i

TORONTO CATHOLIC DISTRICT SCHOOL

BOARD

MANSFIELD MAIN

LODGE

COMMUNITY LIVING PROGRAM GUIDE

2012-13 Prepared by the: Toronto Catholic District School Board Outdoor Education Department

i

TABLE OF CONTENTS

Page

i-iii) Table of Contents

iv) Introduction to the Community Living Program

v) 5-Day Program Planning Summary

v-vi) 4-Day Program Planning Summary

vi) 3-Day Program Planning Summary

vii) Organization of the CLP Guide

1-15 Program One - Self

2-10 Teacher Pages – “I Like Being Me: Self Esteem” – DVD

11-15 Student Pages – Things I like to Do

– What Do I Like About Being Me?

– Questions About You!

– My Gifts from God: Celebrating Me

16-35 Program Two – Friendship

17-24 Teacher Pages – “CLIQUES: WHO’S IN? WHO’S OUT?” - DVD

25-35 Student Pages – Friendship Quotes

– Rating Your Friendship Skills

– Cliques: Who In? Who Out?

–Friendship: What to Look For

–Analyzing Friendship

–The Goose Story

– Clique Membership

– Prayer

ii

36-44 Program Three – Environmental Stewardship

37-42 Teacher Pages – “The Man Who Planted Trees” – DVD

– Environmental Stewardship

- Souvenir Medallions

43-44 Student Pages – Echoes of Genesis

– Super Superheroes

45-57 Program Four - Consumerism, Industrialism, &

Their Environmental Impact

46-52 Teacher Pages – Last Night

– “The Lorax” – DVD

– Consumerism, Industrialism, & Their Environmental

Impact

53-57 Student Pages – Earth Facts

–The Lorax: Commercial Skits

–The World that God Made (2 pages)

–Prayer: Keepers of the Earth

58-65 Appendix A – Additional Student Journal Pages

Mansfield Rules

Crossword Puzzle

Wordsearch

Diary Page

Autograph Page

Quiz Pages - Do You Think You Are Clever?

iii

66-69 Appendix B – Answer Pages for the

Additional Student Journal Pages

Crossword Puzzle

Wordsearch

Do You Think You Are Clever?

iv

INTRODUCTION TO THE

COMMUNITY LIVING PROGRAM

The excursion to Mansfield is a co-operative venture between the

school staff, outdoor education resource staff and the staff of

Mansfield, to create an integrated program of outdoor education

and spiritual growth.

The community living program at Mansfield celebrates Christian principles of

worship, respect (for all God’s creation), tolerance, and co-operation through a

balance of prayer, work and play. The concept of community is defined and

refined throughout the excursion, with an ever broadening scope. It begins at the

personal level, with a focus on “me”, moves to the students’ tangible

communities, embracing the idea of “we”, and then broadens to encompass all of

God’s creation and the global community.

This Community Living Guide is designed to assist visiting teachers in the

delivery of the Community Living Program. Its contents may be delivered as is,

or may be adapted or supplemented to suit a particular school’s curricular

agenda.

Each evening’s program uses a DVD as the springboard for a selection of

thematic follow-up activities to choose from, all addressing the expansive concept

of community. A student journal will await each student at Mansfield. All

materials cited in the text are provided on site.

It must be emphasised that the teachers from the school are solely

responsible for the planning and delivery of the Community Living

Program.

v

5-Day Program Planning Summary

Monday:

A teacher directed evening focused on Students‟ Self Esteem (“I Like Being Me”

– DVD).

Tuesday:

A teacher directed evening focused on Friendship (“Cliques” DVD)

Wednesday:

A teacher directed evening focused on Environmental Stewardship (“Man Who

Planted Trees” DVD and making souvenir medallions)

Thursday:

A teacher directed evening focused on Students and the World (“Lorax” DVD

and a group bonfire).

4-Day Program Planning Summary

The programs listed above can be delivered independently or as

a mixture. Programs that involve DVD‟s need at least 2 hours to

complete. It is not necessary to complete all the steps outlined

in each program. Teachers can pick and choose from the

various programs. If you need assistance in organizing your

programs contact Ed Cooling in the Outdoor Education

Department at 416-222-8282 ext. 6018.

Night One and Two:

Review the various program choices offered. You can elect to follow a complete

program each night or pick and choose from a variety of programs. For example

vi

one night you may complete the whole of Program One and the next night elect

to show “The Lorax” followed by students making souvenir medallions.

Night Three:

Usually this night is reserved for Program Five: The Bonfire. However you may

wish to add to this particularly during inclement or cold weather. You could use

one of the other programs to complement the bonfire or have a games night etc.

3-Day Program Planning Summary

The programs listed above can be delivered independently or as

a mixture. Programs that involve DVD‟s need at least 2 hours to

complete. It is not necessary to complete all the steps outlined

in each program. Teachers can pick and choose from the

various programs. If you need assistance in organizing your

programs contact Ed Cooling in the Outdoor Education

Department at 416-222-8282 ext. 6018.

Night One:

Review the various program choices offered. You can elect to follow a complete

program or pick and choose from a variety of programs. For example you may

elect to show “The Lorax” and then have students make souvenir medallions.

Night Two:

Usually this night is reserved for Program Five: The Bonfire. However you may

wish to add to this particularly during inclement or cold weather. You could use

one of the other programs to complement the bonfire or have a games night etc.

vii

Organization of the CLP Guide

The pages within this guide are colour coded to facilitate teachers’ planning.

The white pages serve to provide general information regarding the

Community Living Program.

The salmon pages are teachers’ notes concerning the evening program

as well as notes addressing each video and possible follow-up discussions

and activities.

The blue pages are the student journal pages which correspond to the

videos and thematic units outlined above.

1

TCDSB AT MANSFIELD COMMUNITY

LIVING PROGRAM

PROGRAM ONE

SELF

2

“I LIKE BEING ME: SELF-ESTEEM” - THE VIDEO

In the DVD, a core group of students representing various levels of self-esteem

dramatize situations familiar to the viewers.

The first vignette depicts a group of students who have just received the proofs of

their class pictures. The photos are met with mixed reactions, illustrating the

youth’s varying degrees of self esteem. The next vignette reveals the students’

attitudes and doubts surrounding the girls’ basketball team tryouts. Self-defeatist

vs. proactive outlooks are compared.

The second segment echoes the above theme, depicting Sam and his trepidation

over an upcoming math exam. With tutoring and a more positive attitude, he

succeeds.

The last segment features Elizabeth’s reluctance surrounding her role as ticket

collector at the school dance. She fears the assignment places her amidst vague

acquaintances who may not find her interesting. Encouraged to draw up a list of

her positive accomplishments and attributes, she views herself in a better light.

The evening is a success.

Many will no doubt see themselves reflected in the fictionalized characters in this

film, reinforcing the concept that they are not alone in their feelings of low self-

esteem. More importantly, students will see that change is possible and within

their reach. They will learn how not to accept negative messages from others,

and how to increase the number of positive messages they can give themselves.

Feelings of self-assurance, hope and optimism are vital for students in this age

group. “Self-Esteem: I Like Being Me” not only encourages students to look for

successes, but also provides them with the means of achieving them.

3

SELF- ESTEEM: MY GIFTS

OBJECTIVES

1. To increase students’ appreciation of the fact that they are created in God’s

image, reflecting His glory.

2. To understand what self-esteem is, and how it is affected by both internal and

external influences.

3. To encourage students to assess themselves realistically.

4. To help students improve their self-esteem.

5. To have students reflect upon their gifts and talents, and how they may use

these to contribute to their community.

BACKGROUND NOTES During early adolescence, self-esteem or feeling of self-worth has a critical effect

on the teenagers’ ability to interact positively with their peers. Positive self-

esteem is reflected in a more optimistic, outgoing personality; while negative self-

esteem often results in underachievement and an inability to interact

appropriately with friends and classmates. It is this sense of self-worth that

enables a student to reject self-destructive behaviour patterns and ultimately

emerge as a successful adult.

Developing a sense of self-worth begins at birth and is greatly influenced by the

reactions and responses of significant others. In some instances, classmates put

one another down because they feel threatened by a pronounced change in the

way a classmate may view himself. These negative messages from others can

add to feelings of low self-esteem, while words of encouragement and praise can

result in a more positive self-image. Students suffering from low self-esteem

compound the problem by their own feeling of low expectations. Comments such

as “I don’t care,” or “I can’t help it--that’s the way I am,” are indicative of this

attitude. Students are shown that we receive put-downs not only from family and

friends--but also from themselves.

4

These feelings of low self-worth often become self-fulfilling prophecies. Students

who anticipate failure find their negative goals are easily realized; on the other

hand, those who anticipate successes are usually not disappointed either.

Teenagers who feel good about themselves are more likely to engage in

behaviour that is in their own best interests; however, those who suffer from low

self-esteem often view themselves as unlikable and unattractive to their peers.

Their behaviour often elicits this very response from friends and classmates.

