Some responsibilities are easy to follow while others require constant reminders. Which responsibilities are easy for you, and which ones are easy for your friends? In this lesson we explore the difference between people and types of responsibilities.
The learner will:
- define responsibility.
- examine responsibilities through the lenses of assigned, assumed, automatic and reminded.
Make a four-column chart with these headers: Assigned, Assumed, Automatic, and Reminded.
Ask the learners to brainstorm their ideas of the definition of responsibility. What does it mean if something is your responsibility or if you show responsibility? Write down their keywords. Then together come up with a definition of responsibility.
Ask the learners to think about their current and past responsibilities at home, at school, and wherever they are in the community. Tell them to keep these responsibilities in mind as you ask the following questions:
- Raise your hand if most of your responsibilities have been assigned to you. This means someone told you to do them. Ask for 2-3 examples of those responsibilities. (Write these examples under Assigned on the prepared chart.)
- Raise your hand if you have taken on a responsibility without being told. Let's hear 2-3 examples of these. (Write these examples under Assumed on the prepared chart.)
- Do you always follow through on your responsibilities without being reminded? Let's hear 2-3 three examples of following through. (Write these examples under Automatic on the prepared chart.)
In the fourth column, write give examples of responsibilities about which they always need reminding. (List 2-3 examples.)
Lead a discussion about what types of responsibilities are always followed, never followed, or need reminders. Ask what role interest, fun, or payback play in taking responsibility.
Discuss what makes it easier to follow through without reminders. By looking at these columns, they may see if they are interested, they will take responsibility. Things that always need reminders may not be important to them, but they may be important to others or the common good. Discuss how they feel about that observation.
Save the chart for the next lesson.
Strand PHIL.I Definitions of Philanthropy
Standard DP 01. Define Philanthropy
Benchmark MS.4 Give examples of how individuals have helped others.
Strand PHIL.III Philanthropy and the Individual
Standard PI 01. Reasons for Individual Philanthropy
Benchmark MS.1 Define and give examples of the motivations for giving and serving.
Benchmark MS.5 Describe the responsibility students have to act in the civil society sector to improve the common good.