experienced pure joy and fulfillment?
Was there a time when you had a significant impact on something or some-
one?
Do you think those events might contribute to identifying your life pur-
pose?
Adapted from: What I Wish I Knew At 18 (Student Guide) , D. Trittin, 2011. ,LifeSmart Publishing
Activity 2 - No Regrets—Family Feud
Directions :
1. Say “We will all look back on life one day and wish we had
done some things differently. No body is perfect. We can, how-
ever, take steps to avoid regrets before they happen”
2. Write the numbers 1 –10 on the board.
3. Divide the class into two teams. Tell students we are going
to play a “Family Feud” style game. Have one member of each
team come to the front of the room. Tell them that in a moment
you are going to ask the a question and that the first one person
to “buzz” in and give a correct answer will earn their team an opportunity to earn a
100 points. (You will want to work out some way for the two player to “buzz” in
such as pressing their thumbs against their closed fist and making a buzzing sound
or having them slap a desk).
4. Once a signal has been worked out say “ it is time to play the Family Feud. For 100
points name the top 10 ten things that senior citizens/elderly people say they regret
the most when they reflect on their life?” (see list in the margin of this page)
5. Call on the first student to buzz in. If their answer is on the list then write it on the
board. If it is not on the list then give the other player the chance to steal the ques-
tion. Give the team that answers the question an opportunity to answer as many of
the response as possible before they get three strikes.
6. Once they get three strikes, allow the other team an opportunity to answer the ques-
tion. If they get a correct answer then they win the points., if not the first team
keeps the points.
7. List the remaining regrets from the list on the board. Pass out cards (reminding
everyone not to look at theirs before putting it on their forehead) and instruct par-
ticipants to start mingling to ask questions and find their group.
Materials Needed
Paper for each student
Pencils/Pens
Dry Erase/Chalk Board
Time Required
15 minutes
Top Ten Regrets of
Senior Citizens
1. I didn’t spend
enough time with my
loved ones.
2. I didn’t tell my fami-
ly and friends I loved
them enough.
3. I was to stubborn or
proud to admit my
mistakes and apolo-
gize.
4. I chose bitterness
over reconciliation.
5. I allowed my life to
be consumed by
work.
6. I was to hesitant to
take risks and try
new things.
7. I wasted to o much
time.
8. I didn’t appreciate
the little things in
life.
9. I valued things over
relationships.
10. I worried too much.
48
Discussion Questions:
Look again at the list of regrets expressed by senior citizens. Do you no-
tice how many of them relate to relationships and priorities?
Why do you think that is?
If you polled a group of 18 year olds, what do you think their regrets
might be?
Do not answer out loud. Think back on your previous year at
school. Is there something you wish you could have done differently?
Have you made positive steps to correct it?
49
Ap
ril
5, 2
01
9
ETHICS How do I do the right thing in this situation?
Should I be completely honest, even if it puts others in jeopardy?
What kind of community do we want to be?
How do we do what’s best for the long term?
Who should cover the cost of “doing the right thing”?
These are all questions having to do with ethics. They are valid and necessary questions, and people
have asked them for generations. They form the backdrop of many vital discussions as business,
community, and political leaders grapple with significant issues.
50
Introduction:
IT’S NOT EASY
Let’s be honest. Ethics is not for wimps.
It’s not easy being a good person.
It’s not easy to be honest when it might be costly, to play fair when others cheat, or to keep inconvenient promises.
It’s not easy to stand up for our beliefs and still respect differing viewpoints.
It’s not easy to control powerful impulses, to be accountable for our attitudes and actions, to tackle unpleasant tasks, or to sacrifice the now for later.
It’s not easy to bear criticism and learn from it without getting an-gry, to take advice, or to admit error.
It’s not easy to feel genuine remorse and apologize sincerely or to accept apologies graciously and truly forgive.
It’s not easy to stop feeling like a victim, to resist cynicism, or to make the best of every situation.