In the story, a core group of students representing various levels of self-esteem

dramatize situations familiar to the viewers. Many will no doubt see themselves

reflected in the fictionalized characters in this film, reinforcing the concept that

they are not alone in their feelings of low self-esteem. More importantly, students

will see that change is possible and within their reach. They will learn how not to

accept negative messages from others, and how to increase the number of

positive messages they can give themselves. “Trying is what counts,” says one

student. Later the narrator comments, “There’s nothing like solid accomplishment

to make you feel good about yourself”.

The sense that one can change gives teenagers a feeling of control over their

lives. Feelings of hope and optimism are vital for students in this age group. I

LIKE BEING ME not only encourages students to look for successes, but also

provides them with the means of achieving them.

5

DIRECTIONS

Have the students sit with their journals. Explain to the students that they are

going to complete some work about themselves and their role in community.

Reflect on the meaning of community -- one whole group. Teachers can read the

following or use it to lead a discussion on the meaning of community.

There are three types of people involved in community:

1) Leaders -- in every community there are people who always

emerge as leaders

2) Followers -- most of us are followers, we do the legwork

3) Outsiders -- those who sit on the fringe of the community who

feel they don't belong.

It is up to each of us to bring all of these people into one community, until we do,

a true Christian community does not exist.

In order to help build community we must start with the most important part of

any community, the people in it. The first part of our work tonight is to explore the

gifts (strengths) we have brought to this community.

6

JOURNAL WRITING: “THINGS I LIKE TO DO”

Have students complete this page by first finding the things they like to do. Two

things students are asked not to include in the chart are “sleep” and “eat”. Once

most students have ten or more things have the group complete the chart in the

following manner:

In the column headed with the “*”, have students rank the things they like to do.

Write in the box “1” for the activity they like to do the most, “2” for the next one

and so on. No ties are allowed.

For the last four columns students are to use only the top five activities.

In the "$" column students are to put a dollar sign in the box if the

activity costs them money to do. If no cost then leave the box blank.

In the "A" column, students put an "A" in the box if they prefer to do

this activity alone. If not leave blank.

In the "N" column, students put an "N" if they think this activity will not

be in their top five, 5 years from now. If they think it will still be a top

five activity leave blank.

In the "D" column, students put a "D" if they think their parents would

like them to stop or reduce the activity. If no change leave blank.

When the students have completed the sheet discuss with them what it may tell

them about themselves. The following notes may assist:

The five activities tell you about yourself. We are what we do.

The column with the "$" tells you how important money is in your life.

The more "$" signs the more important money is to you.

The column "A" can tell you about your relationship with others. The

more "A's" you have the quieter a person you are. The fewer the

"A's" the more you like to be around other people.

The "N" column shows how much change you expect in your life. The

more "N's" the more change. Change is part of most teenagers’ lives.

The "D" column gives you an idea of the relationship you have with

your parents. More "D's" usually mean more disagreements in the

family.

7

DVD PRESENTATION: “I LIKE BEING ME: SELF-ESTEEM”

WITHOUT PAUSES

If you intend to use the DVD without any pauses then have the students

complete the two pages titled “WHAT DO I LIKE ABOUT BEING ME?” and

“QUESTIONS ABOUT YOU!” prior to viewing the DVD.

USING THE DVD WITH BUILT IN PAUSES

There are two pauses for discussion built into the program. Each is

accompanied by a worksheet designed to broaden students’ understanding of

the decision-making process. The first pause comes after Sarah signs up for

basketball tryouts. At this point have students complete “WHAT DO I LIKE

ABOUT BEING ME?” in the journals. Students should understand that the

exercise is for their own use only. They don’t have to show it to anyone unless

they choose.

The second pause comes after Sam gets a better grade. If you would like to

have students explore ways they can increase self-esteem, use “QUESTIONS

ABOUT YOU!” in the journals. Ensure students understand that this worksheet

is for their own use and does not have to be shown to anyone.

8

POSSIBLE QUESTIONS FOR DISCUSSION

(1) Who are some of the people who contribute to a person’s sense of self-

esteem? How do these different people influence the way a person views

his or her self-image?

(2) Think about the way Amy and Sarah each reacted to trying out for the

basketball team. What do their reactions tell you about their feelings of

self-esteem?

(3) Why couldn’t Sam just accept it when his teacher, Mr. Barnett paid him a

compliment? Why do compliments make some people uncomfortable?

Do you think people with high self-esteem have trouble accepting

compliments?

(4) Why do you think that people like Elizabeth, who have low self-esteem,

think no one wants to be friends with them?

(5) Explain the method Kate used to help Elizabeth see what a worthwhile

person she was. Do you think this method is useful in helping to raise

someone’s self-esteem? Explain your answer.

(6) Elizabeth’s older sister suggested a small step she could take to make her

feel more comfortable about going to the dance. What else might

Elizabeth have done to try and make friends at her new school?

(7) Do you agree or disagree with the statement, “The more you like yourself,

the more other people will like you”? Explain your answer.

(8) Why do you think using phrases such as “I can’t help it ... that’s the way I

am” indicates low self-esteem? How does it affect self-esteem?

9

(9) Why is it important to try and change by taking small steps, one at a time,

instead of trying a drastic change all at once?

(10) The narrator says, “If you think you can’t do something...chances are you

can’t. But if you think you can do it...chances are you can.” Do you

agree? Explain your answer.

GROUP ACTIVITY

Divide students into 4 or more groups (8-10 per group). Explain assignment,

(outlined below); to all students then have each group work in separate parts of

the building. When completed have all students brought back together to explain

results.

Provide each group with one piece of experience chart paper and one marker.

Each group is to decide on a word that relates to community, (friendship, sharing,

togetherness etc.). This word is written in large letters at centre of chart paper.

After this each person in the group is to draw a picture depicting the one-word

characteristic related to community. All members must contribute to the drawing.

Bring the group back together and have each group present their chosen word.

One or more of the students will explain the group’s choice. Following this each

student will explain his/her picture to the whole group. Hang the posters on the

wall.

STUDENT SUMMARY: “MY GIFTS FROM GOD”

In the DVD, Elizabeth’s older sister suggested that Elizabeth make a list of some

of the positive things about herself in order to build her self esteem. Have

students complete the page “My Gifts from God: Celebrating Me” in their

journals. This process encourages student introspection, acknowledging their

many gifts across the spectrum of mental, emotional, physical and spiritual

qualities. They should strive for 2 entries per quadrant.

10

OTHER SUGGESTED ACTIVITIES (1) In the story, Elizabeth’s older sister suggested that Elizabeth make a list of

some of the positive things about herself in order to build her self-esteem.

Ask students to make lists of their good qualities, including instances in

which these positive aspects of their personalities have played a part in

their lives. Point out that it is often helpful to review these lists as a way of

bolstering one’s self-image. This may be done privately.

(2) Have students role-play the following dramatic situations:

(a) Ruth is a new student and has had trouble making friends with

anyone in her eighth grade class. She is having lunch with Karen, her

best friend from her old school, and the two girls talk about her problem.

What might Ruth say? What might Karen suggest?

(b) Johnny, the class clown, refuses to take his schoolwork seriously.

However, his constant joking is his way of masking his own feeling of

inadequacy because of his low grades. He makes fun of his friends who

take homework seriously. He talks with his older brother about the

situation.

(c) Laura is always being compared unfavourably to her older sister,

Elaine, who’s an award-winning artist. Laura describes an art competition

she is planning to enter to her parents. Her parents are afraid she won’t

do well and her feelings will be hurt. What will they say? What will Laura

say?

(3) Initiate a class discussion on the following topic: Who has the greatest

impact on your self-esteem--friends, family, or yourself?

11

THINGS I LIKE TO DO

Think of all the things you like to do -- either big things or little ones. List fifteen of them.

THINGS I REALLY LIKE TO DO

* $

A

N

D

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

12

What Do I Like About Being Me?

Fill in space with one of the following:

Very, Not Very

Somewhat, Not At All

I’m ____________ happy with my hair.

I’m ____________ happy with my looks.

I’m ____________ happy with my smile.

I’m ____________ happy with my honesty.

I’m ____________ happy with my grades.

I’m ____________ happy with my fairness.

I’m ____________ happy with my neatness.

I’m ____________ happy with my writing ability.

I’m ____________ happy with my musical ability.

I’m ____________ happy with my sports ability.

I’m ____________ happy with my study habits.

I’m ____________ happy with the way I get along with my family.

I’m ____________ happy with the amount of energy I have.

I’m ____________ happy with how much I help others.

I’m ____________ happy with my friendliness.

I’m ____________ happy with the number of friends I have.

I’m ____________ happy with the kind of friends I have.

Look over your list. Did you mark a lot of things in the “very happy” column?

You probably feel good about yourself. Not so many? Look at the things you are

not so happy with. Try to be objective. Are you just putting yourself down? Or

are there things you’d like to change? Pick one item and decide on one small

step that would help you begin to feel better about yourself.

