Self-esteem/confidence building
skills. Self awareness skills including awareness of rights, self-responsibility,
influences, values, attitudes, strengths and weaknesses.
Do you know the meaning
of your
name? (question
3)
Interview your parents
and ask them how your name was given. Who decided and why? What is the meaning
of your name and how was your name decided? Do any relatives have your name?
What is the history of your name? What is the symbol of your name? Is there
an interesting story about your name? What are your parents' feelings about
your name? Add a photograph of yourself to the interview if you like and
share it with your class and by email with the students from other classes
participating in the program module. (activity 7)
If it is possible,
bring your instrument to class and play your favorite piece. If you do not
know how to play an instrument, bring a recording of your favorite music
or group. What does this music mean to you? If it is a song, what is the
meaning of the song? Why is it special for you?
(activity 8)
Write the answer
to the question "Who Am I?". Tell about your likes and dislikes, and the
things that make you what you are. Save this answer on a disk where you will
add the answers to the next three Kidlink questions.
(activity 10)
What is your favorite
subject at school, (besides recreation time!)? Are you good in math, science,
languages, and sports? (question 1)
Some people are Realistic
(the doers), Conventional (the organizers), Investigative (the thinkers),
Social (the helpers), Enterprising (the persuaders), Artistic (the creators).
Do you know which of these types fits your personality or that of your
classmates? Are there any other types beside the ones mentioned here?
(question 3)
Children try to imitate
their parents. If their parents read a lot, there's a strong probability
that the children read a lot too. Sometimes you can find a whole family of
farmers, a family of health workers and a family where almost everyone is
a baker. Even in the careers they pursue, children try to be like their parents.
What is the favorite occupation in your family? Is there more than one person
in that career? Do you know of another family that has more than one member
working in the same field? Do you think parents can influence a child in
pursuing a given career? How? Do you think a parent can influence a child
in not pursuing a given career?
(question 5)
Some of us are good
team workers; some of us work better alone. The team workers are 'members
of the pack'; they work in cooperation with the others until the task is
completed. They are the facilitators. At the other extreme is the 'lone wolf'.
This person prefers to do the job alone. He will develop solutions by deductive
reasoning and attempt to achieve objectives with a minimum of help from others.
Which of these types will work beautifully doing a research, analysis, or
audits? Find among your friends a 'lone wolf' and a 'member of the pack'.
(question 6)
When you are in the
real world trying to get a job, you have to compete with other people wanting
the same position. Simulate a real world situation: Every class will publish
online different job positions available in their imaginary companies. State
the requirements for the position. Everyone in your classroom and in your
online classroom can send their applications stating why they are the best
candidates. Choose a person to be the interviewer for each job position.
This person will decide which applicant is the most suitable for the job
and will recommend him or
her.(activity 2/analyze
strengths and weaknesses)
What influence has culture, traditions and where
you live in choosing your career?
(activity 5)
Sometimes grownups are so busy with their lives
that they cannot enjoy what life has to offer them. Life's most precious
joys are completely free. Can you name a few? How do you and your family
enjoy life? (question
5)
People come in different
colors and shapes. Imagine the world filled with millions of people all looking
exactly alike! If we all looked the same, how could we recognize each other?
Our differences are what make us special. Even twins have some differences
between them. On the inside people are different too. How do you describe
yourself? What characteristics do you like in you? In your best friend?
(question 7)
Our opinions can be
strong and varied. Even inside the same family there are different opinions.
How do you solve a problem when you have different opinions inside your family?
(question 8)
Imagine you can change anything you want, what
would you change? Write an essay explaining the things that make you worry
about your family, your school and your country today and how would you like
these things to be in the future. Send your essay to the list to share your
ideas with the rest of the students participating in this program module.
(activity 2)
Create a drawing that
expresses your vision of a better future. Send this picture by email to your
online classmates and ask them to do the same for you. Print and label the
drawings with the name and country of each artist. Design a giant poster
with all the printed drawings.
(activity 6)
Answer the question
"How do I want the world to be better when I'm older?". Add to your saved
answers to the questions from the last two lessons.