It’s not easy to be consistently kind, to think of others first, to judge generously, or to give the benefit of the doubt.
It’s not easy to be grateful or to give without concern for reward or gratitude.
It’s not easy to fail and still keep trying, to learn from failure, to risk failing again, to start over, to lose with grace, or to be glad of an-other’s success.
It’s not easy to look at ourselves honestly and be accountable, to avoid excuses and rationalizations, or to resist temptations.
No, being a person of character isn’t easy. That’s why it’s such a lofty goal and an admirable achievement.
Commentary by Michael Josephson, WhatWillMatter.com
51
Activity 1 - Right vs. W rong
Definition:
An ethical dilemma is a situation that will often involve an ap-
parent conflict between acting or not acting based upon one’s
own morals. – to obey one would result in conflict with anoth-
er.
Directions:
Read the following Ethical Dilemma Scenarios to your class and discuss.
Scenario 1:
You are at McDonald’s and your friend is working at the cash register. You
order a small fry and a medium drink. He puts a supersize fry in your bag and
gives you a large strawberry milkshake, winks at you, and tells you don’t worry
about the “hook-up?” Do you take the food?
Scenario 2:
You are in the airport, trying to catch a flight that is about to leave. As you run
down the crowded corridor, an elderly woman suddenly slips in front of you
and falls to the ground with a cry. Do you stop to help, if you know you will
miss your flight because of it?
Scenario 3:
You are the lawyer of a life-long criminal. While questioning him about a case
that you are currently defending him, he reveals to you that he committed a
murder two years ago. In addition, he reveals that another man had been con-
victed for that murder and is currently spending life in prison. Do you break
attorney-client privilege, possibly lose your law license, and turn your client
in?
Scenario 4:
You and your best friend are sitting at a café one day, when she asks you to
keep a secret. After you have agreed, she reveals to you that her boyfriend beats
her when they argue. She also reveals that she is pregnant and that if anyone
found out about her abuse, they might put him in jail and make her a single
mother. Do you report the abuse?
Discussion:
What are the dilemmas being presented in the scenarios?
What are the possible choices?
Is there a right or wrong choice?
What are possible consequences of each choice?
Materials Needed
Ethical Dilem-
ma Scenarios
Time Required
25 minutes
Materials Needed
Time Required
15 minutes
52
Who will be affected by each choice?
Would I feel guilty because of any of the choices?
Would any of the choices embarrass me if others found out?
Do I have an obligation or duty to make a certain choice or to report the
situation?
If there are negative consequences for doing the right thing, how can I
face them in a strong, positive way?
Was there any one scenario that was more challenging to decide? Why?
What do you think about when you’re making these kinds of decisions
What in your life influences the way you make decisions like this?
Activity 2 - Cheating and Plagiarism
Introduction:
Is copying homework from a friend considered cheating?
What about getting material from the Internet? The issue of
cheating in schools is more prevalent and relevant than ever
in today’s culture; polls show that 80% of high school stu-
dents admit to having cheated.
DID YOU KNOW?
57% of high school students say they didn’t think copying a few sentenc-
es without proper credit, sharing test answers, or getting answers from
someone who had taken the test was cheating (Rutgers University
Study, 2001)
53% of high school students say that cheating is “no big deal”*
98% say the have let others copy their work*
34% said their parents never talked to them about cheating*
*(Josephson’s Institute of Ethics, 2000)
Discussion:
What are some reasons students give as to why they, or other students,
cheat? (Students cheat because there are other students who cheat and
get away with it; competition and the pressure to get good grades and
get into good schools; teacher apathy; pressure from parents to get good
grades; laziness; don’t understand the material; tests or quizzes are too
hard and given unfairly)
How do you feel about cheating? Copying homework? Copying infor-
Materials Needed
None
Time Required
15 minutes
53
mation off the Internet? (It’s okay if you don’t do it often; acceptable
since the assignment may be pointless; easy to do, though they may not
actually be learning anything)
Discuss some other reasons why students might cheat.
