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This curriculum guide for eighth-grade teachers contains values-based classroom lessons which are intended to assist students in the development of (1) a positive self-concept, (2) rational thinking processes, (3 ) inter- and intrapersonal skills necessary for individual and group effectiveness, and (4) a personal and societal value system. Teaching techniques include role playing, use of transparencies and filmstrips, sentence completion, solving dilemmas, and classroom discussion. Lessons provided include the following: Values: What They Are and Are Not; Values and Choices; Action and Values; Value Influences; Community Values; Teenaging Today; Exploring School as a Value Influence; Family Influence; and Decision Making. Each lesson outline contains purpose, concepts, affective objectives, classroom activities, specific teaching procedures, guiding questions, evaluation techniques, and lists of materials needed. Appendices contain Interaction Briefs for Role Playing and A Guide to Alcoholics Anonymous. The curriculum developers recommend that teachers receive training in affective teaching skills and attitudes before using the guide and that the materials not be used daily, but rather spaced to cover a semester at a time. (Author/RM)

This curriculum guide for seventh-grade teachers contains values-based classroom lessons which are intended to assist students in the development of (1) a positive self-concept, (2) rational thinking processes, (3) inter- and intrapersonal skills necessary for individual and group effectiveness, and (4) a personal and societal value system. Teaching techniques include classroom readings, group discussions, use of filmstrips, problem solving, and decision making. Lessons provided include the following: Self Inventory, Advertising and You, Frame of Reference, Influences, Understanding, Responsibility, Alcohol Decisions, Rules, Going Along, Decisions, Wanting a Bicycle, Opinions, Not What It Seems, Handling Emotions, Conflicts, and Your Interpretation. Each lesson outline contains purpose, concepts, affective objectives, classroom activities, specific teaching procedures, guiding questions, evaluation techniques, and lists of materials needed. The curriculum developers recommend that teachers receive training in affective teaching skills and attitudes before using the guide and that the materials not be used daily, but rather spaced to cover a semester at a time. (Author/RM)

This curriculum guide for sixth-grade teachers contains values-based classroom lessons which are intended to assist students in the development of (1) a positive self-concept, (2) rational thinking processes, (3) inter- and intrapersonal skills necessary for individual and group effectiveness, and (4) a personal and societal value system. Teaching techniques include classroom discussion, creation and analyses of collages, problem solving, use of filmstrips, role playing, and worksheets. Themes treated in the lessons include: personal values, roles, dependability, decision making, responsibility, honesty, loyalty, prejudice, friendship, resentment, relocation, conflict, and well-being. Each lesson outline contains purpose, concepts, affective objectives, classroom activities, specific teaching procedures, guiding questions, evaluation techniques, and lists of materials needed. For some lessons all necessary classroom materials are included. A bibliography of curricula for use in the lessons is provided. The curriculum developers recommend that teachers receive training in affective teaching skills and attitudes before using the guide and that the materials not be used daily, but rather spaced to cover a semester at a time. (Author/RM)

This curriculum guide for fourth-grade teachers contains values-based classroom lessons which are intended to assist students in the development of (1) a positive self-concept, (2) rational thinking processes, (3) inter- and intrapersonal skills necessary for individual and group effectiveness, and (4) a personal and societal value system. Teaching techniques include readings, classroom discussion, use of filmstrips, games, and interviews. Topics and concepts treated in the lessons include responsibility, honesty, decision making, family responsibility, friendship, using money wisely, using time wisely, physical and moral courage, and power. Each lesson outline contains purpose, concepts, affective objectives, classroom activities, teaching procedures, guiding questions, evaluation techniques, and lists of materials needed. For many lessons the classroom readings are included. Appendices include procedures for group discussion and role playing and a resource list of curricula. The curriculum developers recomment that teachers receive training in affective teaching skills and attitudes before using the guide and that the materials not be used daily, but rather spaced to cover a semester at a time. (Author/RM)

