LESSON PLAN ADVANCE SHEET 

 

TITLE: Family

 

 

HOURS: 1 HOUR EXPANDABLE

 

TERMINAL LEARNING OBJECTIVE:  Assist in identifying the value of  family, and how it pertains to the individual soldier and to the Army.

 

ENABLING LEARNING OBJECTIVES:

 

1. Communicate to the soldier the value of embracing Learning FAMILY CONNECTION, past and present.

2. Challenge the soldier to define healthy family and extended family values.

3. See the unit as an extended family.

4. Design and use personal improvement action plan.

 

CONDITION:  Given a classroom setting with an overhead projector, chalkboard and/or easel with "butcher paper" pad.

 

STANDARD: Participate in an interactive discussion on family and decide upon a personal improvement action plan.

 

REFERENCES FM 22-100 Leadership, DA PAM 165-16 Moral Leadership Values: Stage of the Family Life Cycle, Robert Fulghum, "All I Need to Know I Learned in Kindergarten," Dobson Film Series, Scriptures, Friedman: "Generation to Generation," Dolores Curran, "Traits of a Healthy Family."

 

INSTRUCTIONAL PROCEDURES:  Conference, overhead slides, practical exercises.

 

INSTRUCTOR NOTES:  This class is designed to be a discussion-type class. The role of the instructor will be to: 1) impart information from the lesson plan; 2) elicit information and ideas from class participants; 3) affirm the input of the class participants; and 4) call the class members to action both for themselves and for the unit.

 

The lesson plan is written and needs to be presented in a positive way. It is an opportunity for you as the instructor to help individuals in the class examine his/her beliefs and to help others begin to develop more healthy values for his/her life.

 

This lesson plan may serve as an "opening of the door" for other ministry for members of your unit. At the end of the class, you may want to extend on invitation for individuals to speak with you privately about areas of personal growth or concerns of value conflicts in their lives.

 

NOTE: The instructor will want to make sure the classroom is set-up with all necessary equipment at least 30 minutes prior to the beginning of the class. Good lighting and ventilation of the classroom are important for a good class.

 

Some ideas to keep in mind during you presentation of the class are:

 

-  When you ask a question, allow time for discussion.

-  Write down all the responses given without making judgments about the input.

-  Encourage class participation. You may want to call on a class member for input who you

         observe as either being disruptive or withdrawn from the class.

-  Your slides may be upgraded with color, graphics or unit symbols.

 

At the end of this lesson plan is a "Personal Action Plan." It is to be used to measure the learning from the class by the class member, listing the called-for information. The top portion of the page is to be kept by the class participant as a guide for his/her future personal development. The bottom portion of the page should be turned in to you at the end of the class. These should not be signed. You may use this information as you advise the commander on the "climate" of the unit. It can also be used as a "bottom up review" of the unit in regard to the particular value. In this way the information can be used as a means to support Total Army Quality (TAQ) in the unit.

 

YOU WILL NEED TO REPRODUCE THE NUMBER OF PERSONAL ACTION PLANS TO CORRESPOND WITH THE NUMBER OF CLASS PARTICIPANTS. This will enable you to have a response from all class participants. After response forms are completed, insure the “climate" information is shared with the chain of command. This will assist us in improving the quality of life for our soldiers.

 

PRE-SESSION PREPARATION:

 

SPECIAL NOTE:  SLIDES VU1-VU5 ARE THE SAME FOR ALL LESSON PLANS AND THEREFORE DO NOT HAVE A CHAPTER INDICATOR. THEY ARE FOUND IN LESSON ONE.

 

THE WORDS IN “QUOTES” ARE FOR YOU TO SAY. WORDS IN {PARENTHESES} ARE FOR YOUR HELP OR INFORMATION.

 

+  Review the material contained in this lesson thoroughly. A poorly prepared class may do more           harm than good.

+  Make overhead slides of the paper slides located at the back of this lesson as well as slides VU1-            VU5 found at the end of Lesson One.

+  Make sufficient copies of the Personal Action Plan sheet found at the end of this lesson so that              all class members will have one.

+  Ensure that the classroom is designated and all needed equipment is set up prior to class time.

+  Be sure that units have sufficient time to schedule the class and that soldiers are available to                          attend. Conflicting with other requirements of a training schedule will make the lesson                               ineffective.

 

 

INSTRUCTOR NOTES AND SLIDES

 

SHOW:  VU1 "America's Army Core Values"

 

{This slide can be shown on the overhead as the class begins to arrive. It is your "title slide" which sets the stage for the material to be presented in the session.}

 

{Put the introduction and form the questions in your own words. Use the "Say" portion as a guide.}

 

“Good morning/afternoon. My name is __________. Today's class is one of a series of classes on America's Army Core Values.”

