Managing LIFE SKILLS -...

Managing

LIFE SKILLS Management Skills

Answer Key

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Activity 1: How Do People Show Their Values? (page 5) Sara’s Prioritized Values Family: Call grandmother, attend brother’s game, help clean house Education: Study for French class, term paper Friends: Pick up Jenna, buy birthday gift for Jenna, shop for dress, Invite

John to game Health: Exercise, plan nutritious lunches, help clean house Citizenship: Read to children, help with fund-raiser

1. Answers will vary, but students should state that Sara’s actions mostly match her values. In order for them to truly match, the tasks should be ordered based on her values, and she should have more tasks for higher priority values.

2. Answers will vary, but students may answer that Sara’s actions also show that she values looking good and being active in social events.

Follow-Up: Students’ answers will vary but should show evidence of thoughtful and accurate evaluation of values versus actions. Students should not mention real names in this exercise. 1. Answers will vary but may range from the fact that goals may not be met to

the concept of disappointing family, friends, or self. 2. Students may respond that identifying and prioritizing personal values can

clarify what is truly important even when making that judgment and acting on it is difficult.

Activity 2: Be a Standard Bearer! (page 7)

Behavior at School Underlying Value: Education

Effect on Priorities: Answers will vary, but students may indicate that valuing education and making good grades may cause a person to sacrifice time spent on recreation in order to study.

Sportsmanship Underlying Value: Attitude

Effect on Priorities: Answers will vary. Encourage students to consider how they may feel after losing an important game, especially if they think the other team did not play fairly. Students should consider how valuing sportsmanship would affect their response.

Driving Underlying Value: Responsibility

Effect on Priorities: Answers will vary. Students may mention that being a responsible driver may result in arriving late rather than speeding, and not texting or speaking on the phone while driving even though these things might seem important.

Dating Underlying Value: Honesty

Effect on Priorities: Students’ answers will vary. Students should consider how honesty can sometimes be awkward or difficult.

Copyright © by The McGraw-Hill Companies, Inc. Managing life Skills All rights reserved. Management Skills Answer Key 3

Alcohol and Drugs Underlying Value: Sobriety

Effect on Priorities: Students should thoughtfully consider how peer pressure can make abstinence difficult. They may also mention that social interaction might have to be sacrificed because of this priority.

Peer Pressure Underlying Value: Staying true to one’s self and values

Effect on Priorities: Answers will vary. Students may mention that not succumbing to peer pressure can result in being unpopular or in being ridiculed by others.

Follow-Up: Students’ responses will vary but should include thoughtful and relevant examples of how standards influence personal choices.

Activity 3: Priorities, Priorities! (page 9)

Teenager 1-5. Answers and rankings will vary but may include education, family, friends, athletics, music or other arts, social responsibility, or planning toward a career. Priority # and Effect on Choices: Answers will vary but should demonstrate thoughtful and accurate evaluation of the priority’s effect on personal choices.

Young Single Adult 1-5. Answers and rankings will vary but may include continuing education, family, social life, career, social responsibility, or financial planning. Priority # and Effect on Choices: Answers will vary but should demonstrate thoughtful and accurate evaluation of the priority’s effect on personal choices.

Young Married Adult 1-5. Answers and rankings will vary but may include spouse, family, career, friends, social responsibility, or financial planning. Priority # and Effect on Choices: Answers will vary but should demonstrate thoughtful and accurate evaluation of the priority’s effect on personal choices.

Parent 1-5. Answers and rankings will vary but may include spouse, children, extended family, career, friends, social responsibility, or financial planning. Priority # and Effect on Choices: Answers will vary but should demonstrate thoughtful and accurate evaluation of the priority’s effect on personal choices.

Follow-Up: Answers should show evidence of research with an adult regarding priorities. Students should demonstrate a recognition of the effects of this prioritization, including sacrifices that may be required.


Activity 4: Making a Difference (page 11) Interests: Answers will vary but may include working with children, the elderly, the homeless, food banks, neighborhood clean-up or renewal, political causes, or health causes. Skills: Answers will vary but should reflect actual skills that could apply in a practical way to the causes described. Time Available: Students should give a reasonable estimate of the time they have available to volunteer.

1. Students should identify three of the interests they have described. 2. Skills should reflect students’ personal interests and abilities and

should be relevant to possible volunteer tasks. 3. Answers will vary but should be reasonable. 4. Table should reflect thoughtful consideration, accurate personal

evaluation, and research. 5. Answers should indicate critical evaluation of available opportunities

and personal skills, interests, and schedules. Follow-Up: Students should append a page describing the results of an interview with a volunteer. Responses should include answers to all questions mentioned. Students should demonstrate thoughtful evaluation of the volunteer’s work as it corresponds to interests, skills, and schedule.

Activity 5: Personal Assessment (page 13) Aptitudes and Skills

1. Answers will vary depending on students’ personal academic skills. 2-4. Answers should reflect thoughtful self-evaluation. 5. Answers will vary. Encourage students to ask teachers, parents, and close friends for their input.

Interests 1. Answers will vary but may include hobbies, games, reading, sports, or

music. 2-4. Answers will vary.

Personality 1-7. Students’ answers will vary but should demonstrate thoughtful self-examination. Values

1-2. Answers will vary. Encourage students to think about how prioritizing values can cause a person to make sacrifices in less-valued areas.