This curriculum guide for fifth-grade teachers contains values-based classroom lessons on the topic of group action. The lessons are intended to assist students in the development of a positive self-concept and inter- and intrapersonal skills necessary for individual and group effectiveness. Teaching techniques include use of transparencies and filmstrips and classroom discussion with an emphasis on group processes and interaction. Units presented include the following: A Discussion without the Teacher Nearby, The Development of Policy Statement, and Redevelopment and Continued Independence. Each unit outline contains purpose, concepts, affective objectives, classroom activities, teaching procedures, guiding questions, evaluation techniques, and lists of materials needed. For some lessons all necessary classroom materials are included. Appendices include procedures for group discussion and role playing and a resource list of curricula. The curriculum developers recommend that teachers receive training in affective teaching skills and attitudes before using the guide and that the materials not be used daily, but rather spaced to cover a semester at a time. (Author/RM)

This curriculum guide for third-grade teachers contains values-based classroom lessons which are intended to assist students in the development of a positive self-concept and inter- and intrapersonal skills necessary for individual and group effectiveness. Teaching techniques include group dynamics, classroom discussion, use of filmstrips and study prints, pantomimes, role playing, and the solving of dilemmas. Topics treated in the lessons include the following: Getting to Know You, Guess Who's in a Group, What Groups Do I Belong to at School, How Does It Feel to Be Left out, We Are All Alike and Different, Cheating, and Your Folks Won's Mind. Each lesson outline contains purpose, concepts, affective objectives, classroom activities, teaching procedures, guiding questions, evaluation techniques, and lists of materials needed. Appendices include procedures for group discussion and role playing, a bibliography of values reference materials, and a resource list of curricula. The curriculum developers recommend that teachers receive training in affective teaching skills and attitudes before using the guide and that the materials not be used daily, but rather spaced to cover a semester at a time. (Author/RM)

This curriculum guide for first-grade teachers contains values-based classroom lessons which are designed to assist students in the development of a positive self-concept, rational thinking processes, and a personal and societal value system. Teaching techniques include puppet shows, story telling, class discussion, use of filmstrips, and role playing. Lessons provided include the following: Who Am I, Looks and Feelings, Asking Permission, Misunderstanding, Borrowing, Truthfulness, Responsibility, Honesty, Cleanliness, and Respect for Power. Each unit outline provides purpose, concepts, affective objectives, class activities, teaching procedures, guiding questions, evaluation techniques, and lists of materials needed. In many cases the classroom stories are included. The appendices contain procedures for role playing and group discussion, basic puppet instructions and patterns, and a resource list of curricula. The curriculum developers recommend that teachers receive training in affective teaching skills and attitudes before using the guide and that the materials not be used daily, but rather spaced to cover a semester at a time. (Author/RM)

This curriculum guide for second-grade teachers contains values-based classroom lessons which are intended to assist students in the development of a positive self-concept and a personal and societal value system. Teaching techniques include story readings, classroom discussion, use of study prints and filmstrips, making posters, and role playing. The units treat the following topics: My Name, Being Myself, People are Different, My Emotions, Teasing, Property Ownership, Fear, Being Fair, Cheating, My Strengths and Weaknesses, Disagreements, Generosity, Respect for Property, Anger, Truthfulness, and Respect for Authority. Each unit outline contains purpose, affective objectives, concepts, classroom activities, guiding questions, teaching procedures, evaluation techniques, and lists of materials needed. Appendices include transparencies needed for the units and a resource list of curricula. The curriculum developers recommend that teachers receive training in affective teaching skills and attitudes before using the guide and that the materials not be used daily, but rather spaced to cover a semester at a time. (Author/RM)

This curriculum guide for kindergarten teachers contains values-based classroom lessons which are intended to assist students in the development of a positive self-concept, rational thinking processes, and a personal and societal value system. Teaching techniques include role playing, story telling, classroom discussion, puppet shows, skits, and use of audiovisuals. Lessons are provided on two major topics: Self-Awareness of the Physical Body and Self-Awareness of Feelings. Lesson outlines contain purpose, concepts, affective objectives, class activities, specific teaching procedures, guiding questions, evaluation techniques, and lists of materials needed. For many lessons classroom stories are included. Bibliographies of additional teacher resource materials and values-related children's books are provided. Appendices include procedures for group discussion and role playing, patterns for puppets, and a curriculum-materials resource list. The curriculum developers recommend that teachers receive training in affective teaching skills and attitudes before using the guide and that the materials not be used daily, but rather spaced to cover a semester at a time. (Author/RM)

The Citizen Me Level Six guide incorporates the project's goal of providing a curriculum which integrates concepts of basic citizenship education with community involvement through gaining an understanding of rights, liberties, and obligations of citizens, developing an awareness of outcomes identified in crime and drug education, understanding the free enterprise system, and applying values that lead to skill in human relationships and effective citizenship. The guide uses discussions, rank ordering, games (Crime and Punishment Rummy), work and situation sheets, role playing, and various exercises to approach the concepts of sharing feelings, the need for rules, decisions and their effect, people in authority, code of behavior, criminal behavior, friendship and rational decision making, and ideas and consequences. The Story of Willie is used to illustrate various concepts. Using experiential methodology, the guide provides a means of implementing the present social studies requirement that decision making and critical thinking skills be developed within the existing social studies curriculum. (BRR)

Integrating concepts of basic citizenship education with community involvement, this experiential curriculum provides a means for developing decision making and critical thinking skills within the existing fourth grade social studies curriculum. The 11 lessons cover responsibility in the care of property, vandalism, precaution against vandalism, authority, law, citizenship and individuals as lawmakers and law followers. The lessons aim to teach students about: fire safety for conservation of life and property, the use of rational decision making, the elements of arson, the difference between public and private property, vandalism and its prevention, shoplifting, what a law is and who it affects, the meaning of and the necessity for authority, who is in authority at school and their duties, what goes into being a good citizen, and the meaning of citizenship in its various aspects. Each lesson includes a purpose statement, concepts to be learned, time and materials needed, student objectives, suggested activities, and evaluation criteria. Among the suggested activities are discussion questions, vocabulary exercises, word puzzles, opinion questionnaires, short stories, mathematics exercises, writing exercises, and true-false questions. (NQA)

Integrating concepts of basic citizenship education with community involvement, this experiential curriculum provides a means for developing decision making and critical thinking skills within the existing fifth grade social studies curriculum. The 12 lessons cover the following concepts: responsibilities, rules and laws, involvement vs. noninvolvement, crime and crime prevention, felonies and misdemeanors, and juvenile delinquents. The lessons deal with: (1) peer group pressure as it conflicts with a parent's restrictions; (2) the importance of rules and laws and how to aply them to effective good citizenship; (3) the issue of involvement vs. noninvolvement when confronted with a violation of the law; (4) crime in the community and what happens to someone who is charged with committing a crime; (5) serious crimes as felonies and their consequences; (6) the difference between a felony and a misdemeanor offense and their consequences; (7) how laws affect juveniles; and (8) how one can become a better citizen. Each lesson includes a purpose statement, concepts to be learned, time needed, student objectives, suggested activities, and evaluation criteria. Activities include discussion questions, vocabulary and writing exercises, drawing exercises, case studies, brainstorming questions, and questions for critical thought. (NQA)

The Citizen Me Level Eight guide incorporates the project's goal of providing a curriculum which integrates concepts of basic citizenship education with community involvement through gaining an understanding of rights, liberties, and obligations of citizens, developing an awareness of outcomes identified in crime and drug education, understanding the free enterprise system, and applying values that lead to skill in human relationships and effective citizenship. The first 10 lessons use role playing and large group discussions to gain an understanding of the role of the police, what constitutes crimes (felonies and misdemeanors), the impact of a police record, and the citizen's role in crime prevention. The last five lessons use a hypothetical school setting to illustrate aspects of leadership and how to approach solving a problem at the hypothetical school through community action. Lessons 13 and 14 stress getting the facts together and writing government officials. Lesson 15 reviews the duties and expectations of good citizenship. (BRR)

Integrating concepts of basic citizenship education with community involvement, this experiential curriculum provides a means for developing decision making and critical thinking skills within the existing fourth grade social studies curriculum. The 11 lessons, translated into into Spanish, cover the following concepts: responsibility in the care of property, vandalism, precaution against vandalism, authority, law, citizenship, and individuals as lawmakers and law followers. The lessons aim to teach students about: fire safety for conservation of life and property, the use of rational decision making, the elements of arson, the difference between public and private property, vandalism and its prevention, shoplifting, what a law is and who it affects, the meaning of and the necessity for authority, who is in authority at school and their duties, what goes into being a good citizen, and the meaning of citizenship in its various aspects. Each lesson includes a purpose statement, concepts to be learned, time and materials needed, student objectives, suggested activities, and evaluation criteria. Among the sugggested activities are discussion questions, vocabulary exercises, word puzzles, fact and opinion questionnaires, short stories, mathematics exercises, writing exercises, and true-false questions. (NQA)