 

SHOW:  VU2 &3 "List of Values"

 

“Some of our Core Values are listed on this slide.”

 

{It is helpful to go over the list of values as presented on VU 2 & 3. However, each of these values will be presented as a separate lesson}

 

“Some Other Core Values are listed on this slide”

 

SHOW:  VU3.

 

SHOW:  VU4 "Purpose of Training"

 

{Allow time for the class to read the slide}

 

“The purpose of our training is found on this slide (VU4).

 

“Why do you think it is important for us to study values?”  {Allow time for discussion}

 

Some responses might be:

 

- Increase of violence in the nation.

- There seems to be less attention given to affirming each other's value systems.

- To help build citizenship.

- To help build personal responsibility within the community.

 

{Demonstrate through the discussion that the American family is the center of all of our values. Some authors and those who study American families indicate that the transition and deterioration of the American family is at the center of the difficulties our society is experiencing at this time. This "break down" of the family in all of its forms also results in a deterioration of the values upon which our families are built. Therefore, this lesson has been placed first in this series. It would be a beneficial goal for the soldiers in your class to place a primary emphasis in their lives upon the strength and growth of their families.}

 

“The primary focus of today's class will be on the value of FAMILY.”

 

“Would someone tell me why you believe the Army would be placing emphasis on providing classes on values at this time?”

 

{Allow time for class participation.}

 

“Service members of the Army, (NCOs and officers) are evaluated annually on this list of America's Army Core Values in the NCOER and the OER. Much has been written about values and their importance. Our individual values were formed by what we read, what we learned from our parents and other influential people in our lives, i.e., teachers, pastors, TV, and movies. Each helped to define your ‘values’.”

 

SHOW: VU5 "Values, Ethics, Morals"

 

“Perhaps it would be good for us to see how these values, ethics and morals are defined. This slide shows these definitions.”  (VU5)

 

“Do you have any comments or questions?”  {Field any questions the class members may have at this point.}

 

{Ask the class to hold questions about specific values until later in the class.}

 

SHOW:  VU1-6 "Definition of Family"

 

{Record reactions on chalkboard, overhead, or butcher paper.}

 

“During your elementary and High School years, what were the absolute "values" in your home? The type of behavior that was required by parents and teachers or face punishment?”

 

“How would you define ‘Family’?”

 

“How did your family reinforce their value system?”

 

{Elicit responses and write them on chart paper as they are called. (Accept without judgment.)}

 

 Responses may include:

 

-  Traditional families.

-  Non-traditional families.

-  Single parent families.

-  Extended families.

-  Blended families.

-  Army families.

 

SHOW:  VU1-7 "Why Is Family Important?"

 

{Write down responses on chalkboard, overhead, or butcher paper.}

 

Some responses might be:

 

- Sense of belonging.

- Nurturing.

- Sex.

- Support.

- Relationships.

- Building block of society.

 

“We all are born into a family regardless of what kind of family that is. There is an old saying that if you are to be happy and successful in the world, "Choose your GRANDPARENTS well!!" Families ARE important because at the time in our lives when we are unable to think, or make decisions for ourselves, the circumstances and people who have influence over us will help to mold the kind of person we will become.”

 

“In your opinion, why is family important to us as individuals, as a society and as a nation?”

 

“If you are married and have children, what "values" are you teaching as a parent that you were taught in your home when you were a child?”

 

“Value systems are routinely taught and passed down from one generation to the next.

 

SHOW:  VU1-8 "James Worthy Incident"

 

“To illustrate and highlight this value of family, I would like to tell you about and actual event that took place on Nov 14, 1990. James Worthy, an L.A. Laker player, was arrested in Houston, Texas for soliciting a prostitute. He was jailed and later released, but he arrived late for the ball game. Upon his entrance into the arena he received a standing ovation from 17,000 people. Worthy was married and had a son.”

 

“What do you think of the standing ovation he received in the context of the value of family?”

 

{Record answers and reactions on chalkboard, overhead, or butcher paper.}

 

{Introduce the subject of ethics and how ethics relate to values.}

 

SHOW:  VU1-9 "Ethics of Family"

 

“It should be clear to most folks that the strength of a family is found in the "ethical values" which guide the members of a family. How members of the family and leaders of the family base decisions, behaviors and relationships are a demonstration of the ethical values which guide those decisions, behaviors and relationships. These guiding principles allow or disallow members of families to do or not do things which violate the strength and character of the family. "Family Ethics" then are those principles which are the operating guidance indicating both acceptable and non- acceptable behaviors.”

 

SHOW:  VU1-10 "Consequences"

 

{Record reactions on chalkboard, overhead, or butcher paper and discuss.}

 

{Tie in the consequences of values as enacted in ethics (what people do).}

 

TEACHING POINT: What we are taught in the home will be acted out after we leave the home.