Follow-Up: Students should demonstrate a strong correlation between priorities and career decisions. Possible future careers should accurately reflect students’ described priorities.


Activity 6: Setting Wellness Goals (page 15) Nutrition: Answers will vary but may include eating a proper breakfast, eating the FDA daily requirements for vegetables/fruit/whole grains/protein, and avoiding or eliminating fast foods and junk foods. Physical Activity: Answers will vary but may include formal or informal exercise for a specific amount of time each day or week. Rest: Answers will vary but may mention getting at least 8 hours of sleep per night or staying on a consistent sleep schedule. Hygiene: Answers will vary but may include showering daily, brushing and flossing teeth, keeping nails trimmed and hair clean, or using deodorant and other hygiene products. Mental/Emotional Health: Answers will vary but may include making sure to spend time thinking, reading, writing, meditating, or being physically active. Stress Prevention and Management: Answers will vary but may include keeping a journal, physical exercise, meditation, or other common stress management activities. Safety on the Road: Answers will vary but may include obeying traffic laws, not texting or doing other distracting activities while driving, or not driving under the influence of any substance, legal or not. Avoiding Risky Behavior (Including Crime and Violence): Answers will vary but may include avoiding relationships with people who participate in risky behavior and not visiting websites that encourage or teach such behavior. Follow-Up:

1. Students’ answers should demonstrate an understanding of fixed and flexible goals.

2. Students’ answers should reflect an understanding of the difference between short-term and long-term goals.

3. Students should accurately correlate goals with values and priorities. 4. Answers should demonstrate critical thinking skills. 5. Students should list measurable steps that correlate to a goal.

Activity 7: Goals for a Better Life (page 17)

1. Personal Growth: Answers will vary but should be focused on personal internal growth and maturity. Students should demonstrate an understanding of the difference between long- and short-term goals. They should also be able to discern between fixed and flexible goals. Students should accurately determine whether a goal is realistic and should list measurable markers toward goal completion. Students should include two short-term goals that are practical and would aid in the accomplishment of stated long-term goal.

2. Health and Wellness: Answers will vary but should be focused on health. Remind students that the area of health is broad and includes physical, mental, and emotional well-being. Students should demonstrate an understanding of the difference between long- and short-term goals. They should also be able to discern between fixed and flexible goals. Students should accurately determine whether a goal is realistic and should list measurable markers toward goal completion. Students should include two


short-term goals that are practical and would aid in the accomplishment of stated long-term goal.

3. Career: Answers will vary but should be focused on a practical career goal. Remind students that education and training are usually required in order to gain the skills, experience, and knowledge needed. Students should demonstrate an understanding of the difference between long- and short-term goals. They should also be able to discern between fixed and flexible goals. Students should accurately determine whether a goal is realistic and should list measurable markers toward goal completion. Students should include two short-term goals that are practical and would aid in the accomplishment of stated long-term goal.

4. Plans for the Future: Answers will vary. Students may describe plans in the area of finance, travel, relocation, family, or other areas. Students should demonstrate an understanding of the difference between long- and short-term goals. They should also be able to discern between fixed and flexible goals. Students should accurately determine whether a goal is realistic and should list measurable markers toward goal completion. Students should include two short-term goals that are practical and would aid in the accomplishment of stated long-term goal.

Follow-Up: Encourage students to visit the library or research biographies online. Students should append a page that includes thoughtful responses to the stated questions, demonstrating adequate research and critical thought.

Activity 8: Developing a Career Profile (page 19)

Students’ answers will vary depending on personal career interests. Answers should reflect adequate research and be accurate and thoughtful. This exercise is designed to guide students in researching a sample potential career so they are able to make practical decisions for their own lives. Follow-Up: Answers should reflect thoughtful self-evaluation.

Activity 9: Reaching Your Goal (page 21)

1. Answers will vary but should demonstrate an understanding of long-term goals. Long-term goals require several months or years to accomplish.

2-3. Students’ answers should show accuracy and thoughtful self-reflection. 4. Answers will vary but should describe measurable milestones toward the stated goal. 5. Short-term goals will vary but should be achievable within the next day or a few weeks. 6. Date will vary but should be several months or years in the future. 7. Answers will vary. Remind students that resources may include time, natural resources, material resources, or human resources. 8. Tasks will vary but should describe measurable steps that correlate to the long-term goal. 9. Schedules will vary but should be reasonable.


10. Problems will vary. Students may list problems in the areas of financial means or other personal obligations. 11. Answers will vary but should reflect problem-solving skills. 12. Answers will vary. Remind students that life issues may sometimes interfere with goals, and that goals may be altered as more knowledge is gained. Follow-Up: Appended essays should demonstrate an understanding of long-term goals and the work, planning, and sacrifice it may take to achieve them.

Activity 10: Choosing a Mentor (page 23)

Answers will vary but may include goals in the area of education, athletics, music or the arts, social responsibility, or personal life. Students should select three people that they know personally to help mentor them toward the goal. Evaluation of each possible mentor should reflect critical thinking skills.

Follow-Up: Essays should be thoughtful, creative, and free of grammatical and spelling errors.