What kind of material seems ‘pointless’ and not so important to know?
What do you think your reactions would be if you knew that some stu-
dents in a class were cheating and earning better grades than you?
Is the Internet a resource that encourages cheating, or is it a source, “just
like anything else,” which can be abused but also used for a good pur-
pose?
What can teachers do to help prevent cheating in their classrooms?
Activity 3—When Ethics Get Sticky… (Integrity Survey)
Directions:
1. Put the following five questions on the board or an over-
head. Ask students to number a paper from one to five, NOT
put their names on the paper, but to answer the following
questions honestly.
They may respond in one of three ways: Yes, No, or Depends
a. Would you break a promise with a friend?
b. Would you be dishonest with your parents?
c. Would you gossip if you knew the rumor to be false?
d. Would you cheat on your boyfriend/girlfriend?
e. Would you cheat on a final exam?
2. Have them turn in their papers.
3. Write on the board/overhead how they responded.
4. Discuss the findings.
5. Are there times when you think lying is the right thing to do?
Materials Needed
Paper for each
student
Pencil
Time Required
10—15 minutes
54
Discussion:
Why do people lie? (Get them to discuss. Below are some reasons they may sug-
gest.)
It's a handy way of getting out of trouble quickly.
It keeps me from having to make people uncomfortable with the truth.
It's sometimes profitable in business to lie about a product.
Embellishing stories makes for interesting conversation.
Those are the reasons it's so tempting for us to lie. But let's examine our feelings
about situations where others lie to us.
Where do you see dishonesty that really gripes you? (You share an area and then
let them share.)
speakers who embellish the truth
politicians who twist statistics and bend truth
cheaters who get ahead of the honest at school or work
parents who break promises to their children
people who get jobs by lying on their resumes
teachers who say they will test in one way but test in another way.
What are some reasons that lying hurts us and why honesty may be the best poli-
cy after all?
Now that we've defined and refined our definition of honesty, what do you think
about some of these situations:
Do you think it is stealing to say you’re getting water to not pay for a
drink, then just fill with a Coke?” (A majority of high school students
say they or their friends or family do it.)
Honor Codes such as West Points Code of Conduct—"A cadet will not
lie, cheat, steal, or tolerate those who do.” Which is harder not to
do? The first part, “A cadet will not lie, cheat, steal” or the second “or
tolerate those who do”?
What about the Honor Code at Trinity? Is it effective? Why or why not?
Is it okay to copy homework assignments from somebody else?
Adapted from Character Education Lessons, Legacy Education Resources, 2000
http://character-education.info
55
Ma
y 3
, 20
19
END OF THE YEAR
CELEBRATION Conduct a student planned year-end celebration. Take the opportunity to have a little fun with your
Trojan Talk group.
Review this year’s Trojan Talk (see activity 1 and 3).
Honor graduating seniors (see activity 2).
Have Seniors share a piece of advice to their fellow Trojan Talk members.
Discuss the summer plans of students.
56
Activity 1 - What Will Matter
Directions:
1. Read Michael Josephson’s commentary, What Will Matter,
to your class. This commentary is an excellent summary of
this year’s Trojan Talk theme, “Pride, Determination, Respon-
sibility” and should reinforce some of the thoughts and ideas
discussed during the year.
2. When you have finished reading, open the floor for discussion. Ask if anyone has
any comments or would like to share anything that was particularly meaningful
to them in Trojan Talk this year.
Activity 2 - Senior Letters
Directions:
Around April 1st mail home a letter to each senior’s parent/
guardian requesting that they write a letter to their senior to
be read in Trojan Talk (a sample letter is at the end of this les-
son). You will need to do this several weeks before our last
Trojan Talk so parents/guardians can have enough time to
write and collect letters for their child. These letters are to be
read to the graduating senior at the last Trojan Talk meeting. If you do not receive a
letter for each senior have a friend, teacher, or coach write a letter to be given to that
student. You do not want anyone to feel left out.