 

Possible responses may be:

 

Negative: Domestic violence, Spouse/child abuse, Loneliness.

 

Positive: Support, Love, Friendship, Togetherness, Parenting.

 

“Positive behavior in the home and with the family will result in positive behavior in the society at large.”

 

“How do we demonstrate in our lives the ethical values our families hold?”

 

“What happens if the positive value of family is absent?”

 

“What happens if the positive value of family is present?”

 

{Allow time for class members to comment on each of the questions.}

 

“How does the value of family relate to other values?”

 

Notes for Expanded Block of Instruction

 

Consider discussing:

 

- Fidelity, faithfulness - Marriage commitment

- Family obligations - Power and control.

- Jealousy, anger and insecurity - Personally

- Dysfunctional families - Family relationships

- Husband-wife - Father-son

- Father-daughter - Mother-son

- Mother-daughter - Siblings

- Communication - Family Finances

- Family rules - Trust

- Faith interaction and development

 

SHOW: VU1-11 "Family Building Assistance"

 

“What sources are available to assist us in enriching and enhancing a positive value system?”

 

Possible responses may be:

 

-  Chaplains

-  Bible or other Scriptures

-  Magazines

-  TV

-  ACS (Army Community Service)

-  Marriage counselor

-  Family counselor

 

SHOW: VU1-12 "Personal Action Plan" 

 

{Hand out Personal Action Plan. The "Personal Action Plan" form is found at the end of this lesson. Prior to class time reproduce enough copies for expected class members.}

 

{THE PURPOSE of the PERSONAL ACTION PLAN is to challenge and motivate the student to embrace a life style which is in concert with positive and fulfilling values.}

 

“We have a Personal Action Plan for you to fill out. Take five minutes to think and reflect upon this class. Consider the answers for yourself. Then, tear off the bottom and reflect on the actions you can take to do your part to improve the value of family in the Army.”

 

“There are 2 parts: the top portion is right for you. Please take time now to complete the 2 statements in the top part.”

 

{Give class members enough time to fill out the Personal Action Plan.}

 

“Now consider the bottom portion. Please write your comments and do not sign your name. When completed, tear off the bottom portion and pass it to me.”

 

{Collect Personal Action Plans.}

 

 

 

PERSONAL ACTION PLAN

 

 

Regarding the value of FAMILY, I am doing well in the following ways:

 

 

 

 

 

 

 

 

Regarding the value of FAMILY, I would like to improve my life in the following ways:

 

 

 

 

 

 

 

 

----------------------------------------Tear this half off and give to instructor----------------------------

 

 

Regarding the value of FAMILY, my unit is doing well in the following ways:

 

 

 

 

 

 

 

 

 

 

Regarding the value of FAMILY, I believe my unit would improve if:

 

 

 

 

 

 

 

 

 

 

SLIDES

 

VU 1:  AMERICA’S ARMY CORE VALUES

 

1. FAMILY

2. SELFLESSNESS

3. DISCIPLINE

4. PATRIOTISM

5. COURAGE

6. LOYALTY

 

 

VU 2:  AMERICA’S ARMY CORE VALUES

 

7. LEADERSHIP

8. TOTAL FITNESS

9. RESPONSIBILITY - DUTY - COMPETENCE

10. MORAL STANDARDS

11. INTEGRITY - CANDOR

12. RESPECT

 

 

VU3:  PURPOSE OF TRAINING

 

1. Enhance soldierly virtues and values within the command as they are related to AMERICA’S ARMY CORE VALUES.

 

2. Instill values of responsible citizenship and service to country.

 

3. Develop unit cohesion by developing common moral and ethical standards.

 

4. Help individuals in their ability to make sound moral and ethical decisions.

 

 

 

VU 4:  VALUES, ETHICS, MORALS

 

VALUES - How one determines his/her worth based upon his/her thinking about a person, behavior, or object ... "You are what you think!"

 

ETHICS - How one exhibits a behavior as a result of developing a value ... "You are what you do!"

 

MORALS - The customs, standards, sanctioned codes or accepted notions used to differentiate right from wrong ... "How one tells what is right or wrong, good or bad!"

 

 

VU 5:  DEFINITION OF FAMILY

 

 

VU 6:   WHY IS FAMILY IMPORTANT?

 

 

VU 7:  JAMES WORTHY INCIDENT

 

 

VU 8:  ETHICS OF FAMILY

 

Acceptable behavior learned and/or taught within and by one’s immediate and extended family.

 

 

VU 9:  CONSEQUENCES ARE INEVITABLE

 

 

VU 10:  FAMILY - BUILDING ASSISTANCE

 

 

VU 11:  PERSONAL ACTION PLAN