Activity 11: Your Personal Resource Bank (page 25)

Human Resources: Students should demonstrate an understanding of the difference between internal and external human resources. Encourage students to gain feedback from trusted sources about their personal inner resources. Material Resources: Answers will vary. Remind students that any physical object can be a material resource. Community Resources: Answers will vary but may include community organizations, clergy, or local businesses. Natural Resources: Answers will vary. Encourage students to brainstorm as a group what natural resources are available to them and used on a regular basis. Follow-Up: Students should list at least one way to conserve each resource. Students should demonstrate an understanding of the concepts of expanding, conserving, exchanging, and substituting resources.

Activity 12: Using Resources Wisely (page 27)

Ideas for Expanding Resources: Answers will vary but may include ideas like using the Internet to expand knowledge of craft ideas or to look for sales on craft supplies. Ideas for Exchanging Resources: Answers will vary but may include trading chore times with her sister so that she has more time in the current week to work on a craft project. Ideas for Conserving Resources: Answers will vary but may include finding craft ideas that use materials she already has available.


Ideas for Substituting Resources: Answers will vary but may include substituting needed craft materials for items she already has around the house. Follow-Up: Students’ answers will vary but should show evidence of creativity and critical thinking. Students should display an understanding of the concepts of expanding, exchanging, conserving, and substituting resources.

Activity 13: Managing Your Resources (page 29)

Answers will vary but should be specific to the indicated area of resource. Remind students that resources can be maximized by using expanding, exchanging, conserving, and substituting tactics. It may be helpful for students to consider each resource in light of imagined scenarios. Follow-Up: Answers will vary but should demonstrate creativity and thought. Students may choose to write about scenarios they considered as they completed the Managing Your Resources activity.

Activity 14: The Cost of Parenthood (page 31)

1. Answers will vary but should show an understanding of the concept of resource expansion. Answers may include ideas like taking on extra odd jobs or part-time jobs, purchasing some gently-used needed baby items, and researching other less-expensive sources of childcare.

2. Answers will vary but should show an understanding of the concept of resource conservation. Remind students that Marcus and Juanita might conserve time, money, natural resources, and material resources.

3. Students should mention Juanita exchanging babysitting with her sister for sewn nursery goods and Marcus exchanging his mechanic’s services for his brother’s help with painting and carpentry tasks.

4. Answers will vary but should show an understanding of the concept of resource substitution. Answers may include ideas like using a dresser they already own instead of a changing table.

5. Answers will vary based on individual student priorities. Students may state that Juanita should return to work because her income provides needed financial resources. Other students may believe that Juanita should stay home to care for her baby and find a creative way to make an income out of the home.

Follow-Up: Appended pages should show evidence of research.


Activity 15: Managing Multiple Roles (page 33) Planning

1. Students should state that the role of marriage, as well as the responsibilities of work and finances, will affect their decision.

2. Answers will vary but may include the value of spending their hard-earned holiday time with each other as well as the value of connecting with extended family.

Organizing: 1. Answers will vary. Students may respond that the couple may make staying together their highest priority, or they may make spending time with extended family members their priority. 2. Answers will vary but should be realistic. 3. Students’ answers will vary. Students may state that the couple may decide that extended family should not take precedence over their life as a couple or that being a couple should not preclude relationships with extended family.

Implementing: 1. Schedules will vary. Students may choose to divide time so that part of it

is spent together and part is spent visiting extended family. 2. Answers will vary. Students may state that respectful communication and

agreement on priorities and boundaries can help reduce stress. Evaluating

1. Questions will vary but should demonstrate critical evaluation skills. Follow-Up: Scenarios will vary but should show evidence of creativity and thought.

1. Students should describe at least one human, material, community, or natural resource that would benefit the person in the scenario.

2. Management skills will vary. Students may suggest establishing priorities or boundaries.

Activity 16: Buying on Credit (page 35) Table should demonstrate accurate research. 1-2. Answers will vary but should reflect an understanding of interest rates and

other card features. 3. Answers will vary but should correlate to findings in table. Students should demonstrate an understanding of how credit limits and low monthly payments may entice borrowers to borrow more than they can afford and become trapped in credit card debt. Table and answers 1-3 should reflect accurate calculation.

Follow-Up: Students’ answers will vary but should demonstrate critical thinking skills.


Activity 17: Calculating Insulation Needs (page 37) R-value per inch = 2.5 2. 8 x 2.5 = 20 3. 38 – 20 = 18 4. 38 ÷ 3.2 = 11.875 38 ÷ 3.8 = 10 5. 32 x 1 = 32 40 x 50 = 2000 2000 ÷ 32 = 62.5 6. 32.5 x $10 x 2 = $650 7. $650 ÷ $123.25 = 5.27 8. $135.21 x 30 = $3697.50

Follow-Up: Answers should show evidence of accurate research and critical thinking.