Activity contributed by Fritzie Odom (LD Bell Counselor)
Activity 3 - Parting Shots
Directions:
Ask the Seniors in your class if they would be willing to share
any advice to the Juniors and Sophomores about what they
have learned during their time at Trinity.
If time permits, allow any Juniors or Sophomores who would
like to share to do so as well.
Materials Needed
Copy of “What
Will Matter”
Time Required
10 minutes or less
Materials Needed
Copies of letters
from parents to
be read
Time Required
Varies by the number of Seniors in your Trojan Talk
Materials Needed
None
Time Required
Varies
57
Activity 4 - Mail Call / Letter to the Future Me
Directions:
1. Distribute “Future Me” letters to students.
2. Allow them an opportunity to read the letter.
3. When they have finished reading, open the floor for discus-
sion. Ask if anyone has any comments or would like to share any-
thing that was particularly meaningful to them from their letter.
Materials Needed
Future Me Letters
that were writer
during the first
Trojan Talk
Time Required
10 minutes or less
58
Trinity High School est 1968
Dear Parents/Guardians,
On Friday, May 3rd, from 11:00 – 11:45 in room ___________,
we will be having our final Trojan Talk meeting of the year. In
that meeting, we would like to recognize your senior student with
something personal and meaningful.
We are requesting that you write a short letter to your senior that
can be read aloud during the Trojan Talk meeting on May 4th.
The letter may be about a favorite memory, an accomplishment or
just a word telling them how proud you are as they have reached
this milestone in their life.
We need to have the letters in hand no later than April 26th, to
be able to plan appropriately. You may mail them to my attention
at Trinity High School.
Trinity High School
Attn:______________
500 North Industrial Blvd.
Euless, TX 76039
We would also love for you to attend this last Trojan Talk meet-
ing, if you are able, and read the letters in person. If you are una-
ble, we will be happy to stand in for you.
Please respond at (817) 571-0271 ext.___________ to let me
know if you will be attending or you can e-mail me at
____________________________________________.
Remember, this is a surprise! Please do not say anything to your
senior student about this activity.
Thank you,
TRINITY HIGH SCHOOL 500 North Industrial Blvd. • Euless, TX 76039
(817) 571-0271 • Fax (817) 354-3322
59
What Will Matter
Ready or not, some day it will all come to an end.
There will be no more sunrises, no minutes, hours, or days.
All the things you collected, whether treasured or forgotten, will pass to someone
else.
Your wealth, fame, and temporal power will shrivel to irrelevance.
It will not matter what you owned or what you were owed.
Your grudges, resentments, frustrations, and jealousies will finally disappear.
So too your hopes, ambitions, plans, and to-do lists will expire.
The wins and losses that once seemed so important will fade away.
It won't matter where you came from or what side of the tracks you lived on at the
end.
It won't matter whether you were beautiful or brilliant.
Even your gender and skin color will be irrelevant.
So what will matter? How will the value of your days be measured?
What will matter is not what you bought, but what you built. Not what you got, but
what you gave.
What will matter is not your success, but your significance.
What will matter is not what you learned, but what you taught.
What will matter is every act of integrity, compassion, courage, or sacrifice that
enriched, empowered, or encouraged others to emulate your example.
What will matter is not your competence, but your character.
What will matter is not how many people you knew, but how many will feel a last-
ing loss when you're gone.
What will matter is not your memories, but the memories that live in those who
loved you.
What will matter is how long you will be remembered, by whom, and for what.
Living a life that matters doesn't happen by accident.
It's not a matter of circumstance but of choice.
Choose to live a life that matters.
-Commentary by Michael Josephson
Founder of Josephson Institute
http://charactercounts.org
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