The item I would like to improve is _____________________________________

To improve this item I will do the following: ______________________________

________________________________________________________________

________________________________________________________________

13

QUESTIONS ABOUT YOU! Write answers to the following: 1. What things do you do well? 2. What things would you like to do better? 3. Describe a happy memory? 4. What are you proudest of? 5. Which three statements would you like others to make about you? a. b. c. 6. What are some new things you want to start doing now, right at this time

in your life?

14

MENTAL: Possibilities include…

*Intelligence *Sense of humour *A good memory for … *Creativity demonstrated through … *Problem solving skills

*Reasonableness *Strong communicator *Perceptivity – seeing things for what they are *Realistic

EMOTIONAL: Possibilities include…

*Self-confidence *Dependability *Empathy towards others *Warm demeanour *Optimism *Endurance/determination when… *Sensitivity to…

*Patience *Supportive *Cheery disposition *Enthusiasm for… *Calm and even tempered *Honesty

SPIRITUAL: Possibilities include…

*Biblical knowledge *Participation in the parish community through… *Humility

*Self-control *Compassion for others when… *Leadership by deed when… *Hopefulness

PHYSICAL: Possibilities include…

*A physical trait/characteristic you are pleased with *Aptitude at a particular physical activity

15

MENTAL EMOTIONAL

SPIRITUAL PHYSICAL

16

TCDSB AT MANSFIELD COMMUNITY

LIVING PROGRAM

PROGRAM TWO

FRIENDSHIP

17

FRIENDSHIP & CLIQUES

OBJECTIVES

1. To have students view themselves as part of a community, making the

“me” to “we” transition.

2. To understand the social hierarchy and group dynamics that underlie

cliques.

3. To appreciate both the positive personal and psychological benefits as

well as drawbacks of clique membership.

4. Present students the tools to deal with negative clique behaviour, such as

rejection and peer pressure.

5. To illustrate positive and viable alternatives to cliques.

BACKGROUND NOTES

Peer friendships are critical in the lives of our students. Almost as soon as they

enter school, they begin to form friendships with others based on matching

personalities or shared interests. Having friends is natural and healthy for

youngsters. It fosters feelings of competence ands self-esteem. It helps them

make sense of the social order and figure out where to fit in.

In the early grades, friendship groups are fluid, with no fixed boundaries. With the

approach of adolescence however comes the need to compare and exclude.

Early adolescence is characterized by a dramatic increase in peer friendships as

a source of activities, influence and support. Craving connections to friends,

young adolescents use their growing understanding of social hierarchy and their

place in it to sort themselves into cliques – groups with clear labels and rigid

boundaries. The social landscape suddenly becomes organized by “who’s in,

who’s out.”

18

Although a clique is like a friendship group, it differs in several important ways.

While members are connected through mutual interests or shared identity, not

everyone is allowed to be a member. Functioning as a body of exclusivity and

power, a clique recruits selected individuals, woos them with the promise of an

exciting social life that commands the interest and attention of classmates, and

rejects any applicant it deems unworthy.

In addition, cliques are hierarchical. Leaders dominate through their popularity

and status, alternately applying the dynamics of inclusion and exclusion,

randomly building up and then tearing down the status of their followers.

Inclusion gives members the feeling of power and privilege; fear of exclusion

keeps them submitting to the leader’s demands. Leaders also enhance their elite

position by ridiculing or making fun of “wannabes,” youngsters outside the clique

who wish desperately to be a member.

What makes a clique so attractive to young adolescents is their intense need to

be part of a special social group. Belonging gives these youngsters a clear image

or identity among their peers – “Whom you hang around with is who you are.”

The drawbacks to cliques – the random cruelties, manipulation, and ostracism –

are obvious. Elementary students are at an age when every waking moment is

shared with friends or is consumed with thinking and talking about friends.

Students with no crowd affiliation suffer the humiliation and embarrassment of an

image they dislike – being friendless and alone.

19

“CLIQUES: WHO‟S IN? WHO‟S OUT?” - THE DVD

The video “Cliques: Who’s In? Who’s Out?” depicts three scenarios which

provide lead-ins to fruitful discussions about clique characteristics. The first

scenario features a clique’s rejection of a “wannabe”. Next comes a

dramatization of a clique member’s ostracism and how the clique’s leader exerts

her power. The final scenario illustrates how a clique can pressure a member to

go against his values.

JOURNAL WRITING: “FRIENDSHIP”

In small groups (each table) have students explain, in their own words, quotes on

friendship. Have students read answers aloud.

JOURNAL WRITING: “RATING YOUR FRIENDSHIP SKILLS”

This sheet, which has students rate their friendship skills, is an introspective

exercise which demands that pupils evaluate what they bring to the friendship

equation. After considering each question, they circle the number which most

applies. Upon completion, the sum is calculated, and the teachers reveal the

rating scale found on the next page. The scale does not appear on the student

page.

Never

Sometimes

Always

(1)

Do you expect other people to make the first friendly move?

3

2

1

(2)

When you’re with other people, do you feel comfortable and confident with whom you are?

1

2

3

(3)

Do you judge other people by how they look?

3

2

1

(4)

Do you take time to acknowledge positive qualities in others?

1

2

3

(5)

Do you show by your actions that you can be trusted?

1

2

3

(6)

Are you open to new thoughts, experiences, and feelings?

1

2

3

(7)

Do you take time to really listen to other people?

1

2

3

20

Never

Sometimes

Always

(8)

Is loyalty an important quality in a friend?

1

2

3

(9)

Do you have a tendency to reject people who aren’t like you?

3

2

1

(10)

Do you feel you have to monopolize a friend, demand all his/her attention?

3

2

1

(11)

When someone seems down in the dumps, do you try to cheer him/her up?

1

2

3

(12)

Are you quick to judge other people by what they do or how they act?

3

2

1

(13)

Do you ever allow yourself to be pressured into doing something contrary to your values?

1

2

3

(14)

Do you take out your own bad moods on other people?

3

2

1

(15) Do you feel jealous or resentful when a friend shows an interest in other people?

3 2 1

(16) Do you volunteer to take part in class or school activities, without waiting to be asked?

1 2 3

(17)

Do you try to see another person’s point of view?

1

2

3

(18)

Do you lend a sympathetic ear when other people talk about their problems?

1

2

3

(20)

Are you quick with praise when someone accomplishes a task or achieves a goal?

1

2

3

Add up the circled numbers: My total is ____________________

Rating:

46 – 60 Your easy manner allows you to make friends easily. Your friends cover a broad spectrum of interests, reflecting your own versatility. You know when to say less and do more.

34 – 45 You probably have a small, closely knit circle of friends. Improved

skills of empathy and understanding could broaden your network of friends.

33 or Less You have difficulty making and maintaining friendships. It’s time to

look deep within yourself and make some changes.

21

VIEW DVD: “CLIQUES: WHO’S IN? WHO’S OUT?

POSSIBLE QUESTIONS FOR DISCUSSION

(1) Students in the DVD say “Who you hang around with is who you are.” Do you agree? Why or why not?

(2) What are the advantages of belonging to a clique? What are the

drawbacks? (3) Describe some of the ways students at your school divide themselves up

into cliques. What is the most frequent reason for forming a clique -- a common viewpoint or purpose, or a shared identity or interest?

(4) Do you agree with the students in the DVD that “fitting in” is the biggest

problem for students? Why or why not? Looking back, did you see fitting in as a problem in earlier grades? Explain.

(5) In “The Wannabe”, what do you think of Andre’s attempts to be part of that

particular clique? Do you personally know of any situations where someone kept trying and trying to get into a certain clique? What was the outcome?

(6) One of the students in the DVD relates that he gets along “one-on-one”

with individual members of a certain clique. However, when these same members are together, they shun and even laugh at him. What do you think is going on in this situation?

(7) In the scenario “Follow the Leader”, Kim has ostracized Jody from the

clique. Moreover, she gets the girls in her clique to follow her lead and say nasty things about Jody. How does a clique leader get such power?

(8) In the same scenario, Clarissa expresses a wish to stay friends with Jody.

Why doesn’t she? If you were in Clarissa’s place, what would you do? (9) Cliques often get a bad reputation because some of them turn out to have

members who treat other people badly. If this were the case with your clique, what would you do?

(10) In the scenario, “Are You With Us?” Jeff’s group tries to pressure him into

cutting school. Do cliques always try to influence their members’ decisions? Why or why not?

(11) In your school, do cliques exert a big influence on their members? Have you ever felt pressure to abide by your clique’s decisions? What was the outcome?

22

(12) Why would clique members care if one of them has different values and decides not to go along with the group? What chance would this person stand of swaying the other members? Explain.

(13) Is it possible to have different values and still be friends with people? Why

or why not? (14) What do you think is the best way to leave a clique? How important is it to

find another group before leaving the one you’re in? Why? (15) One of the students in the DVD describes thinking about leaving a group

as “torture”. In what ways can a peer leader or teacher help someone who wants to get out of a group?

