You Should Not Go There
It was a beautiful summer day. Our bicycling adventure through the trails of a state park was a perfect family activity. We were thoroughly enjoying the conversation, exercise, and nature along the winding trails. The trails were full of other bicyclists and hikers. As we passed a waterway, children were playing along the banks. The trail was pristine and well maintained. All of a sudden, a Y intersection provided us with options.
The path to the right followed the winding waterway. It offered more of the same scenery - families, hikers, bicyclists, and a well-maintained bike path. The path to the left led off into a wooded area by way of a dirt trail. We decided to adventure down the dirt path, which looked more challenging and seem to offer a different type of scenery.
Not far into our ride on the dirt trail, I noticed old rusted-out barrels, broken down and rotting wood, broken bottles, used beer can clutter, and other garbage scatterings along the sides of the trail. Graffiti covered abandoned structures. On the left side of the trail, there was a high embankment with foliage. Garbage led into the foliage, and I immediately thought the high ground to the left would be a perfect place for someone to hide. I was not alone in considering this path as the wrong direction.
One of my daughters cautiously said, "This looks like a place you would go if you want to die." My other daughter agreed. We laughed and turned around.
When you find yourself in an area that does not feel or look right, make a wise decision. It may be best to leave.
Teaching Resources: You Should Not Go There
Intended Use: This teaching resource will help mentors or teachers discuss the importance of self-awareness and decision-making with youth. Youth must learn to make decisions about situations or places to avoid.
Objective: to apply concepts related to the You Should Not Go There story to personal situations
Questions
What would you recommend to a friend who engages in not making good decisions?
How could you determine if a situation might lead to a problem?
Why did the bicyclists choose to turn around? Would you have turned around?
When you know you should avoid a problem, what do you do to prevent peer pressure from influencing your decision?
For more lesson plan resources, please contact us.
Materials:
· copy of You Should Not Go There
· dictionary or electronic device capable of providing a definition of words
· one sheet of paper for vocabulary challenge
Vocabulary Activity (approximately 10 - 15 minutes):
Have students identify unfamiliar words. For younger students, the mentor or teacher may identify the vocabulary words.
Ask students to create four equal in size vertical columns on a piece of paper. To do this, students should draw three lines down the sheet of paper. At the top of the columns, students should put the following labels: word, definition, example, and pictures.
To get word definitions, have students use a dictionary or electronic device capable of providing definitions of words. The definition of the word should be written in the definition column.
In the example column, students should write a sentence with the vocabulary word in the sentence.
Allow students to utilize the picture column to draw a picture or diagram which will help them remember the word.
After students complete the four columns, provide them with an opportunity to work in pairs. Have students exchange the definition sheets. When the students complete a review of his or her partner’s work, each student will teach the vocabulary word using the definition sheet.
Open-ended Questions Activity
Materials:
· copy of You Should Not Go There
· dictionary or electronic device capable of providing a definition of words
· questions for discussion
· paper or notebook for documenting answers
Vocabulary Activity (approximately 10 - 15 minutes):
Use questions to generate discussion. Organize students into small cooperative groups. Youth in the group should be assigned roles.
Cooperative group roles:
discussion leader-the discussion leader is responsible for keeping other members of the group focused on discussion. The discussion leader will make every effort to engage all students in the discussion.
timekeeper-this person will be responsible for helping the discussion leader keep track of time. The discussion leader and timekeeper should agree to the amount of time allotted to each question.
notetaker-the notetaker will take specific notes for the group. However, all participants must be prepared to present information. For this reason, all students should take general notes about the discussion and answers to questions.
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