The Citizen Me Level Seven guide incorporates the project's goal of providing a curriculum which integrates concepts of basic citizenship education with community involvement through gaining an understanding of rights, liberties, and obligations of citizens, understanding the free enterprise system, and applying values that lead to skill in human relationships and effective citizenship. The 14 lessons deal with the process of establishing a community, with students working in small groups and role playing in positions of leadership in the community they settle. The lessons deal with such topics as leadership, citizen responsibilities, problem solving, and various aspects of government and the law, and are to be completed in sequence as each lesson builds on another. Role cards provide background information, traits/personality, and reasons for joining the group. Land data cards simulate various geographic settings. While the unit is appropriate as an introductory or culminating experience for colonization of Texas, the guide is timeless and can pertain to any frontier or new settlement in a future society. (BRR)

Integrating concepts of basic citizenship education with community involvement, this experiential curriculum provides a means for developing decision making and critical thinking skills within the existing fifth grade social studies curriculum. The 12 lessons, translated into Spanish, cover the following concepts: responsibility, rules and laws, involvement vs. noninvolvement, crime and crime prevention, felonies and misdemeanors, and juvenile delinquents. The lessons deal with: (1) peer group pressure as it conflicts with a parent's restrictions; (2) the importance of rules and laws and how to apply them to effective good citizenship; (3) the issue of involvement vs. noninvolvement when confronted with a violation of the law; (4) crime in the community and what happens to someone who is charged with committing a crime; (5) serious crimes as felonies and their consequences; (6) the difference between a felony and a misdemeanor offense and their consequences; (7) how laws affect juveniles; and (8) how one can become a better citizen. Each lesson includes a purpose statement, concepts to be learned, time needed, student objectives, suggested activities, and evaluation criteria. Activities include discussion questions, vocabulary and writing exercises, drawing exercises, case studies, brainstorming questions, and questions for critical thought. (NQA)

Integrating concepts of basic citzenship education with community involvement, this experiential curriculum provides a means for developing decision making and critical thinking skills within the existing third grade social studies curriculum. The 10 lessons cover school rules as personal safety measures, consequences of not knowing rules, rules for everyone, rules as a joint responsibility, personal responsibility for crime prevention, and need for rule enforcers. Lessons aim to: (1) stimulate concern for maintaining personal and other safety, for the responsibility for one's actions, and for preventing injury to self or damage to personal property; (2) create awareness of rule makers as rule obeyers, of the rules a school service worker must follow to meet job expectations, that rules work only when each person meets his responsibility, and that good citizenship includes reporting hazards, crime and appreciation for good services; (3) develop insight into the reasons for rules, the need for rule enforcers to protect the citizen's rights, and good citizenship; and (4) expose students to procedures for reporting hazards, crime and appreciation for good services. Each lesson includes a purpose statement, concepts to be learned, time and materials needed, student objectives, suggested activities; evaluation criteria, and black and white illustrations. (NQA)

Integrating concepts of basic citizenship education with community involvement, this experiential curriculum provides a means for developing decision making and critical thinking skills within the existing social studies curriculum in grade 1. Using short stories, field trips, and class discussions, the 11 lessons on responsibilities, rules, sharing, and litter prevention are titled I Want a Puppy, Our Responsibilities, The Leash, A Witch Story, Sharing, The Ice Cream Cone, School Rules, Book Care, A Visit to the Library, Litter, and Students Against Litter Team. The lessons aim to (1) suggest ways to demonstrate responsibilities, reasons for rules, and rules made by families; (2) identify various responsibilities and rules, individuals' responsibilities to obey rules, litter as a problem of society, and actions students can take to help stop litter at school; (3) examine individual responsibilities for sharing and various actions that must be taken in order to obey a rule; (4) resolve a dilemma involving sharing; and (5) review rules for proper book care. Each lesson includes a purpose statement, concepts to be learned, time and materials needed, student objectives, suggested activities, and black and white illustrations and patterns for transparencies. (NQA)