Activity 18: Service Learning Project (page 39)

1 Goals will vary but should demonstrate evidence of an understanding of service learning projects.

2 Answers will vary. 3 Answers will vary depending on individual or group goals. 4 Students’ answers will vary but should show evidence of research and

thought. 5 Answers will vary depending on individual or group goals. 6 Students’ answers will vary but should include at least two applicable

resources. 7 Answers will vary but should show evidence of critical thinking skills. 8 Steps will vary. Remind students that steps should be specific and

achievable, and that each step should help complete the project. 9 Problems will vary. This question is designed to help students develop

foresight as they engage in the planning process. 10 Answers should demonstrate problem-solving skills. Follow-Up: This activity may be completed by individuals or groups. Students should append a project outline that includes a summary of the project, a realistic schedule, and a resource checklist. Guide students as they implement their plan and complete their project. Final self-evaluation should demonstrate critical thinking skills.


Activity 19: The Making of a Leader (page 41)

Leadership roles will vary. Students should show evidence of thought as they check skills and qualities needed. Encourage students to seek feedback from trusted peers regarding their personal skills and qualities. Students should select a skill or quality from the checklist that they have identified as necessary for the leadership role but currently do not have. 1. Priorities will vary. 2. Students should name at least one relevant resource and briefly describe

how that resource will help them meet their goal. 3. Tasks will vary but should be specific, achievable, and relevant. Follow-Up: People and qualities or skills will vary. Encourage students to consider public figures in a variety of areas, including politics, sports, entertainment, social welfare, and business. Appended lists should demonstrate self-awareness and critical thinking.

Activity 20: Managing Stress (page 43)

1. Priorities will vary but may include getting adequate rest or regular exercise. 2. Resources will vary but may include parents or trusted teachers who can

provide advice. 3. Plans will vary but should be relevant and achievable. Plans should

demonstrate problem-solving skills. Cause of Stress: Answers will vary, but scenarios should be realistic for either young adults, workers, married persons, or parents. 4. Priorities will vary but should be relevant to the described scenario. 5. Resources will vary. Remind students that resources may be human,

material, community, or natural. 6. Plans will vary but should be relevant and achievable. Plans should

demonstrate problem-solving skills. Cause of Stress: Answers will vary, but scenarios should be realistic for either young adults, workers, married persons, or parents. 7. Priorities will vary but should be relevant to the described scenario. 8. Resources will vary. Remind students that resources may be human,

material, community, or natural. 9. Plans will vary but should be relevant and achievable. Plans should

demonstrate problem-solving skills. Follow-Up: Contingency plans will vary but should be relevant to one of the three plans students have created. Students should display evidence of foresight and problem-solving skills.


Activity 21: A Weighty Subject (page 45)

1. Minimum healthy weight: 129; maximum healthy weight: 174; reasonable weight goal will vary but should fall within minimum and maximum (the minimum weight probably is not reasonable); pounds needed to lose will vary but should reflect accurate calculation.

2. Number of weeks will vary but should reflect accurate calculation. 3. Secondary goals will vary but may include changing lifestyle to include

regular exercise or discovering physically active hobbies that he enjoys. 4. Resources will vary but may include a human resource like a nutritionist or a

material resource like a gym or track. 5. Steps will vary. Eating habits could include eating a minimum daily number of

fruits and vegetables or cutting out fast food and junk food. Physical activity could include a minimum of 30 minutes of planned physical activity most days of the week. Keeping track of progress could include keeping a log of all food ingested and weekly weigh-ins.

Follow-Up: Answers will vary but should demonstrate research and correct calculation, and should be balanced and include at least five servings of fruits and vegetables.

Activity 22: Assembling a Safety Kit (page 47)

1. Safety kits will vary but may include first aid kits or camping safety kits. 2. Answers will vary but should show evidence of research. 3-4. Answers will vary. Resources for safety kit materials could include Internet stores, grocery stores, or discount/department stores. 5. Answers will vary. Students should list at least three needed items with at least two sources for each item. Costs should be appropriate. 6. Answers will vary but should demonstrate accurate calculation. Follow-Up: Answers will vary. Remind students that safety kits should be stored in a logical location and easily accessible. Students might inform family members and close friends about the location and contents of the safety kit.

Activity 23: The Job Hunt (page 49)

1. Field and position will vary depending on students’ interests and career goals. 2. Answers will vary but should include five positive job qualities. For example, it

may be important to students to help others or to make a difference in their community.

3. Priorities will vary but should be based on desired job qualities that students have described.

4. Sources will vary but should be relevant to the desired job.


5. Tasks will vary but should be specific and relevant. For example, students may need to seek training, education, or paid or unpaid experience in the chosen field.

6. Time frames will vary but should be reasonable. Contingency plans should reflect foresight, flexibility, and problem-solving skills.

Follow-Up: Students’ explanations should be based on stated priorities and should reflect decision-making skills.

Activity 24: Shopping for Food (page 51)

1. Recipes will vary but should be somewhat nutritious and should be achievable.

2. Ingredients will vary but should be items listed in the selected recipes. 3-10. Guide students as they complete these steps. Coupons may often be found in flyers located in a local Sunday newspaper, or they may be available at a product’s website. Students may shop as a group or individually. Follow-Up: Answers will vary but should demonstrate evaluation skills.

Activity 25: In the Wash (page 53)

3. Answers will vary. 10. Answers will vary, but time should be appropriate to the size and type of load.

Follow-Up: Answers will vary but should demonstrate evaluation skills.

Activity 26: Be a Better Friend (page 55)

1. Students’ answers may include sharing an idea or activity with someone, attending a club or other group meeting with people who share our interests, and acting confident when you feel shy.