JOURNAL WRITING: "CLIQUES: WHO‟S IN? WHO‟S OUT?"

Have students complete the page after viewing the story.

GROUP ACTIVITY: After most have finished have each table of students re-do

question #2 to develop a group consensus. No ties allowed. When completed

have each table select a reader who reads the choices aloud. Teacher/leader

writes the choices on chart paper. When repeats occur place a check mark after

the qualities repeated by groups.

E.g. honesty √√√√√

loyalty √√√

sense of humour √√

When the list is completed circle the most common qualities mentioned. Review

the results and explain to the students that this list is what the community wants

in friendship. Also if we expect this of others then we are expected to deliver the

same to others.

Display chart for the rest of the week so students can be reminded of what their

community is looking for in friendship.

Other activities dealing with cliques can be found on page 24 of this guide.

23

JOURNAL READING: "FRIENDS: WHAT TO LOOK FOR"

Volunteers can read this page aloud or the students can read it silently. It can be

used to generate discussion on friendship.

JOURNAL WRITING: "ANALYSING FRIENDSHIPS”:

To reinforce the discussion on friendship, have students complete

these two pages.

JOURNAL READING: “THE GOOSE STORY”

Either the teacher or students can read “The Goose Story”. Use it to initiate a

discussion on what this tells us about working together.

GROUP BRAINSTORMING & JOURNAL WRITING: “CLIQUE MEMBERSHIP”

On a display chart entitled “Clique Membership”, compose two columns with the

headings “Advantages” and “Drawbacks”. Students will have a similar page

printed in their booklets. Have students brainstorm ideas for each column.

Which side seems to prevail? Students may then copy the contents of this chart

into their journal and proceed to individually rate the proposed advantages and

drawbacks in order of personal importance.

JOURNAL READING:

Students pray together.

Lord, let me love others with the unselfish, deeply caring love you

have for me. Release me from the desire to mould others to meet my

needs; help me rather to serve theirs. Prevent me from holding

others back; help me rather to inspire them and celebrate their being.

Give me the strength to demolish walls and build bridges in their

place. Give me the focus to see your reflection in the eyes of all.

Amen.

24

OTHER SUGGESTED ACTIVITIES

(1) Cliques form from larger groups because it is natural for people to want to be with others who are like themselves or have interests or a purpose in common. Ask students to come up with the names of the groups in your school, either the name a group gives itself or is given by others. List the names on the chart paper, and use them as a basis for discussing:

a. the underlying assumption behind the name; b. stereotyping; c. the bases used for making judgments about people; d. the accuracy of the assumed reputation.;

(2) Students in the story say, “Who you hang around with is who you

are.” Does this mean young people lose their individuality or their freedom to make other friends or undertake other activities just because they are identified with a certain group of friends?

(3) On the chalkboard, write the words “Joining a Clique”, and then

head up columns with the words “advantages” and “drawbacks”. Ask students to come up with suggestions to go in each column. Do students see more advantages than drawbacks to joining a clique? Ask students to rate the advantages and drawbacks they have suggested in order of importance, and lead a discussion on each.

(4) Ask students to complete the following statements anonymously,

writing each statement on a separate piece of paper. Explain that the statements should express feelings or attitudes, not facts. Use the most provocative responses as a springboard for class discussion.

A clique is __________________________________________.

A clique expects its members to _________________________.

People find it hard to leave a clique because _______________.

Being rejected by a clique is _____________________________ because ____________________________________________.

25

FRIENDSHIP Explain each of the following quotes in your own words. 1. What is a friend? I will tell you. It is a person with whom you dare to be

yourself. (Frank Crane) 2. Chance makes our relatives but choice makes our friends. (Delille) 3. Animals are such agreeable friends--they ask no questions, they pass no

criticisms. (George Elliot) 4. The only way to have a friend is to be one. (Ralph Waldo Emerson) 5. Friendship is a sheltering tree. (Samuel Taylor Coleridge) 6. When a friend makes a mistake, don't rub it in. Rub it out. (E.C. Mckenzie) 7. A real friend will tell you when you have spinach stuck in your teeth.

(E.C. McKenzie) 8. Your friend will continue to talk to you . . . even though she knows she's

missing her favourite TV program. (E.C. McKenzie)

26

RATING YOUR FRIENDSHIP SKILLS

A friend is someone you like and who likes you. There are some students who have difficulty initiating or maintaining friendships. Others have a multitude of friends. Regardless, with some introspection and positive action, everyone stands to improve their friendship skills. Take this short test to learn how you rate as a friend. In each of the following questions, circle the number that best applies to you. Be as honest as possible in your answers: no one will see them but you. Then add up the numbers and check the ratings given by the teacher at the end of the period.

Never

Sometimes

Always

(1)

Do you expect other people to make the first friendly move?

3

2

1

(2)

When you’re with other people, do you feel comfortable and confident with whom you are?

1

2

3

(3)

Do you judge other people by how they look?

3

2

1

(4)

Do you take time to acknowledge positive qualities in others?

1

2

3

(5)

Do you show by your actions that you can be trusted?

1

2

3

(6)

Are you open to new thoughts, experiences, and feelings?

1

2

3

(7)

Do you take time to really listen to other people?

1

2

3

(8)

Is loyalty an important quality in a friend?

1

2

3

(9)

Do you have a tendency to reject people who aren’t like you?

3

2

1

(10)

Do you feel you have to monopolize a friend, demand all his/her attention?

3

2

1

(11)

When someone seems down in the dumps, do you try to cheer him/her up?

1

2

3

(12)

Are you quick to judge other people by what they do or how they act?

3

2

1

(13)

Do you ever allow yourself to be pressured into doing something contrary to your values?

1

2

3

(14) Do you take out your own bad moods on other people?

3

2

1

27

Never

Sometimes

Always

(15)

Do you feel jealous or resentful when a friend shows an interest in other people?

3 2 1

(16)

Do you volunteer to take part in class or school activities, without waiting to be asked?

1 2 3

(17)

Do you try to see another person’s point of view?

1

2

3

(18)

Do you lend a sympathetic ear when other people talk about their problems?

1

2

3

(19)

When you see that someone is shy or short of friends, do you try to include that person in your activities?

1

2

3

(20)

Are you quick with praise when someone accomplishes a task or achieves a goal?

3

2

1

Add up the circled numbers: My total is ____________________

28

CLIQUES: WHO‟S IN? WHO‟S OUT? 1. What is a friend? 2. What five qualities do you look for in a friend? (a) (b) (c) (d) (e) 3. How do you make friends? 4. Is being accepted worth going against your values? Explain. 5. What is peer pressure? 6. Think about your need to be part of a group or crowd. a) How can that need, help you be a better person? b) How can it hinder you?

29

7. What qualities of friendship do others see in you? (a) (b) (c) (d) 8. What do you feel when a friend "dumps" you? 9. Under what conditions do you think you would "dump" a friend? 10. What is the best way to keep a friendship?

“A joy shared is a joy doubled.” - Goethe

30

FRIENDS: WHAT TO LOOK FOR

Looking for a group to be friends with? Uncomfortable with the way your group

treats you or other people? Before taking any action, it’s a good idea to mingle

and talk with other people to find out what they’re all about. Here are some

questions to ask your self about any new group of friends:

(1) Do you and they have a lot in common?

It’s important to have friends who share your interests and enjoy doing the

things you like. It gives you a satisfying sense of belonging.

(2) Do they make you feel welcome and good about yourself?

Being with people who put you at ease helps you bring out the best in your

self. A group that makes you compete for acceptance or attention or acts

uneasy around you may consider you too “uncool”.

(3) Do they accept you for who you are?

If you find yourself having to be more than you are because of their

expectations, then keep looking. True friends accept you for who you are,

as you are.

(4) Does the group demand that everyone dress or act in the same way?

Dressing or acting alike has its advantages, but so does keeping your

individuality. Conforming may limit your freedom to make other choices or

pursue other activities.

(5) Are you comfortable with the way they treat those outside the group?

If group members find it funny to put others down or make fun of people, it’s

time to look around some more.

(6) Do group members share your values?

Take time to learn whether what’s important to you is important to them.

Otherwise, you may find yourself doing things you really don’t enjoy or think

is wrong, just to fit in.

31

ANALYSING FRIENDSHIPS

Keeping a friend for a lifetime is no easy task. A true friendship is a

gradual, continuous process. You must work at it, being careful not to rush

friendship or to take friends for granted.

1a. In your opinion, what are the most important qualities of true

friendships?

____________________________ ________________________________

____________________________ ________________________________

____________________________ ________________________________

b. Now, complete this statement: A true friend _______________________

________________________________________________________________

________________________________________________________________

2. Give some reasons that you think have enabled you to keep your lifetime

friends by completing the following statements.

a. I have kept my lifetime friends by ________________________________

________________________________________________________________

________________________________________________________________

b. To keep me as a lifetime friend my friend(s) _______________________

________________________________________________________________

________________________________________________________________

3. a. Name someone whom you would like to become your good friend.

