A Lesson Plan from Life Planning Education: A Youth Development Program (Chapter Four)

NOTE:  Life Planning Education (LPE) is currently being revised. The printed/for-sale version includes an older version of this lesson plan. Please make sure you have looked at the PDF of Life Planning Education before purchasing - that is the version that is available to buy.

Purpose: To identify the privileges and responsibilities of family membership
Materials: Newsprint and markers or board and chalk; paper; pens/pencils
Time: 40-50 minutes

Procedure:

1. Write the phrase ‘give and take’ on newsprint and ask the group what it means.
2. Explain that ‘give and take’ is a key element in successful relationships, and that it is especially essential in a family.
3. Ask participants to write a number from 1 to 10, showing what they feel they get from their families. Then ask for a second number from 1 to 10 to indicate what they give their families. Number 1 represents nothing and 10 represents a great amount.
4. Write ‘privileges and responsibilities’ on newsprint and ask for an explanation of how these words relate to ‘give and take’. Point out that members have certain privileges in families, that is things they receive, or take just because they are members of the family. Members also have certain responsibilities, that is, things they must give to the family.
5. Write ‘privileges’ on another sheet of newsprint. Have the group brainstorm all the privileges an adolescent might enjoy as a member of a family. List responses. When the group has finished, look over the list to be sure it includes the privileges listed below. If any are omitted, ask about adding them:
   

   housing food clothing companionship opportunity to get an education health care

   safety from harm ties to family history and ancestors opportunity for relationships outside the family emotional support financial support opportunity to participate in family activities, including worship

   Point out that not all adolescents enjoy all these privileges. In some families and situations, adults are not able to provide all these things to their children.
6. Write ‘responsibilities’ on a new sheet and have the group name the responsibilities adolescents bear as members of a family. List their responses. When the group has finished, look over the list to be sure it includes the privileges listed below. If any are omitted, ask about adding them:
• looking out for all other family members
  
• taking care of young, old, or sick family members
  
• doing chores, such as cooking, cleaning, taking care of the garden, washing the car, etc.
  
• protecting family belongings
  
• sharing
  
• contributing to family resources by earning money
  Point out that every adolescent does not have all these responsibilities, but many do. If these are not the responsibility of an adolescent, other family members must do them.
7. Explain that the group will now play a game similar to Charades. Ask a volunteer to explain how the game works. If no one volunteers, explain that the Charades involves acting something out without speaking. The goal is to have others guess what is being acted out.
   
8. Invite volunteers to participate in this part of the activity. Ask the volunteers to stand. One at a time, a volunteer will complete the following sentence by acting, not speaking. “One of the privileges I have as a member of my family is ...” As each person acts out a privilege, the group must try to guess what it is.
   
9. After a few people have acted out their privileges as family members, ask for volunteers who will act out the ending to the following sentence. “One of the greatest responsibilities I have as a member of my family is ...” Again, ask the group to guess what the answers are.
10. Conclude the activity using the discussion points below.

1. How fairly are privileges divided up in your family? Who seems to have the most privileges? Why do you think that is so?
2. How fairly are responsibilities divided up in your family? Who seems to have the greatest responsibilities? Why do you think that is so?
   
3. Are there responsibilities that you feel are too great for an adolescent to handle? If so, what responsibility and why?
4. Researchers have found that, in general, adolescents have a lot of free time, when they are not expected to be doing a particular activity, such as sleeping, eating, going to school, doing homework, working around the house, or working for pay. Do you think adolescents should be more responsible in their homilies? In your family?
5. Would you give up a privilege for less responsibility in your family? Which privileges would you be willing to give up? What responsibilities would you like to give up? Who would take on those responsibilities?
6. Would you be willing to take on more responsibility in exchange for more privileges? What responsibility would you take on? What privileges would you like to earn?