Life Skills & Leadership: Unit 1, Session 4: Choosing Positive Values | Page 45 of 93“I would like you to think of the messages that each activity sends to its members. Some activities may
send more than one message. For example, if we had a new school in our community, a message might
be that education is important. Another message might be that children have a responsibility to make
themselves better. Please write the messages on the paper with the corresponding community
activity.”Some questions to guide your thinking include:Flip chart 1: Community activities and messages:
Who is the activity for?
What does the activity provide?
What do the participants in the activity expect?- After the groups have had a chance to complete their work, ask them to read the messages they
identified and lead a discussion using any of these questions:
“Which message about the values do you like the most or do you think are most important? (There
are no wrong answers.)
Which messages about the values surprised you or are ones you had not thought of before?
Which messages about the values are especially relevant for youth and young adults?
Which messages about the values are important for everyone in your community?
Which community activities have the strongest or most powerful messages for youth?”Note: These discussion questions serve as an assessment of Objective 1.B. Summary
Conclude by saying:
“These messages that you have identified represent some of the positive aspects of your community
and of your culture. These are ideas that your culture values; ideas that are important in your culture.
We learn the importance of these ideas from our parents and extended family, as well as our schools
and other community or spiritual organizations.”III. Practice (30 minutes)
Materials:
Papers with community activities and messages from Information section
Flip chart 2 : “Interview Questions”
A. Where Values Come From
Participants describe how cultural values are acquired and how they affect personal values.
- Encourage participants to identify multiple ways they have come to believe these values. Gather the
papers with community activities and messages and randomly distribute one to each person. Make
duplicates if you do not have enough papers, or you can have participants work with a partner. Say: