Objectives

Cognitive: Students will accept that each human being is valuable and should be treated well.

Affective: Students will understand that their own sense of value is awakened by helping others.

Behavioral: Students will help others more often and use this experience as a tool to realize the value of others and their own value.


Class Session 1:

Write the three sources of value on the board:

1) Intrinsic Value

2) Objective Worth (or Value From What a Person Does)

3) Inner Worth

Explain that intrinsic value is inborn—the value of a human being just because of being human. Explain that objective worth is the worth other people give to you, especially in the forms of compliments, honors, rewards, for your work or acts that you do. Explain that inner worth is more a spiritual worth—it is a sense welling up deep from within.

Have students do the Questions for Discussion in their student books. Allow them to refer to the student text. Then discuss their answers.

For Question #6, explain that many TV shows and movies are based on the idea that human life is valuable. Some of the most popular TV shows have to do with detectives or government agents solving a crime (wanting to catch a murderer, for instance, to bring him or her to justice) or preventing a disaster that will cost lives. In many movies, people go to great lengths to save lives. All these shows reflect that society values human life very much.

Questions for Discussion


1. What do psychologists say is proof of human beings' inborn value?


2. What is "objective worth"?


3. What is the best way to feel your own value?

4. In the movies The Third Man and Schindler’s List, what material thing do the men compare human value to?


5. Can human value be compared to this material thing? Why or why not?


6. Describe a book you read or a movie you saw where one of the main characters placed a
high value on human life. _

7. Who are the top five people you know who genuinely think of others before they think of themselves?
_

8. Do you think Mother Teresa was foolish to spend her time taking care of dying people?
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9. What did Mother Teresa want the Nobel Prize committee to do with the prize and banquet money they wanted to give to her?
_


Class Session 2:

Mention that in this class session students will be working on their sense of value. (Sometimes this is called self-esteem.)

The first exercise they will do is to make a list of the things they are good at. Have them write down such a list and think it over carefully. Have other people told them they were good at these things? Is that how they learned they were good at them? How does making such a list and looking it over make them feel about themselves?

The second exercise will be about accepting compliments. People who have a troubled sense of their own value often find it hard to accept compliments. For instance, Sonya has low self-esteem. She finds it hard to accept positive comments from others.

Latricia tells Sonya: I like your haircut.
Sonya: Really? I hate it!
Or
Sonya: It should. It cost me enough.
Or
Sonya: Really? Do you really mean it? I like yours better!
Or
Sonya: You must be joking.

Sometimes people think they are being humble when they don't accept compliments, but that is not always the case. A humble person is grateful and simply receives the compliment and thanks the person. To deny everything nice the other person is saying is actually a bit rude, isn't it? How do students think Latricia felt about her compliment being denied?

If Sonya has a proper sense of her value, she will think that it is entirely possible that her hair looks quite nice and that she deserves a compliment on it.

Latricia tells Sonya: I like your haircut.
Sonya: Thank you. (Smiles in a friendly way.)

Now the compliment is Sonya's to keep and treasure. She may go home that night to work on her hair some more in order to get more compliments!

Mention that, in general, positive comments make a person do more of the same behavior that got them the comment in the first place. It is a good idea for bosses and parents and students in charge of different clubs or committees to remember to compliment people on the things they want to see them do more of! "Thank you so much for coming to meetings on time! That is so responsible!"

Now try a "Compliment Circle." The desks can be pushed against the walls. Everyone sits down in a circle. Everyone looks at the person sitting next to him or her on the left and thinks about what feature or habit of this person to compliment him or her upon.

Anyone who is ready to say something pleasant or kind about his or her partner on the left takes a turn in doing so. Everyone should pay attention. Then the person who has been complimented should say "Thank you". Everyone in the circle should both give and receive a compliment. While a student is speaking, the teacher must make sure that the other students don't interrupt. Mention that the students need to pay close attention so as to develop their listening skills. Ask them to notice: did the person giving the compliment look at the person he or she was complimenting? Was the "body language" sincere?

Don't force people to speak who are not ready to pay a compliment. Some people may not be able to think of anything right away, but you don't want the person to be complimented to think there is nothing nice to be said or to be laughed at while someone says, "I can't think of anything!" Pass that person in this round and have him or her speak at the end. Emphasize that every person has strengths and weaknesses.

Have students write a reflection on "Inner Worth."

Reflection: "Inner Worth"

Think about and describe a time when you helped someone else. How did you feel afterward? How did the person feel?
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