_________________________________________________

b. Name a good friend whom you would like to become a "best" friend.

_________________________________________________

32

4. Sometimes running with the crowd can get us into trouble.

a. To prevent trouble I ___________________________________________

________________________________________________________________

________________________________________________________________

b. I know I am about to get into trouble when ________________________

________________________________________________________________

________________________________________________________________

5. Set a friendship goal by completing one of the following statements:

a. I will make my acquaintance, _____________________________, a

good friend by ________________________________________

b. I will make my good friend, ____________________________, a

"best friend" by _______________________________________

33

THE GOOSE STORY

Next fall, when you see geese heading south for the winter…flying along in “V” formation…you might consider what science has discovered as to why they fly that way.

As each bird flaps its wings, it creates an uplift for the bird immediately following. By flying in “V” formation the whole flock has at least 71% greater flying range than if each bird flew on its own. People who share a common direction and sense of community can get where they are going more quickly and easily because they are traveling on the thrust of one another.

When a goose falls out of formation it suddenly feels the drag and resistance of trying to go it alone…and quickly gets back into formation to take advantage of the lifting power of the bird in front. If we have as much sense as a goose, we will stay in formation with those who are headed the same way we are.

When the head goose gets tired, it rotates back in the wing and another goose flies point. It is sensible to take turns doing demanding jobs… with people or with geese flying south. Geese honk from behind to encourage those up front to keep up their speed. What do we say when we honk from behind?

If we have the sense of a goose, we will stand by each other like that.

34

CLIQUE MEMBERSHIP

ADVANTAGES DRAWBACKS

Rating Rating

35

Pray in unison:

Lord, let me love others with the unselfish, deeply caring love you

have for me. Release me from the desire to mould others to meet my

needs; help me rather to serve theirs. Prevent me from holding

others back; help me rather to inspire them and celebrate their being.

Give me the strength to demolish walls and build bridges in their

place. Give me the focus to see your reflection in the eyes of all.

Amen.

36

TCDSB AT MANSFIELD COMMUNITY

LIVING PROGRAM

PROGRAM THREE

ENVIRONMENTAL

STEWARDSHIP

37

ENVIRONMENTAL STEWARDSHIP

OBJECTIVE

(1) To have students appreciate that God’s creation continues through

ourselves, through our environmental stewardship.

“THE MAN WHO PLANTED TREES” – THE VIDEO

In 1953, writer Jean Giono responded to American magazine editors

who asked for submissions about an unforgettable character with this

poignant tale about a man who planted trees. The story follows a

simple peasant, Elzeard Bouffier, who over many decades

transformed the landscape of the French countryside. He is indeed

portrayed as an unforgettable character, generous beyond measure,

leaving on Earth his indelible mark without thought of recognition or

reward. Jean Giono’s manuscript however, was flatly rejected when

editors found there was no evidence of an Elzeard Bouffier having

died in 1947 in a hospice at the mountain hamlet of Banon.

Giono, having his story thus negated, donated the manuscript

to the public domain. It was later accepted by “Vogue” and published

in March, 1954 as “The Man Who Planted Hope and Grew

Happiness”.

Giono maintained that a character such as Elzeard Bouffier

would truly be unforgettable and would exemplify an environmental

hero. Giono’s purpose in writing the tale was “to make people love

trees, or more precisely, love planting trees.”

38

REFLECTIVE INTRODUCTION

“Echoes of Genesis” is read by a selection of students.

ECHOES OF GENESIS

In the beginning, Earth was a formless wasteland, and darkness covered

the face of the deep. God commanded, “Let there be light” and there was

light. This light, God named “day”, which He separated from the darkness

He called “night”. Thus evening was followed by morning, and God was

pleased with the magnificence of the first day.

On the second day of Creation, God said, “Let there be a dome in the midst

of the waters to separate those above from those below.” This dome we

know as the sky, God’s shield for His Creation. At the day’s end, God

gently smiled.

The third day of Creation saw God gather the waters below the sky into a

single basin, so that dry land, our Earth, might appear. Struck with the

goodness of this singular achievement, God wished to further adorn the

face of the Earth. He summoned the Earth to bring forth every kind of plant

and fruit tree that bears seed, and it was so. Gazing upon the rainbow of

foliage, the waving grasses and the kaleidoscope of petals and fruits

below, God recognized that this was indeed good.

On the fourth day, God illuminated His creation. He fashioned two glorious

lights, the greater Sun to govern the day, and the lesser moon to shine

upon the night. He interspersed the sky further with stars, smaller torches

touching down on Creation. He nodded silently at the splendour of it all.

39

On the fifth day, God said, “Let the water teem with an abundance of living

creatures, and on the earth let birds fly beneath the dome of the sky”. And

so it happened: algae, hermit crabs, octopus, salmon and hump back

whales made the waters their home while hummingbirds, snowy owls,

macaws and eagles soared above. With child-like enthusiasm, God

clapped at His accomplishment.

The sixth day of Creation saw God populate the earth with all types of

creatures, great and small. Millipedes scurried along, koalas sat

complacently amongst the trees, zebras grazed on the plains, and leopards

maneuvered the high mountains.

God then created man, male and female, in His own image, bestowing on

mankind the greatest challenge of all. Man was granted dominion over all

of Creation, given stewardship of all, to use it wisely and foster the

perpetual growth of what God himself had begun. God surveyed the

canvas he had painted and tears of joy sprung to His eyes.

40

VIDEO PRESENTATION & SMALL GROUP CREATIVE ACTIVITY

1) As a whole, brainstorm a variety of superheroes in our popular culture. 2) Break into smaller groups. Brainstorm and record those attributes that are

characteristic of heroes and superheroes.

3) Together, create a superhero that could be based at Mansfield.

i) Give the character a name

ii) Illustrate the superhero on the chart paper provided.

iii) Compose a motto for your hero, highlighting his/her special abilities

and mission.

4) Present/share your character with the other groups. 5) View the DVD, “The Man Who Planted Trees” to determine whether

Elzeard Bouffier exemplified any of the traits your heroes did. Might this

simple shepherd also be regarded as a superhero?

“When I reflect that one man, armed with his own physical and moral resources,

was able to cause this land of Canaan to spring from the wasteland, I am

convinced that, in spite of everything, humanity is admirable. But when I

compute the unfailing greatness of spirit and the tenacity of benevolence that it

must have taken to achieve this result, I am taken with an immense respect for

that old and unlearned peasant who was able to complete a work worthy of God.”

By: Jean Giono

41

Souvenir Medallion Program

At the end of the activity students will have a souvenir medallion. The information

needed on the medallion is:

1. Student’s Name

2. Mansfield Outdoor Centre or just Mansfield is fine

3. Date of trip – either full date or month and year

4. Picture(s) about their stay at Mansfield – no sport logos etc.

Procedure to complete medallions:

1. Sand both sides of disc with “sandpaper” until smooth.

2. Sandpaper should be returned to the supply box as it can be re-used.

3. Either free hand or use tracing book to draw a picture on the medallion.

Pictures can be placed on one or both sides.

4. Information (see above) can be printed on one or both sides of the

medallion.

5. Tracing Procedure:

a. Select an appropriate sized picture from book.

b. Use “tracing paper” to make a copy of the picture.

c. Place traced picture on medallion. Once picture is positioned slide

a piece of “carbon paper” under picture (black side down) and re-

trace picture. Student should be left with a black outlined picture.

6. Carbon paper should be returned to the supply box as it can be re-used.

Tracing paper should be collected in a plastic bag as it can be recycled.

8. Use colouring pencils to colour picture and/or printed information.

9. Once medallion is finished have students “podgy” medallion.

42

Podgying and Lanyard Procedure

a. Use sponge brush and podgy ONLY one face of medallion and the

sides.

b. Once dry podgy second face of medallion.

c. If desired a second coat of podgy can be applied as above.

Provide student with a lanyard so they can wear medallion. The best way to use

lanyard is to tie an overhand knot first and draw tight to medallion. This will make

sure medallion lies flat when worn. Then tie a knot to make a necklace for

medallion.