Integrating concepts of basic citizenship education with community involvement, this experiential curriculum provides a means for developing decision making and critical thinking skills within the existing social studies curriculum at the kindergarten level. Consisting of 11 lessons, the guide, written in Spanish, introduces the meaning of rules, truth, responsibility, sharing, citizenship, and respect for property. Using the characters and stories of "Sammy, El Oso Buen Ciudadano,""Maria Tenia Un Borreguito,""La Gallinita Roja,""Caperucita Roja,""El Leon y El Raton,""El Nino Que Grito 'Lobo',""El Zapatero y los Enanos," and "Los Tres Ositos," the lessons teach students about: various school rules that need to be obeyed; the importance of safety rules, of sharing, and of asking permission before using the property of others; the need for rules; the need to share and accept responsibilities; their responsibility for keeping promises; the dangerous consequences that may occur when a dare is made and accepted; and some of the consequences of not telling the truth. Each lesson includes a purpose statement, concepts to be learned, time and materials needed, student objectives, suggested activities, and patterns for making the necessary materials. A review lesson and a good citizen award certificate conclude the guide. (NQA)

Integrating concepts of basic citizenship education with community involvement, this experiential curriculum provides a means for developing decision making and critical thinking skills within the existing third grade social studies curriculum. The 10 lessons, translated into Spanish, cover school rules as personal safety measures, consequences of not knowing rules, rules for everyone, rules as a joint responsibility, personal responsibility for crime prevention, and need for rule enforcers. Lessons aim to: (1) stimulate concern for maintaining personal and others safety, for the responsibility for one's actions, and for preventing injury to self or damage to personal property; (2) create awareness of rule makers as rule obeyers, of the rules a school service worker must follow to meet job expectations, that rules work only when each person meets his responsibility, and that good citizenship includes reporting hazards, crime and appreciation for good services; (3) develop insight into the reasons for rules, the need for rule enforcers to protect the citizen's rights, and good citizenship; and (4) expose students to procedures for reporting hazards, crime and appreciation for good services. Each lesson includes a purpose statement, concepts to be learned, time and materials needed, student objectives, suggested activities, evaluation criteria, and black and white illustrations. (NQA)

Integrating concepts of basic citizenship education with community involvement, this experiential curriculum provides a means for developing decision making and critical thinking skills within the existing social studies curriculum at the kindergarten level. Consisting of 11 lessons, the guide introduces the meaning of rules, truth, responsibility, sharing, citizenship, and respect for property. Using the characters and stories of "Sammy, the Good Citizen Bear,""Mary Had a Little Lamb,""The Little Red Hen,""Red Riding Hood,""The Lion and the Mouse,""The Shoemaker and the Elves," and "The Three Bears," the lessons teach students about: various school rules that need to be obeyed; the importance of safety rules, of sharing, and of asking permission before using the property of others; the need for rules; the need to share and accept responsibilities; their responsibility for keeping promises; the dangerous consequences that may occur when a dare is made and accepted; and some of the consequences of not telling the truth. Each lesson includes a purpose statement, concepts to be learned, time and materials needed, student objectives, suggested activities and patterns for making the necessary materials needed. A review lesson and a good citizen award certificate conclude the guide. (NQA)

Integrating concepts of basic citizenship education with community involvement, this experiential curriculum provides a means for developing decision making and critical thinking skills within the existing second grade social studies curriculum. The 10 lessons cover the following concepts: friendly, unfriendly and dependable behaviors; friendship responsibilities; trust; individual, group and public ownership; loaned property; conflict over joint ownership; sharing use and responsibility of co-owned property; taxes; community helpers; public services, jobs and workers: authority; rules; penalties; law; police; crime; and helpful and harmful citizenship behaviors. The lessons aim to: develop the ideas that friendships do not last if people are selfish and inconsiderate, owners of shared property must find ways to share use and responsibility of property, some property is used and owned by everyone in the community, and some people are paid by everyone to provide helpful services for the community; explore personal concepts of responsibility and trust; develop respect for property ownership; investigate the roles of a librarian and a police officer as public authorities; and stimulate the use of public service and discriminate between helpful and harmful citizenship behaviors. Each lesson includes a purpose statement, concepts to be learned, materials needed, student objectives, suggested activities, and black and white illustrations. (NQA)