2. Students’ answers may include being loyal, standing up for someone and helping someone feel better or cope with a problem, and showing respect for someone’s feelings.

3. Students’ answers may include being loyal, helping someone cope with a problem, and going out of your way to help someone.

4. Students’ answers may include sharing an idea or activity with someone and starting a conversation with someone you want to know better.

5. Students’ answers may include being loyal and standing up for someone. Follow-Up: Students should append a paper describing a real-life situation involving at least one of the friendship skills in this activity. Students should demonstrate an understanding of the value of friendship skills.


Activity 27: Staying Safe at Work (page 57)

1. Brian must decide whether or not he really needs safety glasses. 2. Answers will vary but may include having the courage to ask for safety

glasses, deciding his own glasses will be enough protection, or purchasing safety glasses himself.

3. Answers will vary but should be relevant to the three possible solutions listed in Step 2.

4. Answers will vary but should demonstrate decision-making skills. Remind students of the six steps in the decision-making process.

Follow-Up: Pair students up for this activity. Each student should write a realistic scenario that shows creativity and thought. Encourage students to collaborate with their partners as they work through the decision-making process.

Activity 28: Making a Major Purchase (page 59)

Items will vary but should cost enough to qualify as a major purchase. Charts should be completely filled in and should demonstrate adequate research. 1. Answers will vary but should show reason and logic. 2. Answers should demonstrate thought and be relevant. 3. Answers will vary but should describe relevant evaluation techniques. Follow-Up: Students should respond that it is worthwhile to check different sources before making a major purchase. Reasons will vary but may include comparison price shopping, self-education about product features and styles, and comparison of return policies. Students should conclude that it is important to comparison shop for major purchases.

Activity 29: Buying a Used Car (page 61)

1. Answers will vary but may include mileage, size of vehicle, reliability, or appearance.

2. Answers should reflect thoughtful consideration of the costs of purchasing a vehicle.

3. Answers will vary but may include family and friends. 4-8. Answers will vary. 9. Charts should include vehicles that match the described wants and needs of the student and demonstrate accurate research. 10. Answers will vary but should demonstrate decision-making skills. Follow-Up: Answers will vary but should show accurate research using the Consumer Reports Buying Guide.


Activity 30: Buying Automobile Insurance (page 63)

1. Answers should match laws in students’ state. 2. Answers should match available insurance options in students’ state. 3. Answers will vary. 4. Answers will vary but should be at least a minimum deductible. 5. Answers will vary but should demonstrate accurate research. 6. Insurance companies named should be active in students’ state. 7. Answers will vary but should demonstrate accurate research. 8. Answers will vary but should demonstrate decision-making skills. Follow-Up: Answers will vary but should demonstrate decision-making skills. Remind students of the six steps in the decision-making process.

Activity 31: Improving Grades (page 65)

Context: Answers will vary but may include Sharla’s load of responsibilities, her concern for her family’s situation, and the concerns she and her parents have regarding her need to keep her grades up. All of these things create a time constraint and cause stress. Desired Ends: Both Sharla and her parents want her to make good grades and qualify for a scholarship. In order for this situation to be solved, Sharla must have adequate time to study and complete her assignments. Means: Sharla may need to reduce her responsibilities in other areas. Students’ ideas about how this should be undertaken will vary. Consequences: If Sharla’s responsibilities are reduced or some are removed, she will have more time to study. On the other hand, she may feel she is letting some people down because she is no longer able to help them or to help as much. Risks and benefits will vary depending on actions described. Solutions will vary but should demonstrate problem-solving skills. Follow-Up: Answers will vary but should demonstrate critical thinking skills.

Activity 32: Planning Future Education (page 67)

1. Context: Rachel’s parents want a future for Rachel that is very different from her own desires. Rachel feels torn because she loves and respects her parents. Desired Ends: It would be best if both Rachel and her parents were satisfied with Rachel’s decision. Rachel would need to convince her parents that artists can have successful and lucrative careers as animators. Means: Answers will vary. Students may state that Rachel can provide real and overwhelming evidence of the possibility of a successful career in the arts. Rachel could ask her art teacher for help with this. She could also research using the Internet and print sources.


Consequences: Answers will vary. Students should state that it may be impossible for Rachel’s parents to fully relinquish their dream for her. Both Rachel and her parents will be affected. Rachel risks upsetting her parents or giving up her own dreams. However, it may be possible to convince her parents that her desires are the best choice for her. 2. Students may perform this section of the activity with a partner or in groups. Encouraging interaction may help them brainstorm effective solutions. Follow-Up: Solutions will vary but should demonstrate problem-solving skills.

Activity 33: Ethical Choices at Work (page 69)

1. Answers will vary, but students may state that Amy feels her coworker is doing less than his share and making her job harder. Amy must figure out how to get her coworker Kevin to change his behavior.

2. Students may answer that Amy is in competition with Kevin for a promotion. 3. Amy, Kevin, and the company itself (including their boss) 4. Answers will vary. Students may respond that Amy needs to consider respect

for her employer, her coworker, and herself in this situation. Amy must find a solution that resolves the situation for her, provides the best benefit for her employer, and does not demonstrate disrespect for Kevin.