43

In the beginning, Earth was a formless wasteland, and darkness covered the face of the deep. God commanded, “Let there be light” and there was light. This light, God named “day”, which He separated from the darkness He called “night”. Thus evening was followed by morning, and God was pleased with the magnificence of the first day. On the second day of Creation, God said, “Let there be a dome in the midst of the waters to separate those above from those below.” This dome we know as the sky, God’s shield for His Creation. At the day’s end, God gently smiled. The third day of Creation saw God gather the waters below the sky into a single basin, so that dry land, our Earth, might appear. Struck with the goodness of this singular achievement, God wished to further adorn the face of the Earth. He summoned the Earth to bring forth every kind of plant and fruit tree that bears seed, and it was so. Gazing upon the rainbow of foliage, the waving grasses and the kaleidoscope of petals and fruits below, God recognized that this was indeed good. On the fourth day, God illuminated His creation. He fashioned two glorious lights, the greater Sun to govern the day, and the lesser moon to shine upon the night. He interspersed the sky further with stars, smaller torches touching down on Creation. He nodded silently at the splendour of it all. On the fifth day, God said, “Let the water teem with an abundance of living creatures, and on the earth let birds fly beneath the dome of the sky”. And so it happened: algae, hermit crabs, octopus, salmon and hump back whales made the waters their home while hummingbirds, snowy owls, macaws and eagles soared above. With child-like enthusiasm, God clapped at His accomplishment. The sixth day of Creation saw God populate the earth with all types of creatures, great and small. Millipedes scurried along, koalas sat complacently amongst the trees, zebras grazed on the plains, and leopards manoeuvered the high mountains. God then created man, male and female, in His own image, bestowing on mankind the greatest challenge of all. Man was granted dominion over all of Creation, given stewardship of all, to use it wisely and foster the perpetual growth of what God himself had begun. God surveyed the canvas he had painted and tears of joy sprung to His eyes.

44

1) As a whole, brainstorm a variety of superheroes in our popular culture.

2) Break into smaller groups. Brainstorm and record those attributes that are

characteristic of heroes and superheroes.

3) Together, create a superhero that could be based at Mansfield.

i) Give the character a name

ii) Illustrate the superhero on the chart paper provided.

iii) Compose a motto for your hero, highlighting his/her special abilities

and mission.

4) Present/share your character with the other groups.

5) View the film, “The Man Who Planted Trees” to determine whether Elzeard

Bouffier exemplified any of the traits your heroes did. Might this simple

shepherd also be regarded as a superhero?

“When I reflect that one man, armed with his own physical and moral

resources, was able to cause this land of Canaan to spring from the

wasteland, I am convinced that, in spite of everything, humanity is

admirable. But when I compute the unfailing greatness of spirit and the

tenacity of benevolence that it must have taken to achieve this result, I am

taken with an immense respect for that old and unlearned peasant who was

able to complete a work worthy of God.”

By: Jean Giono

45

TCDSB AT MANSFIELD COMMUNITY

LIVING PROGRAM

PROGRAM FOUR

CONSUMERISM,

INDUSTRIALISM &

THEIR

ENVIRONMENTAL

IMPACT

46

LAST NIGHT Many school like to have a bonfire on their last night at Mansfield. If

you want to have a bonfire then there may not be enough time to

complete all of the following activities. Please plan accordingly.

There is a bonfire pit with all the wood and supplies needed for a bonfire. The

staff at Mansfield will provide the group with tinder, kindling and water for the

bonfire. The evening works best if some planning has gone into it. The time

needed for the actual bonfire is determined by a number of factors. If a short

period for a bonfire is planned such as on cold nights a plan for the rest of the

evening is needed. Some groups like to have the students present skits on the

bonfire night. Sometimes sing-songs can be part of the evening. Please discuss

your plans with the Program Director at Mansfield when you are planning your

excursion.

47

“THE LORAX”: CONSUMERISM, INDUSTRIALISM, &

THEIR ENVIRONMENTAL IMPACT

OBJECTIVES

1. To engender a sense of respect for God’s creation.

2. To have students appreciate that their consumer choices directly impact the

environment.

3. To illustrate the negative consequences of over-industrialization; those being

resource depletion, habitat destruction, and pollution.

4. To empower students to be proactive environmentally.

JOURNAL READING: Students are to silently read “Earth Facts” in their booklets.

VIEW DVD – “The Lorax”

“THE LORAX” – THE DVD

Although written many years ago by Dr. Seuss, “The Lorax” remains a timeless

environmental tale, dealing with the contemporary issues of commercialism,

greed, sustainability, habitat destruction, pollution and extinction. The animated,

musical format lends itself to a humourous yet poignant presentation of the

message.

The antagonist is the Onceler who sets up industry in an idyllic, pastoral setting

in order to produce “thneeds”. The cutting down of native truffula trees is

required for production. With aggressive marketing, consumer demand for

“thneeds” skyrockets. Thneeds are marketed as all things to all people. Their

use ranges from hammocks to shirts to bicycle seat covers. In response to

consumer demand, the Onceler expands his operation exponentially. “I’m

figgering on biggering”, he states.

48

The story’s title character, the Lorax, is the environmental voice, speaking on

behalf of the trees. He warns the Onceler of implications of his wasteful ways,

but it falls on deaf ears.

The inevitable happens. The environment is degraded by industrial development

and the greed of its inhabitants. The habitat of the native animals is destroyed,

their existence is threatened, and they migrate. Poor management leads to

resource depletion, the truffula tree stands are clear cut. Ultimately, stricken by a

food shortage, compounded with the effects of devastating air and water

pollution, even the Onceler and Lorax must leave.

The story however, ends on a hopeful note. “Unless...” The message: Unless

our youth respect creation and recognize their role in saving the environment, the

Earth as we know it will decay. They are the hope, the keepers of the last truffula

seed.

POSSIBLE QUESTIONS FOR DISCUSSION

(1) The name “Oncelers” refers to the people in the story. Explain why this is

a good name for them.

(2) Who is the Lorax, and what is its role?

(3) What are the effects of the unbridled industrialization on the environment?

(4) “Progress, progresses to fast.” Explain.

(5) The Lorax tries to save the environment by talking to the Onceler. What

other things could it have done that may have been more persuasive and

successful?

(6) At the end of the story, the only thing left by the Lorax is a pile of rocks

with one word, “UNLESS”. What is the message the Lorax has left for us?

49

STUDENT DRAMA

Students are subdivided into smaller groups of 6 – 10.

Each group is to select one of the somewhat ambiguous “products” provided.

In the spirit of the story, they will come up with a catchy name for the product,

and brainstorm on chart paper as many possible uses for the item as

possible. As with the “thneed”, their product must be all things to all people.

Based upon students’ experience in the consumer world, they will create a

campaign, an ad, commercial or jingle to promote the chosen item.

Each group presents their commercial. Each member must participate in

some capacity.

Once the laughter has died down, a discussion is to follow. Possible topics:

Fad purchases: monetary pitfalls & environmental implications

Distinguishing between merely wanting a product or needing one

Environmental implications of excess packaging on popular items

Advantages of buying locally. For example, buying Canadian beef

supports local farmers while buying South/Central American beef

may be cheaper but encourages the clear cutting of rainforest

habitats to make way for cattle pastures – an increasingly lucrative

enterprise in the area.

50

GROUP REFLECTION

Students gather in a circle to read the reflection, “The World that God Made”. One effective choral reading sees one student read the introductory line. The next then reads the second line, with the first student chiming in when his/her line is repeated, etc.

THE WORLD THAT GOD MADE

THIS is the world that God made.

THESE are God’s people who live in the world that God made.

THESE are the luxuries for some of the people among God’s people who live in

the world that God made.

THESE are the factories that make the luxuries for some of the people among

God’s people who live in the world that God made.

THIS is the smoke that spews from the factories that make the luxuries for some

of the people among God’s people who live in the world that God made.

THIS is the rain that condenses from smoke that spews from the factories that make the luxuries for some of the people among God’s people who live in the world that God made.

THIS is the acid that’s in the rain that condenses from smoke that spews from the factories that make the luxuries for some of the people among God’s people who live in the world that God made.

THESE are the rivers that foam with the acid that’s in the rain that condenses from smoke that spews from the factories that make the luxuries for some of the people among God’s people who live in the world that God made.

THIS is the ocean that’s poisoned by rivers that foam with the acid that’s in the

rain that condenses from smoke that spews from the factories that make the luxuries for some of the people among God’s people who live in the world that God made.

THESE are the fish now beginning to die that live in the ocean that’s poisoned

by rivers that foam with the acid that’s in the rain that condenses from smoke that spews from the factories that make the luxuries for some of the people among God’s people who live in the world that God made.

51

THESE are the boats that no longer sail that caught the fish now beginning to

die that live in the ocean that’s poisoned by rivers that foam with the acid that’s in the rain that condenses from smoke that spews from the factories that make the luxuries for some of the people among God’s people who live in the world that God made.

THIS is the parent who cannot find work who worked on the boats that no longer

sail that caught the fish now beginning to die that live in the ocean that’s poisoned by rivers that foam with the acid that’s in the rain that condenses from smoke that spews from the factories that make the luxuries for some of the people among God’s people who live in the world that God made.

THIS is the family who must leave their home who love the parent who cannot

find work who worked on the boats that no longer sail that caught the fish now beginning to die that live in the ocean that’s poisoned by rivers that foam with the acid that’s in the rain that condenses from smoke that spews from the factories that make the luxuries for some of the people among God’s people who live in the world that God made.

THESE are the children now on the streets who come from the family who must

leave their home who love the parent who cannot find work who worked on the boats that no longer sail that caught the fish now beginning to die that live in the ocean that’s poisoned by rivers that foam with the acid that’s in the rain that condenses from smoke that spews from the factories that make the luxuries for some of the people among God’s people who live in the world that God made.

THIS is the Christian who’s willing to change – live a simpler life – who sees the

children now on the streets who come from the family who must leave their home who love the parent who cannot find work who worked on the boats that no longer sail that caught the fish now beginning to die that live in the ocean that’s posioned by rivers that foam with the acid that’s in the rain that condenses from smoke that spews from the factories that make the luxuries for some of the people among God’s people who live in the world that God made.

THESE are the luxuries no longer made. The cycle is broken because of the

Christian who’s willing to change – live a simpler life – who sees the children now on the streets who come from the family who must leave their home who love the parent who cannot find work who worked on the boats that no longer sail that caught the fish now beginning to die that live in the ocean that’s poisoned by rivers that foam with the acid that’s in the rain that condenses from smoke that spews from the factories that make the luxuries for some of the people among God’s people who live in the world that God made.

WHO among us is the Christian who’s willing to change to care for the world that

God made?

52

Prayer: Keepers of the Earth

Students recite the following closing prayer found in their journal.

Father, you have commissioned us with the call to be

keepers of the Earth. Let us rise to Your challenge. Open

our eyes to Your creation, watchful of its slow decay.

Open our ears to the call of the wild as it fades into

extinction. Open our hearts to people displaced due to

economic or environmental concerns. Open our minds to

creative solutions to the Earth’s suffering. And most

importantly, give us the strength to be instruments of

intervention and change.

Amen

53

80% of all illness in the Third world is due to poor water supplies and bad sanitation.

In economically advantaged countries, people subsist

on meat based high protein diets. Yet the animal food

sources eat 10 times more grain than the amount of

protein they give back as meat. Were we to eat „lower

on the food chain”, 10 times as many people could be

fed with a grain based diet than one centred around

meat products.

2/3 of the world‟s 1.9 billion city dwellers breathe air that contains

dangerously high levels of sulphur dioxide and dust.

22% of Ontario‟s garbage consists of food waste. The city of Toronto

alone throws away enough food to feed a population of 6,000,000

people.

Each ton of paper recycled saves 17 trees. If Canadians would recycle

75% of their paper, 26 million trees would be saved.

North Americans spend $5 billion annually on special diets to lower

calorie consumption. 400 million people around the globe are so

undernourished that their mental and physical well being are at stake.

We are losing rainforest at about one football field a second.

Destruction of the rainforest results in the extinction of at least one

species of plant or animal every day. This devastation also jeopardizes

our principle source of medicinal plants and natural drugs. (i.e.

valuable drugs for treatment of cancers and heart ailments.)

Packaging accounts for 1/3 by weight and 1/2 by volume of all

residential garbage.

For every fluorescent lamp used, one fifth of a ton of coal is saved in a

year, preventing that much air pollution, acid rain and global warming.

An 18 watt fluorescent bulb provides the same amount of light as a 75

watt incandescent, but lasts 10 times longer.

Enough dirty diapers get dumped in the US each year to stretch to the

moon and back seven times.

Many of the 80,000 or so chemicals now in use are potentially

hazardous if used in the wrong way or accidentally released into the

environment.

54

THE LORAX:

COMMERCIAL SKITS

Imagine the absurdity of NEEDING a

Your group‟s challenge is to:

1) Select one of the ambiguous items which you will market.

2) Come up with a catchy

name for the product.

3) Brainstorm as many uses for the item as possible. Remember, like the thneed, it should serve as all things for all people.

4) Present commercial skits to

advertise products chosen. Employ all those marketing strategies we‟ve been inundated with via commercials and ads.

5) Media/consumer/environmental

awareness discussion to follow.

55

THIS is the world that God made.

THESE are God’s people who live in the world that God made.

THESE are the luxuries for some of the people among God’s people who live in

the world that God made.

THESE are the factories that make the luxuries for some of the people among

God’s people who live in the world that God made.

THIS is the smoke that spews from the factories that make the luxuries for some

of the people among God’s people who live in the world that God made.

THIS is the rain that condenses from smoke that spews from the factories that

make the luxuries for some of the people among God’s people who live in the world that God made.

THIS is the acid that’s in the rain that condenses from smoke that spews from the factories that make the luxuries for some of the people among God’s people who live in the world that God made.

THESE are the rivers that foam with the acid that’s in the rain that condenses from smoke that spews from the factories that make the luxuries for some of the people among God’s people who live in the world that God made.

THIS is the ocean that’s poisoned by rivers that foam with the acid that’s in the

rain that condenses from smoke that spews from the factories that make the luxuries for some of the people among God’s people who live in the world that God made.

THESE are the fish now beginning to die that live in the ocean that’s poisoned

by rivers that foam with the acid that’s in the rain that condenses from smoke that spews from the factories that make the luxuries for some of the people among God’s people who live in the world that God made.

THESE are the boats that no longer sail that caught the fish now beginning to

die that live in the ocean that’s poisoned by rivers that foam with the acid that’s in the rain that condenses from smoke that spews from the factories that make the luxuries for some of the people among God’s people who live in the world that God made.

56

THIS is the parent who cannot find work who worked on the boats that no longer

sail that caught the fish now beginning to die that live in the ocean that’s poisoned by rivers that foam with the acid that’s in the rain that condenses from smoke that spews from the factories that make the luxuries for some of the people among God’s people who live in the world that God made.

THIS is the family who must leave their home who love the parent who cannot

find work who worked on the boats that no longer sail that caught the fish now beginning to die that live in the ocean that’s poisoned by rivers that foam with the acid that’s in the rain that condenses from smoke that spews from the factories that make the luxuries for some of the people among God’s people who live in the world that God made.

THESE are the children now on the streets who come from the family who must

leave their home who love the parent who cannot find work who worked on the boats that no longer sail that caught the fish now beginning to die that live in the ocean that’s poisoned by rivers that foam with the acid that’s in the rain that condenses from smoke that spews from the factories that make the luxuries for some of the people among God’s people who live in the world that God made.

THIS is the Christian who’s willing to change – live a simpler life – who sees the

children now on the streets who come from the family who must leave their home who love the parent who cannot find work who worked on the boats that no longer sail that caught the fish now beginning to die that live in the ocean that’s posioned by rivers that foam with the acid that’s in the rain that condenses from smoke that spews from the factories that make the luxuries for some of the people among God’s people who live in the world that God made.

THESE are the luxuries no longer made. The cycle is broken because of the

Christian who’s willing to change – live a simpler life – who sees the children now on the streets who come from the family who must leave their home who love the parent who cannot find work who worked on the boats that no longer sail that caught the fish now beginning to die that live in the ocean that’s poisoned by rivers that foam with the acid that’s in the rain that condenses from smoke that spews from the factories that make the luxuries for some of the people among God’s people who live in the world that God made.

WHO among us is the Christian who’s willing to change to care for the world that

God made?

57

Prayer: Keepers of the Earth

Pray in unison:

Father, you have commissioned us with the call to be keepers of

the Earth. Let us rise to Your challenge. Open our eyes to Your

creation, watchful of its slow decay. Open our ears to the call of

the wild as it fades into extinction. Open our hearts to people

displaced due to economic or environmental concerns. Open

our minds to creative solutions to the Earth’s suffering. And

most importantly, give us the strength to be instruments of

intervention and change.

Amen

58

APPENDIX A

ADDITIONAL

STUDENT JOURNAL PAGES

(NOTE: UNLESS DIRECTED OTHERWISE ALL OF THE

FOLLOWING PAGES ARE ADDED TO THE STUDENT

JOURNAL)

Mansfield Rules

Crossword Puzzle

Wordsearch

Diary Page

Autograph Page

Quiz Pages - Do You Think You Are Clever?

59

MANSFIELD RULES

1. No student may leave the grounds unescorted.

2. No student may enter any water area unless supervised by Mansfield

staff.

3. No student may enter any room except the one assigned.

4. No student may leave sight of the main activity area without teacher

permission.

5. Curfew, unless changed by the teacher in charge, will be 10:30 pm

as indicated in the schedule

6. Each student will be responsible for paying for any damages,

however, caused.

7. Students must be on time for all activities.

8. Students must try to do their best on all activities.

9. Any difficulties or injuries must be reported to the teachers.

10. Electronics, sharp instruments or matches are not permitted.

11. Food is not permitted in the dorms. All food must be turned in to the

staff in the kitchen.

12. Gum of any type is not permitted.

13. Students are responsible for their own valuables.

14. Safe play, common sense and courtesy must be maintained at all

times.

60

THE WORLD OF MANSFIELD

1 2 3 4 5 6

7 8 9

10

11

12

13 14

15 16

17 18

19

20 21

22 23

24 25 26

27 28 29

30 31 32

33 34

35

36 37

ACROSS 3. Indicates time before noon.

8. Stores set this.

10. A device that gives direction.

11. A breakfast food to which you add milk.

12. Mansfield is built on the “Oak Ridges ______”

15. A sport where it is okay to dribble.

16. Largest city in Ontario.

17. A masked animal.

18. What we do at meals.

20. The last full meal of the day.

21. The tree that produces acorns.

24. The tree’s factories.

26. A winter sport.

28. What we “make the sign of” before prayers.

30. Last one out turns these off.

31. A device that makes a pattern of holes in the answer sheet.

34. You have to brush these regularly or you may lose them.

35. A rainbow fish found at Mansfield.

36. A honey of a producer.

37. Cooked bread for breakfast.

DOWN 1. A sport where you hit a ball over a net.

2. What we share with others.

4. This device that shows us where to go.

5. A school vehicle that brought you here.

6. Writes on the blackboard.

7. The place where you sleep.

9. What diamonds are made from.

13. Makes a clean sweep of things.

14. He spoke for the trees.

16. “What everyone needs!” says the Onceler.

19. Farmers use one of these to store food or animals.

20. These have to be washed after every meal.

22. A device we use made of wood and graphite.

23. A tree with white bark.

25. A cleaning product for our hands.

27. Ontario’s official tree is what pine?

29. Birds like to eat these plant products.

32. Goes with a verb.

33. A small loaf of bread – makes one sandwich.

61

MANSFIELD COMMUNITY

C M U S I C C M O O R D U M L

W O R I E N T E E R I N G L A

E O M M C U M E N S P U R E E

B N I P N K Q M C I R B E M R

A G T M A N O I L L A D E M E

U N K O T S P T L S Y R D O C

T O I O P L S E K C E E O P I

O P T R E S S E D R R L O M O

G G C S C V T R I Y S E U O H

R N H S C B E F I L S C T O C

A I E A A T N N U H E N D S O

P P N L M O R N I N G O O E Y

H B L C B E C L A N R U O J O

A C O R N H I K I N G S R T T

R E K R A M D A E R B P I N E

ACCEPTANCE DESSERT MORNING ACORN DISCIPLESHIP MUDROOM AUTOGRAPH EVENING MUSIC BASKETBALL FREETIME OAK BONFIRE FUN ONCELER BREAD HIKING ORIENTEERING CEREAL JOURNAL OUTDOOR CHOICE KITCHEN PINE CLASSROOM LUNCH PINGPONG CLIQUES MARKER POMMEL COMPASS MEDALLION PRAYERS COYOTE MOOSE WEB DEER MORAINE

Use the leftover letters to complete a mystery phrase. __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ !

62

DAY

WHAT NEW OPPORTUNITIES DID I EXPERIENCE TODAY? ________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

WHAT POSITIVE EVENT(S) OCCURRED FOR ME TODAY? ______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

__ ___________________________________________________________

WHAT PROVED CHALLENGING FOR ME TODAY? ________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

REFLECTIONS/THOUGHTS FOR THE DAY __________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

63

This page should be held "in reserve" until after the first day. Ask your classmates not just

for a simple autograph but also for a one or two line "word memory" - something which, in

later years, will paint pictures in the "theatre of your mind".

64

DO YOU THINK YOU ARE CLEVER?

1. A monkey is at the bottom of a 30 metre wall. Each day

he jumps up 3 metres and slips back 2. At that rate, when will the monkey reach the top?

ANSWER _____________________________________

2. Which is correct: 8 and 8 are fifteen, or 8 and 8 is

fifteen?

ANSWER _________________________

3. There are ten black socks and ten white socks in a drawer. If you reach into the drawer in the dark, what is the minimum number of socks you must take out before you are sure of having a pair that match?

ANSWER _____________________ 4. The number of eggs in a basket doubles every minute. The basket is full

of eggs in an hour. When was the basket half full? ANSWER _______________________

5. Two fathers and two sons each picked a bushel of apples. Only three

bushels were picked. Why?

ANSWER ________________________________________________________

6. A boat will carry only 100 kilograms. How may a person weighing kilograms and his two children, each of whom weighs 50 kilograms, use it to cross a river?

ANSWER ________________________________________________________ __________________________________________________________________ __________________________________________________________________

__________________________________________________________________

7. A shepherd had 17 sheep. All but nine were sold. How many did he have left?

ANSWER __________________

8. Change HEAD into TAIL in five moves, changing one letter at a time and

making genuine words each time. HEAD _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _

T A I L

65

9. A Monday-Wednesday-Friday liar says, “I told the truth yesterday.” What day of the week is it?

ANSWER ____________________________________

10. One day Merlin, Sir Good, Sir Kay, and two squires named Alt and Maj were on a dangerous mission. It became desirable that each of the five

should assume the guise of one of the other four. As you can imagine, this was readily accomplished by the clever Merlin, and in such a way that no two of the five assumed the guise of the same person.

Arthur’s task was to figure out the name of the person each of the five was disguised as. The clues that follow are sufficient.

a) Sir Good assumed the guise of the person who was disguised as Alt.

b) The person who assumed the guise of Sir Kay was portrayed by Merlin.

c) Alt assumed the guise of the person who was disguised as Merlin.

ANSWER ________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

66

APPENDIX B

ANSWER PAGES FOR THE

ADDITIONAL

STUDENT JOURNAL PAGES

Crossword Puzzle

Wordsearch

Quiz Pages - Do You Think You Are Clever?

67

THE WORLD OF MANSFIELD 1 V 2 F 3 A 4 M 5 B 6 C

O R 7 D A U 8 P R I 9 C E H

L I 10 C O M P A S S A A

L E R 11 C E R E A L

E N 12M O R A I N E B K

Y D I 13B O 14 L

15 B A S K E T B A L L 16T O R O N T O

A H O H O R

L I 17R A C C O O N O 18 E A T

L P Y E M 19B X

20D I N N E R 21O A K

22P I D 23B R

24L E A V E S 25S 26S K I I N G

N H O R

C 27W E A 28C R O 29S S

30L I G H T S 31P U N C H E

L I 32T E E T H

T D

33B E E S 34T O A S T

ACROSS 3. Indicates time before noon. 8. Thursday’s Theme. 10. A device that gives direction. 11. A breakfast food to which you add milk. 12. Mansfield is built on the “Oak Ridges _____” 15. A sport where it is okay to dribble. 16. Largest city in Ontario. 17. A masked animal. 18. What we do at meals. 20. The last full meal of the day. 21. The tree that produces acorns. 24. The tree’s factories. 26. A winter sport. 28. What we “make the sign of” before prayers. 30. Last one out turns these off. 31. A device that makes a pattern of holes in the answer sheet. 32. You have to brush these regularly or you may lose them. 33. A honey of a producer. 34. Cooked bread for breakfast.

DOWN 3. A sport where you hit a ball over a net. 4. Tuesday’s theme. 8. This device tells us where to go. 9. A school vehicle that brought you here. 10. Writes on the blackboard. 11. The place where you sleep. 10. What diamonds are made from. 13. Makes a clean sweep of things. 14. He spoke for the trees. 16. “What everyone needs!” says the Onceler. 19. Farmers use one of these to store food or animals. 20. These have to be washed after every meal. 22. A device we use made of wood and graphite. 23. A tree with white bark. 25. A cleaning product for our hands. 27. Ontario’s official tree is what pine? 29. Birds like to eat these plant products.

68

MANSFIELD COMMUNITY C M U S I C C M O O R D U M L

W O R I E N T E E R I N G L A

E O M M C U M E N S P U R E E

B N I P N K Q M C I R B E M R

A G T M A N O I L L A D E M E

U N K O T S P T L S Y R D O C

T O I O P L S E K C E E O P I

O P T R E S S E D R R L O M O

G G C S C V T R I Y S E U O H

R N H S C B E F I L S C T O C

A I E A A T N N U H E N D S O

P P N L M O R N I N G O O E Y

H B L C B E C L A N R U O J O

A C O R N H I K I N G S R T T

R E K R A M D A E R B P I N E

ACCEPTANCE DESSERT MORNING ACORN DISCIPLESHIP MUDROOM AUTOGRAPH EVENING MUSIC BASKETBALL FREETIME OAK BONFIRE FUN ONCELER BREAD HIKING ORIENTEERING CEREAL JOURNAL OUTDOOR CHOICE KITCHEN PINE CLASSROOM LUNCH PINGPONG CLIQUES MARKER POMMEL COMPASS MEDALLION PRAYERS COYOTE MOOSE WEB DEER MORAINE

Use the leftover letters to complete a mystery phrase. COMMUNITY IS THE BEST!

69

ANSWERS TO THE QUIZ:

DO YOU THINK YOU’RE CLEVER

1. 27 Days

2. Neither

3. 3

4. 59 Minutes

5. Grandfather, father & son

6. 2 children cross, 1 rows back, 100 kg. father rows across,

second child rows back, then the two children row across together to join the parent

7. 9

8. Hear, heir, hair, hail

9. Sunday

10. Sir Good is disguised as Sir Kay

Sir Kay is disguised as Alt Alt is disguised as Maj

Maj is disguised as Merlin Merlin is disguised as Sir Good