Integrating concepts of basic citizenship education with community involvement, this experiential curriculum provides a means for developing decision making and critical thinking skills within the existing second grade social studies curriculum. The 10 lessons, translated into Spanish, cover the following concepts: friendly, unfriendly and dependable behaviors; friendship responsibilities; trust; individual, group and public ownership; loaned property; conflict over joint ownership; sharing use and responsibility of co-owned property; taxes; community helpers; public services, jobs and workers; authority; rules; penalties; law; police; crime; and helpful and harmful citizenship behaviors. The lessons aim to: develop the ideas that friendships do not last if people are selfish and inconsiderate, owners of shared property must find ways to share use and responsibility of property, some property is used and owned by everyone in the community, and some people are paid by everyone to provide helpful services for the community; explore personal concepts of responsibility and trust; develop respect for property ownership; investigate the roles of a librarian and a police officer as public authorities; and stimulate the use of public service and discriminate between helpful and harmful citizenship behaviors. Each lesson includes a purpose statement, concepts to be learned, materials needed, student objectives, suggested activities and black and white illustrations. (NQA)

Integrating concepts of basic citizenship education with community involvement, this experiential curriculum, written in Spanish, provides a means for developing decision making and critical thinking skills within the existing social studies curriculum in grade 1. Using short stories, field trips, and class discussions, the 11 lessons on responsibilities, rules, sharing, and litter prevention are titled Quiero Un Perrito, Nuestras Responsabilidades, La Cadena, Un Cuento de Brujas, Compartiendo, El Cono de Nieve, Reglas Escolares, El Cuidado de los Libros, Una Visita a la Biblioteca, La Basura, and Equipo de los Estudiantes Contra la Basura. Purposes of the lessons are to (1) suggest ways to demonstrate responsibilities, reasons for rules, and rules made by families; (2) identify various responsibilities and rules, individuals' responsibilities to obey rules, litter as a problem of society, and actions students can take to help stop litter at school; (3) examine individual responsiblities for sharing and various actions that must be taken in order to obey a rule; (4) resolve a dilemma involving sharing; and (5) review rules for proper book care. Each lesson includes a purpose statement, concepts to be learned, time and materials needed, student objectives, suggested activities, and black and white illustrations and patterns for transparencies. (NQA)

A compilation of lessons on Japanese history and cultural and contemporary issues is divided into sections for middle schools and high schools. A total of four lessons and a board game are contained in section one, lessons for middle schools. Lessons focus on Japanese schools; Japanese houses, past and present; and economic interdependence. "Shogun," a board game similar to "Trivial Pursuit," provides drill and practice on Japanese history. Four lessons for high school involve students in reading charts and graphs, understanding international trade, comparing Japanese and American technology, and recognizing worldwide oil dependence. A final section lists suggested readings and materials and resources available at organizations in Texas. (LP)

A 1982-83 manual on school-based occupational therapy and physical therapy (OT/PT) services in Texas is presented. Contents include: guidelines, evaluation forms, student and therapists' documentation forms, and policy/procedures manuals for a suburban independent school district and a rural independent school district. Part I provides the official guidelines of the American Occupational Therapy Association; Texas guidelines for service delivery in educational settings; information on referral, evaluation, and equipment; and a list of Harris County organizations and national organizations. In addition to instructions and forms for evaluation and school screening reports, Part II presents background information and forms on in-depth evaluations. Many, but not all, of the evaluation inventories are accompanied by information on the test, including publisher, author, age range, purpose, testing time, scores, reliability and validity, content, subtests, and norms. These evaluation forms and tests cover the following areas: developmental (five instruments), self-help (six), reflex (three), clinical evaluation (eight), prevocational (two), sensory integration (nine), and additional standardized evaluations (eight). Additional procedures and forms include: updates to the Individualized Education Program and OT/PT summary reports, OT/PT schedules; home-school program forms, therapists' field observation forms, and employee performance reports. Supplementary materials cover the role of the lead therapist and three models of consultation. The manuals for the suburban and rural school districts in Part III describe services and procedures, and each provides 10 to 17 forms, along with supporting documentation. (SEW)