5. Answers will vary. Students may state that Amy wants to have Kevin change his behavior so that she and others can work most efficiently. She also does not want to look like she is a whistle-blower or simply out for her own promotion. However, Amy would still like to receive the promotion she feels she deserves. These things will make her act, but she will need to think carefully about her words and actions.

6. Answers will vary. Students should be sure to mention the effect of Amy’s possible actions on all people involved as well as the company’s welfare.

7. Answers will vary. Students may state that Amy may need to find out whether Kevin’s code actually has many errors.

8. Answers will vary. Students may respond that Amy can learn by checking the company handbook for the correct procedure to follow.

Follow-Up: Students’ appended pages should demonstrate critical thinking and problem-solving skills.

Activity 34: Standing Up to Peer Pressure (page 71) Primary problem: Wes is uncomfortable with his teammates’ actions.

Evaluate information: Answers will vary. Students may state that Wes believes that girls should not be disrespected. His goals are to avoid participating in such behavior himself and yet not alienate his team members. He may also want to try to persuade them that such behavior is wrong. The context is that Wes is new at the school and on the team. The facts are that the girls are being disrespected, and it is upsetting to Shauna and Wes. Sources of information students may


mention include Shauna and the other girls as well as the teammates and possibly other students. Analyze alternatives and consequences: Students’ answers will vary. Students should list at least three choices and demonstrate consequences to Wes and the others involved for these alternatives. Students should demonstrate understanding of the difference between long-term or short-term and positive or negative consequences. Select the best choice: Answers will vary but should demonstrate critical thinking and problem-solving skills. Follow-Up: Students’ responses will vary. Students should demonstrate critical thinking skills.

Activity 35: Ethical Choices in Relationships (page 73)

Primary Problem: Olivia must decide whether to keep her promise to Corey. Evaluate information: Answers will vary. Olivia must consider whether she values loyalty to Corey more than her own possible happiness. Olivia has been dating Corey for an entire year, but now she is two hours away and is starting a new chapter. Olivia probably does not want to hurt Corey, but she is also concerned about not shutting herself off to other possibilities in the coming years. Olivia may look to herself, Corey, and trusted friends or mentors as sources of information. Analyze choices and consequences: Students’ answers will vary. Students should list at least two choices and demonstrate consequences to Olivia and the others involved for these alternatives. Students should demonstrate understanding of the difference between long-term or short-term and positive or negative consequences. Select the best choice: Answers will vary but should demonstrate critical thinking and problem-solving skills. Follow-Up: Students’ responses will vary. Students should demonstrate critical thinking skills.

Activity 36: How to Handle a Conflict (page 75)

1. Answers will vary based on character assigned. Encourage students to look at their characters both from their own perspectives and from external perceptions.

2. Answers will vary but should show understanding and practical application of the REASON process.

3. Answers will vary depending on group results. 4. Answers will vary but should demonstrate problem-solving skills. 5. Answers will vary but should show self evaluation skills. Follow-Up: Students’ answers will vary. Students should recognize that problem-solving in groups can be difficult and requires tact, respect, and thoughtful consideration before speaking.


Activity 37: Making a Move (page 79)

Context: Answers will vary but should include factors for every person involved. Students should be able to demonstrate the ability to view the problem from several angles based on these factors. Desired Ends: Answers will vary, but students may state that the desired outcome is to make the wisest decision for everyone in the family. Some conditions may include Walt researching the job market in Wyoming and the family agreeing that benefiting the family as a whole is the most important priority. Means: Answers will vary but may include research into the option of Wyoming and the family comparing the pros and cons together. The family could use the Internet to research, and they could ask people they know who live in Wyoming about life there. They could also consult with trusted friends. Consequences: Answers will vary. Students should list pros and cons for both decisions. 1. The Johnson family must decide if moving to Wyoming would be the best

decision for them. 2-6. Responses will vary. Students may use the chart that they have just completed to determine factors, information, choices, and consequences. Students should recognize the difference between long-term and short-term consequences. 7. Answers will vary but should demonstrate decision-making skills. 8-10. Answers will vary. Steps, skills, and resources should be logical, specific, and relevant. 11. Answers will vary. If students think they have made a wise plan, they may state that the family may think the solution is difficult but wise. Follow-Up: Students’ responses will vary but should demonstrate thoughtful consideration and insight.

Activity 38: Money Problems (page 81)

Context: Answers will vary but should include factors for both Anita and Lin. Students should recognize the difference between existing factors, which are real, and possible future factors, which may change. Students should be able to demonstrate the ability to view the problem from several angles based on these factors. Desired Ends: Answers will vary, but students may state that the desired outcome is to make the wisest decision for Anita and Lin as a couple. Some conditions may include determining what their current budget is and outlining possible changes to it. Means: Answers will vary but may include research and discussion of future plans. Both members of the couple would take action. Resources could include online and print research materials as well as consulting trusted mentors regarding the situation. Consequences: Answers will vary. Students should list pros and cons for all possible decisions.


1. Students should recognize that the primary problem is Lin’s need for a car. 2. Interrelated problems could include the couple’s lack of communication about

financial goals and plans. 3. Students may respond that Anita and Lin need information about financial

planning. 4. Answers will vary but may include personal research or consulting with a

financial planner. 5. Answers will vary. Students should describe the values of both Anita and Lin

and their effect on choices made. 6-7. Responses will vary. Students may use the chart that they have just completed to determine factors, information, choices, and consequences. Students should recognize the difference between long-term and short-term consequences. 8-10. Answers will vary but should demonstrate decision-making skills. 11-12. Answers will vary. Steps, skills, and resources should be logical, specific, and relevant. 13-16. Answers will vary but should demonstrate foresight and problem-solving skills. Follow-Up: Students’ responses will vary. Students should show problem-solving skills based on the introduction of new factors.

Activity 39: Dying to Be Thin (page 83)

Context: Answers will vary but should include factors for both Chandra and Lindsey. Students should be able to demonstrate the ability to view the problem from several angles based on these factors. Desired Ends: Answers will vary, but students may state that the desired outcome is to ensure Chandra’s health. Some conditions may include changing Chandra’s perspective about weight, particularly her weight, and how to manage it. Means: Answers will vary but may include calling on a knowledgeable and trusted outside source for advice and either keeping Chandra anonymous at first or deciding that Chandra’s health is more important than Lindsey’s promise.. Consequences: Answers will vary. Students should list pros and cons for all possible decisions. 1. Students should recognize that the problem is Chandra’s eating disorder. 2. Interrelated problems could include Lindsey’s promise to Chandra. 3-5. Answers will vary but should show thoughtful consideration. Students may decide that Lindsey needs help from a trusted authority figure. 6. Answers will vary. Students may respond that Lindsay can either keep Chandra’s secret or betray her promise for Chandra’s own good. 7. Answers will vary. Students should recognize the difference between long-term or short-term and positive or negative consequences. 8-10. Answers will vary but should demonstrate decision-making skills. 11-12. Answers will vary. Steps, skills, and resources should be logical, specific, and relevant. 13-16. Answers will vary but should demonstrate foresight and problem-solving skills.


Follow-Up: Students’ responses will vary. Students should show problem-solving skills based on the introduction of new factors.

Activity 40: Weekly Time Plan (page 85)

1. Answers will vary. Students should list optional recreational activities as time wasters.

2. Students’ answers will vary but should include activities with merit. 3. Answers will vary but should show thoughtful self-evaluation. 4. To-do list will vary. Students should demonstrate critical-thinking skills as they

rank tasks in order of importance. 5. Answers will vary. Remind students that tackling the least-desired tasks first,

rather than postponing them, will help students complete their lists most effectively.

Follow-Up: Answers will vary but should demonstrate self-evaluation skills.

Activity 41: Your Daily Schedule (page 87)

1. Answers will vary. Students should demonstrate logic and self-evaluation skills.

2. Students’ responses will vary, but students may state that some tasks are not as important as others, and some may be delegated.

3. Answers will vary. Students may delegate tasks if another person might do a better or more efficient job completing the task. Students should recognize that it is inappropriate to delegate tasks that are clearly one’s own responsibility, such as writing papers or taking tests.

4-6. Answers should demonstrate self-evaluation skills. Follow-Up: Answers will vary but should show evidence of critical thinking.

Activity 42: Cleaning Schedules (page 89) Table should be completed and should show reasonable responses.

1-2. Students should discuss these questions in a group setting and formulate thoughtful responses based on their compiled research. Follow-Up: Cleaning schedules should be include all tasks listed in the table on page 89 and should be reasonable based on students’ research.

Activity 43: Maintaining Balance (page 91)


1. Students may state that Kimberly enjoys her work as well as spending time with Patrick and visiting her parents.

2. Answers will vary but should demonstrate insight. Students may recognize that time is more important than money to Kimberly.

3. Answers will vary but may include Kimberly’s goal to be happy in life spending time with people she cares about as well as her goal to succeed in her career.

4. Students’ responses will vary but should show critical thinking skills. 5. Students may respond that Kimberly is not getting enough sleep and is

probably not getting enough exercise either. Students should recognize that Kimberly’s life is out of balance, and this is affecting her physically, mentally, and emotionally.

Follow-Up: Answers will vary but should show evidence of critical thinking and problem-solving skills.

Activity 44: Managing an FCCLA Project (page 93) Step 1: Projects will vary.

Step 2: Steps will vary but should be logical, specific, and relevant. Estimated time should be reasonable. Tasks should be delegated so that the work load is balanced. Step 3: Time line and task delegation should correlate with data stated in previous table. Follow-Up: Answers will vary but should show an understanding of management skills. Remind students that communication and respect are important priorities when managing a project.

Activity 45: Making Time for Fitness (page 95)

1. Students may respond that Rufus should make jogging a priority and do it before he does anything else.

2. Students may answer that Rufus could start off by alternating jogging and walking spurts until he completes his mile. As he becomes fitter, he will be able to jog longer and walk less.

3. Answers will vary. Students may respond that Rufus could schedule his exercise to be the first thing he does after waking up, so he gets it out of the way. Rufus could also remind himself that the time he is spending exercising is relatively short, and it will not eat too much into his day.

4. Answers will vary but may include Emily’s need to do well in school as well as her desire to play sports and possibly earn a scholarship.

5. Answers will vary but should demonstrate problem-solving skills. Remind students that sometimes sacrifices must be made for the greater good.