(activity 7)
What do you have to
do now to make the world better? Take in consideration your community, your
country and the whole world community and their problems. Write an essay
expressing your ideas and your feelings toward having a better future for
all. Make a real commitment.
(activity 2)
List the ideas you
have to help your classmates and your online classmates to make a better
world. Add a drawing and send to the list so everyone in your global class
can enjoy. Print your favorite letters and organize them in a folder. Share
this folder with your family and your friends.
(activity 5)
Think of ways in which
the education you get and the way you treat others could help you make the
world a better place to live. Send your ideas by email to the list of students
participating in the program module. Ask the other students participating
in the program module to share similar lists with you. Create a booklet of
ideas using the information from all the lists. Print and distribute the
booklets in your class.
(activity 8)
Write a short essay
explaining what things you learned by participating in this program module.
What things you liked the most? What things if anything, you would change?
Your essay should have at least 3 paragraphs.
(activity 9)
Answer the question
"What can I to now to make the world a better place?". Add your answer to
the answers you saved from the past lessons, and use them
to
register with Kidlink.
(activity 10)
You and your friends have very unique personalities.
What do you think you have in common and how do you differ? Do you think
that you are shaped by your place on earth, the surroundings you live in,
your country, music, what is popular? What shapes you and your friends as
you are? Do your friends help shape who you are? Do your heroes shape you?
(question 2)
How do the physical characteristics of a place
affect the people who live there?
(question 8)
Does the amount of sunlight during the day affect
our recreational activities? How does it affect you?
(question 9)
Who is your hero? What does it mean to be a hero?
(question 19)
What do you like best about your area?
(question 23)
Write an essay about a place where you have traveled,
or about a place where people most often go. Why do you think they go there?
Where is your favorite place to visit? Think about the unique qualities of
this place and write about them in your essay.
(activity
4/Awareness of preferences.)
Talk to mom, dad, extended
family members, neighbors and friends and gather recipes that are specific
to your region. Make a recipe book to share with other classes and our project
participants. (activity
3)
Make a dictionary of important phrases for visitors
who do not speak your language. Add pictures to help them remember the words.
(activity 8)
Tell us about where and how you learn. Describe
the places. What do you feel is most important to learn?
(question 1)
What is your favorite part of your learning day?
Why is it your favorite?
(question 4)
Do you like what is chosen for you to learn?
Do you think that the most important things are selected or is there something
missing. Could you plan it better?
(question 5)
What do you learn outside school? Are some people
around you that you learn from? Friends, parents, sisters, brothers,
grandparents, neighbours?
(question 9)
Do you learn from nature? The animals? The
surroundings? Do you think that the surroundings you live in are important
for your education?
(question 10)
Describe a learning moment when you were very
proud of yourself.
(question 11)
Do you see something in the education you are
getting that is directly linked to what you would like to be when you grow
up? (question 12)
How do you think that
you get educated by the place you live in? Would you become different if
you lived somewhere else? In another country? Elsewhere in your own country?
(question 13)
Does the weather affect you? How is the weather
at your place? Do you know from the clouds when the rain is coming?
(question 14)
What wild animals are living around your place?
Your country? Does it have a meaning for you to have them around? Do you
keep pets? Do they teach you something?
(question 16)
Choose one day this week and write a journal
entry for every hour on the hour. Take short notes during your learning day
describing where you are and what your feelings are at the time. If you are
in a learning situation that you really enjoy tell us why you like it. Be
sure to describe your feelings in greater detail that evening.
(activity 1)
Compare journals with the other students who
are participating in this project with you. What data do you think you can
compare? Make a list of questions that you would like to see answered such
as:
Are students in school the same number of hours
and minutes each day around the world? Do some students have more time in
school during the year than others? How can you find out the answer to this
question?
Are there subjects in schools around the world
that kids your age like best? What are these subjects?
Who does more homework, boys or girls? How can
you find the answer to this question?
(activity 2)
Make charts and graphs with the data you collect.
(activity 3)
Looking at the graphs and charts you have made
write some conclusions and answers to your questions. Are the answers what
you expected to see?
(activity 4)
Arrange for a
Kidlink Chat meeting and discuss
education. Compare notes on the weather, the animals that teach you, subjects
you like and other things that educate you.
(activity 6)
Plan how you are going
to maintain life-long learning. Write an essay or a letter to the others
in the project on how you plan to keep yourself educated throughout life.
What learning methods are you going to use? Will the media (Newspapers, TV,
radio, Internet, etc.) help you to continue learning? Tell the others about
media that you think would be helpful. If they are on the Internet make sure
you send a link to it for the others to see.
(activity 7)
Do you think that there
is a prejudice in your area? How would you define prejudice? Share experiences
of prejudice, when you felt it and when you showed prejudice if you have.
(question 7)
Interview an older
person in your family or community and ask them to tell you about their home
when they were your age. Share with us their stories. How is life different
today? What topics might you compare? What would you like that wouldn't have
changed? Could things have been changed in a better way?
kinds of entertainment?
clothing?
prices?
music?
hair styles?
parent/child relationships?
...you name the other topics to compare.
(activity 2)
Design puppets and
create a puppet show to compare the differences between life today and life
as your grandparents lived it years ago. Take the information you found for
activity 3 and share it visually in a puppet show.
(activity 3)
Create your own special
place on the KidSpace
so others will recognize it as something that is a part of you. This space
can be as much like your room, your house or your city as you want it to
be. (activity 7)
What is the difference between a right and a
privilege (question 5)
Can we demand rights without assuming
responsibilities? (question
6)
When are some rights infringed? How does it feel
to have your rights infringed by others
(question 7)
How does it feel when you have to stop doing
something you want to do when it is infringing the rights of others?
(question 9)
Go to the
summary pages for the Articles. Do your rights match any of the rights
found there? Are any missing? What are they? During the next eight weeks
we will be discussing these rights
(question 10)
What do you think every child should have?
(activity 4)
Divide the class into groups. Each group draws
the outline of a child on a large piece of paper. Name your "new child."
What special qualities do you want this person
to have when it is grown up? Write those qualities in a circle around the
child. You might include qualities such as "healthy," "well educated" and
"happy."
Draw pictures and place them around the child
and inside the circle to symbolize these qualities. Pictures from magazines
such as a book to represent "well educated" are fine.
Inside the outline of the child write the needs
that each child has in order to grow into this adult you have described.
Proper food and education in some form will be necessary. What else? Go back
to the Convention and see which ones guarantee the needs that your ideal
person will need in childhood.
Place the number of the Article near the good
qualities that you listed.
Groups "introduce" their ideal child to the class
and explain the qualities and needs that each listed
Do you feel that people accept you for who you
are? Do kids at school respect your space and right to be yourself? Do kids
make fun of kids who are "different?"
(question 1)
Are there some kids that you dislike so much
that you think they shouldn't be around you? Is that right? Do you make life
miserable for other kids? Do you have a right to do that?
(question 2)
What is your full given name? What does it mean?
How and when was it given to you? Was there a special ceremony and did you
receive special gifts that are a tradition in your country?
(question 3)
Research the meaning of your name. Talk to your
parents and ask them why they gave you the name they did. Share your findings
in class.(activity 1)
All of you have our own special personalities,
hobbies and interests. Think of some things that are small enough to fit
into a shoebox that describe you. If you like to draw you might put a box
of crayons or inkpens in your "shoebox." If you like music you would put
your favorite CD. Bring your shoebox and contents to school and share with
your classmates. Make a list of the items you would put in your shoebox and
send it to the mailing list. See what others have done in an exercise like
this. (activity 3)
Do a Personal Thermometer. Write 0 to 40 by fives,
if you use Celsius thermometers, or 0 to 100 by tens if you use Fahrenheit.
Next to each temperature, put a descriptive word or phrase that tells what
'you' feel or think at this temperature.
(activity 5)
Use clay and make a model of yourself dressed
in the appropriate clothing for your ideal personal temperature.
(activity 6)
Each student writes on separate pieces of paper
one positive thing about every other student in the class. The teacher collects
the slips of paper and gathers all the positive statements about each student.
The positive statements are sorted by child and typed on one sheet. These
lists of positive qualities are then given to the appropriate student. Enjoy
a snack together as everyone receives their list
(activity 8)
Can you think of a time when a blind child might
have an advantage over a sighted
child?(question 7)
Can you name people who have disabilities but
are still accomplishing major things in life? What are they doing and why
is it amazing? (question
11)
Do disabled kids have less, equal or more rights
than you? (question 14)
Make a chart with two columns and list the things
you would miss if you didn't have your eyes or your ears
(activity 3)
Look at the
English Braille Alphabet and try to read the word written in Braille.
What extra letters are needed for your alphabet? What do they look like in
Braille? (activity 5)
Work in groups to design the "ideal" school for
all students including those with disabilities. Would you include anything
that your school doesn't have now? Will your ideal school have two floors
and elevators or will it be a sprawling one floor school? Draw your school
and carefully label all the rooms
(activity 9)
Everyone wants to have a say in matters that
affect them. Name some of the circumstances or "matters" that are important
to you (question 1)
Are you allowed to make decisions about how you
spend your free time for sports or hobbies?
(question 5)
Do your family members like your type of music?
Are you allowed to play your music at home in your room?
(question 6)
Are there strategies that help us express our
opinions in a positive and non threatening way? Ask other participants what
strategies worked for them
(question 9)
Do you think that kids should have the right
to privacy (question 12)
As a class brainstorm a list of issues and
circumstances for which kids would like to have some input. Divide your list
into three areas: home, school, community. Break into small groups and plan
ways that your ideas can be heard. Share these with the class
(activity 1)
Use watercolor or any type of paint and design
a poster for your room asking the other members in your house to respect
your privacy. Make it *positive*, not negative
(activity 5)
Write a poem that tells your parents what rights
you think you should have at your home
(activity 6)
Do you have a certain time, set by your parents,
when you must be home on weekends? Did you and your parents decide the time
together? Does your town have any laws that say when kids should be home
at night? Do you think this is a fair rule? Are there different rules for
summer and winter? (question
1)
If someone is causing you pain or making you
feel uncomfortable is there anyone you can talk to?
(question 5)
Do you think some drugs are dangerous to your
health? Are some controversial drugs tolerated in parts of the world?
(question 9)
A safe environment for kids to grow up in includes
a clean earth. Describe a "clean earth"
(question 12)
What do you like best about your school?
(question 1)
Do you think school uniforms are a good idea?
Is there a dress code in your school? Are you happy with it?
(question 3)
What are your favorite courses in school? What
is your least favorite class?
(question 6)
What subjects would you like to be taught that
are not offered in your school? Do you have something to say about how and
what is taught in your school?
(question 11)
Do teachers listen to you? Do students participate
in the decisions within your school that directly affect kids?
(question 12)
Are parents involved in your schooling? Are they
invited to visit your school? Do parents volunteer to help in your schools?
(question 13)
What kinds of provisions are made to help those
new to your school and your country learn your language while still keeping
their own cultural identity?
(question 15)
How do you feel in school? Is it a happy place
to be? It is stressful? Are students kind to each other? How do you want
your schoolmates to treat you? How do you think that you should treat them?
(question 18)
Work in groups in class and describe the "ideal
school." Join other classes on Kidlink's Chat Network and present your school
to them. Draw a picture of your ideal school.
(activity 1)
Do you think that along with rights come
responsibilities? (question
5)
Do you know any places where kids do not have
the rights you listed above? What are the rights that these kids are lacking?
Do you think this is fair? Do you think there is a way to make things better
for them? (question 7)
Write your own 'Kids' Bill of Rights'
(activity 1)
Divide your class into small groups and decide
on 10 things that all young people everywhere should have. Write these on
a large sheet of paper.
Display your chart and explain it to the rest
of the class. Do you have all the things on your Bill? What prevents you
from having them?
Make one "Kids' Bill of Rights" for your class.
Make a banner with the Bill of Rights and display
it in the classroom.
Make a collage or drawing using chalk, watercolors,
or ink that shows what you think your 10 most important rights are. Display
these art works for all in your school to see
(activity 2)
Discuss your responsibilites to your school.
As a class, agree on one responsibility that can be improved. Do a project
that will help this responsibility become a reality
(activity 6)
Make a chart with two columns - 'rights' and
'responsibilities.' List rights and the responsibilities that go hand-in-hand.
Add your own ideas to the chart.
(activity 7)
How do you know that a person is your friend?
Does your friend have to say something or do something to be
your friend? (question
2)
How do you take care of your friend and how do
you keep your friend as a good friend? Is it important to listen to your
friend? Should friends be able to make mistakes sometimes but still keep
their friends? Do we sometimes have to forgive when we have friends
(question 3)
Did you choose your best friend, or were you
"chosen"? What made you choose her/him as your friend? Why do you think you
were chosen? How would you feel about not being "chosen" as somebody's friend?
(question 4)
What is important for you when you choose a friend?
Is it important for you that your friend is popular among the others? Does
it matter if others think that your friend is "cool" or not?
(question 5)
Would you consider having a friend with another
skin color than your own? Do you think this would cause a problem for you?
Tell us why or why not. How could you solve such a problem?
(question 7)
Some kids are afraid of making new friends. What
could help a new kid in your school or neighborhood to make new friends?
What advice would you offer to people who have trouble making friends?
(question 8)
Do you know how it feels not to have a
friend? If you were ever in this situation how did you finally make new friends?
Was there one person who was very kind to you who helped you meet new friends?
(question 9)
Finish the sentence: "A friend is one who..."
and make a display of these sentences in your classroom. Place them around
the room with an illustration to decorate them
(activity 4)
What if the friends you hang out with want to
do something you don't? What do you choose - go with your friends or do "things"
your own way? (question
4)
How can you try to have some influence in your
group? Do your friends value your opinion?
(question 5)
Do you act differently when you are with your
friends than you do when you are alone? If so, why?
(question 6)
How do you and your friends mix with your family
and your family with your friends? Do you find yourself getting into arguments
with family members about your friends or with friends about family members?
(question 9)
How do you resolve disputes? Do you try to avoid
people you disagree with? Do you find that listening carefully for what the
other person really wants and needs can help?
(question 11)
Look through daily newspapers and find examples
of local and world disputes. Place them on one side of a display board. On
the other side of the display board place newspaper articles showing where
people have resolved their problems peacefully.
(activity 4)
First impressions are not always correct. After
we get to know a person well we can sometimes see good things about them
that we didn't see right away. Think of a person who was not at all what
you thought he or she was when you first met him or her. Share these experiences
with your class in small group sessions
(activity 5)
Sometimes friends must forgive each other to
settle disputes. Draw a picture of what "forgiveness" looks like
(activity 7)
Have you ever lost a close friend or family member
because of death? How did you lose this person? How did you feel at the time?
Was the loss sudden or was your loved one or friend sick for a long time?
(question 1)
What did you do to get through the feelings of
loss? Did you talk with others? Who can you talk to about these things when
you are sad? (question
2)
What things can help you feel better when you
are sad about the death of a friend, family member or pet?
(question 6)
How do you feel about death? Are you afraid to
think about it? Do you often think about death when a loved one is ill? Would
you like to share your thoughts with some of the others in your class or
with all of us working on this project?
(question 8)
Do you think it is OK for kids to cry and be
sad or angry when they lose a loved one
(question 13)
Where are you in the birth order in your family?
Are you the oldest, youngest or in the middle in your family? Do you think
the oldest child has a special role in a family? Are there privileges that
the youngest child enjoys? Do you think that the middle child in a family
has a lesser role? (question
1)
What are your roles in your family? What changes
in your role, if any, would you make if you could?
(question 2)
How do you see your responsibilities in your
own family? What are they? Did you choose them? Are you happy with them?
Would you change any of them?
(question 5)
Do you think responsibilities are fairly divided
among your family members? If you don't think so, how would you makes changes
that would be more fair? Do you think you should do more - or less? If so,
why? (question 7)
Do you get paid for your job? If so, how much?
Do you think kids should get paid to do chores in the home? If you think
you deserve better pay what can you do?
(question 9)
Are there rules in your family? Do you think
rules are important for a family? Defend your answer. Would you be happier
if there were no rules at all in your family?
(question 13)
In small groups brainstorm the roles of the father,
mother, children and grandparents or other family members who live with you.
Make a display board with pictures that define these roles.
(activity 2)
Families are expensive. Make a survey about how
much it costs to provide for an average family in one week in your class.
Talk to your parents and make a list of all expenses including food, mortgage,
phone, insurance, car, petrol, movie, sweets etc.
(activity 10)
While working with this activity, please consider
these questions:
What do we really need to have a good
life?
Are there "things" we could do without?
Do material goods make us happy - or are there
other values in life?
Does your feeling of having a good life grow
with the amount of money you spend?
What family holidays does your family celebrate?
How do you celebrate them? Do you have special meals or gatherings? Do you
sing special songs and wear special clothes? Do you play special games at
these celebrations? Tell us about your holidays on the mailing list for this
module (question 1)
Are there certain members of your family that
you only get to see on these holidays? Which family member do you enjoy seeing
the most? Why is this so? What makes this person special to you?
(question 2)
How do you feel about this travel if you must
do it? Must you go with your family? Do you ever feel that you are too old
to travel with your family? Would you rather spend holiday time with your
friends instead? (question
5)
Are there holidays celebrated at your school
that you are not allowed by your religion to participate in? How does this
make you feel? (question
8)
Does your school close during your religious
holidays? If it doesn't do you think it should?
(question 10)
What do we mean when we say "my roots?" Have
you ever made a family tree? When you make one you start with yourself. Introduce
yourself to the rest of the students who are doing this module with us by
telling us a little about yourself. Tell us your name, your place and year
of birth. Were you baptized in a church or in some religious ceremony? Ask
mom, dad or your grandparents to tell you about the ceremony. Relate the
story to us on our mailing list for this module
(question 1)
Was your name given to you at birth or sometime
later? Were you named after anyone in particular in your family? Are you
similar to that person in any way
(question 3)
Are there special naming traditions in your family?
Share them with us on the mailing list
(question 5)
Have you ever found any old books, diaries or
treasures in your attic that tell you more stories about your ancestors?
Tell us what you have found
(question 11)
What are some important events in your life so
far? Write them down and describe them for all of us.
(question 13)
Has anyone in your family done something special
that has helped your family, community or nation? What special talents do/did
they have? (question 21)
Do you think your ancestors have contributed
to the way you are today? Think about the things you value in life and that
are important to you. Did any of your ancestors have these same strong values
or feelings? If you happen to love music or art, for instance, did you inherit
this love from any relatives? Can we inherit such things as a love for art
or dancing or music? Can talents in such areas be inherited?
(question 22)
When older members of a family become ill and
need care during the day is it the custom in your country for younger family
members to care for the elderly or are they generally placed in homes for
the aged? (question 24)
An heirloom is a valued family possession
that has been handed down from generation to generation. Ask your parents
if there are any very special heirlooms in your family. Tell us about them.
Do you have any possessions that you love that you think you would like to
see handed down to your children and their children's children? What is this
possession that you have that is very important to you? Describe it to us,
when you received it, or perhaps made it, and why it has great value to you.
(question 25)
Invite someone from your family to come to school
and share a special talent they have. If there are bankers in your family
they might talk to your class about a career in banking. If there are farmers
in the class they might explain the challenges of living off the land and
how it has changed or stayed the same over the years
(activity 6)
Look at a map of the world and identify some
places where people are leaving their homelands. What is the country where
your ancestors came from? Have any of your relatives left their original
homeland for another? Why did they move?
(question 4)
Do you think moving to another homeland involves
sacrifices or hardships? What are some of the sacrifices that your ancestors
might have made in order to move?
(question 5)
Do you ever feel that your culture is under attack?
Do you feel that your culture is changing or losing its identity because
it is assimilating elements from other cultures? Share these concerns and
ask the other students in our mailing list how they feel.
(question 12)
Who are the oldest living relatives in your family
on your dad's side and on your mom's side of the family? Where do they live?
Can you make contact with them in person, by postal mail, e-mail or by telephone?
Tell us a little about these people. Where were they born? What language
do they speak? (question
1)
What natural events such as floods, famines or
wars changed the course of the history of your area? What strong figures
in your country emerged as leaders in time of crisis? How did they help shape
the lives of the people of your country?
(question 6)
Ask your mom, dad or older relatives to describe
a typical school day when they were younger. How is it different from your
school day? Which would you prefer?
(question 9)
Make a timeline and show the natural happenings
of the past 100 years that made an impact on your area such as drought, floods
or earthquakes, etc (activity
4)
Make a personal family timeline and show the
important events in your immediate family
(activity 6)
If possible arrange a family trip to visit a
place where your ancestors lived, a graveyard or a house where you lived
at one time. Take a camera and share the pictures with your classmates
(activity 8)
Create a family coat of arms for your family
that has symbols that are meaningful for the people in your family and the
place where they live. Write a paragraph explaining the symbols in the coat
of arms and why you chose them
(activity 10)
Think back to the times when you sat down with
your older relatives and they told you stories. What are your most favorite
memories of these times? Share some of those stories with us. When others
on the mailing list share their stories don't hesitate to make comments or
ask questions. Encourage each other and tell each other when you like what
they share (question 1)
What character traits do you admire most in your
ancestors? Is there a special relative who has influenced you to do good
things? Tell us about this relative. Where did he or she live? What was his
or her career? Is he or she still living today? Do they know how much you
admire them? (question 2)
What career do you hope to have when you are
older? Has anyone else in your family chosen the same career? Has anyone
in your family inspired you to choose a certain career?
(question 5)
If you could look into the future for your children
what do you think you would see? How would life be different? How are you
preparing for your future? Is there anything you can do right now to prepare?
How did your ancestors prepare for their future?
(question 6)
What is your birth position in your family? Are
you the oldest child, the middle child, the youngest child or an only child?
How does this determine your role in your family? If you are the oldest do
you think you have been given more responsibilities? Will this help you in
your future career (question
8)
What family traditions does your family have
that you would like to see passed down to future generations? Explain them
to us on the mailing list. Have you started any new traditions in your family
recently that will be passed down?
(question 10)
If you could make one contribution to the future
of your children what would it be? What invention would make life better
for future generations?
(question 11)
On the KIDLINK
KidSpace, create an artifact that is a special part of your heritage.
The description might include how it looks, what it was used for, what country
it was/is from, what it means and what it means to your family or culture
(activity 8)
Arrange all of the information, pictures and
items you have been gathering for your Family Tree over the 8 weeks of this
module into an organized collection representing your family. Present it
to your class (activity
10)
Introduce yourself to the rest of us and tell
us a little about yourself. Tell us your name and age, where you live, how
long you have lived there and if you were born there. Send this information
to the mailing list for information.
(question 1)
What language do you speak. What other languages
is it related to? How many people speak your language? Is it a difficult
language to learn? Is it difficult to pronounce? Are there any special letters
that you have in your alphabet?
('question 7)
Where would you like to go? What makes places
interesting to you?
(question 1)
Have you traveled in your own country? What did
you find most interesting? What did you like best?
(question 2)
Have you been abroad? How did you like that?
What did you find most interesting? What did you like best?
(question 3)
What kind of food is traditional in the areas
that you are travelling to? Do you think you will like it? Do you think you
could survive having to eat food that is different from what you are used
to? (question
4/assessing strengths and weaknesses)
What languages do you speak? In which countries
can you use them? How can you prepare yourself for a vacation in a country
whose language you do not know?
(question 5/assessing
strengths and weaknesses)
Does the weather (climate) matter when you plan
a vacation? (question
9/assessing strengths and weaknesses)
What language is spoken in the country you are
going to visit? Can you speak that language? Do you know anyone who can?
What are you going to do if you don't speak the native language? Do you want
to be able to say some words in the native language when you arrive there?
Search the web to find dictionaries that might help.
(question 7/assessing
strengths and weaknesses)
How do you communicate? Do you understand each
other? (question
2/assessing strengths and weaknesses)
When you are leaving, what will you miss? What
have you learned? Have you made new friends? Do you feel that you are comfortable
with kids in a different place?
(question 14)