6. Students’ answers will vary but should demonstrate foresight and critical thinking skills.


Follow-Up: Answers will vary based on individual experiences but should show evidence of critical thinking skills.

Activity 46: Finding Family Fun Time (page 97)

1. Answers will vary based on individual student schedules. 2. Chart should show initials for every immediate family member. 3-4. Students should compile a list of family-oriented activities. Remind students that the activities they list should be ones that their entire family will enjoy. 5. Activities and time selected will vary. 6. Tasks listed should be relevant to the chosen activity. 7. Delegation will vary. Encourage students to balance tasks so that no one person must carry too much responsibility. Follow-Up: Answers will vary based on individual experiences but should show evidence of thoughtful evaluation.

Activity 47: Managing Study Time (page 99)

1. Lori must complete her three-page paper on child development, her chemistry lab report, two maps of China, and chapter review exercises on verbs.

2. Answers and strategies will vary but should demonstrate problem-solving skills.

3. Assignment orders will vary but should match student-selected strategies. 4. Answers will vary. Students may respond that Lori should start on her report

soon and not wait until the last minute to try to complete it. Follow-Up: Answers will vary. Students should recognize the difference between long-term and short-term assignments. Students should show an understanding of the advantages of different strategies in different situations.

Activity 48: Exploring Money Issues (page 101)

1. Selections will vary based on students’ interests, values, and tastes. 2. Lists will vary but should correlate to the selections in question 1. 3. Answers should demonstrate evidence of self-evaluation. Follow-Up: Students’ responses will vary. The purpose of this question is to help students recognize the value in deferring gratification in order to gain something greater in the long term.


Activity 49: Financial Goals & Priorities (page 103)

1. Answers will vary. Goals might include paying for a car, school, an apartment, or travel. Students should recognize the difference between needs and wants. Values and priorities should reflect critical thinking skills.

2. Charts should correlate to data in table from step 1. 3. Answers will vary but should be realistic based on calculations. 4. Answers will vary. Students may state that a teen can take on a part-time job

or a summer job, look for a job that has better pay, or budget a limited spending allowance.

5. Answers will vary but should show critical thinking skills. Follow-Up: Answers will vary based on classroom responses.

Activity 50: Creating a Budget (page 105) Chart data will vary but should show evidence of thought and research.

Follow-Up: Answers will vary. Students may list entertainment, transportation, cell phones, school expenses, clothing, and more as expenses. Expenses after graduation may include rent and utilities, car payments, insurance, groceries, and more.

Activity 51: Technology Benefits and Drawbacks (page 107)

Technology: Answers will vary but may include computers, the Internet, or cell phones. 1. Answers will vary but should be consistent with technology example. 2-8. Students’ responses will vary but should demonstrate critical thinking skills and evidence of research. Follow-Up: Answers will vary but should show evidence of creativity and thought.

Activity 52: Selecting Software (page 109)

1. Word processing: used in the production (composition, editing, formatting, etc.) of any printed material. Commonly used to create text documents. Presentation: used to display information, normally as a slideshow. Commonly used for presentations at school or at work. Database: uses tables to store and organize data. Commonly used by businesses to organize statistical or financial information. Spreadsheet: Also stores and organizes information, but looks and acts like a paper spreadsheet. Businesses may


use spreadsheet applications to organize data, and individuals may use it to balance their checkbook, keep track of work, or organize a mailing list. Desktop publishing: a page layout software that is used to create documents suited for publication. Book and paper publishers often use this software.

2. Answers will vary but should include at minimum word processing software and presentation software.

3. Answers will vary depending on software selected. Answers should include three software program titles, and other data should show evidence of research.

4. Answers will vary but should show evidence of critical thinking skills. Follow-Up: Answers should be well-written and exhibit creativity and thought.

Activity 53: Financial Goals & Priorities (page 111) Programs selected will vary.

1. Answers will vary but should demonstrate logic and critical thinking. 2. Goals will vary. Students should list five goals that are relevant to the

selected program. 3. Answers will vary but should show that students did use the software’s on-

screen tutorial if one was available. 4. Answers will vary but should show that students did access the software’s

Help files. 5. Answers should show that students did explore the program’s menus and

commands. Follow-Up: Students’ responses will vary but should demonstrate critical thinking and creativity.

Activity 54: Computer Games—True Costs (page 113)

1. Answers will vary. Stats should be accurate based on selected game. 2. Answers will vary but should be accurate and show evidence of research. 3. Costs will vary but should be accurate based on selected game. 4-5. Hours will vary. 6. Answers should demonstrate thought and creativity. 7. Answers will vary. Encourage students to consider other hobbies, sports, and

fun activities, and not just obligatory tasks. Follow-Up: Answers will vary but should demonstrate thought and creativity.


Activity 55: Technology and Ethical Choices (page 115)

1. Answers will vary based on statements made by interviewees. 2-4. Answers will vary but should demonstrate critical thinking skills. Follow-Up: Collaborative answers should demonstrate creativity and resourcefulness.

Activity 56: Be an Advertising Analyst (page 117) 1-4. Answers will vary but should be reasonable based on magazine selected.

5. Selections will vary. Students should demonstrate an understanding of common advertising techniques. 6-7. Answers will vary but should show evidence of critical thinking skills. Follow-Up: Students’ responses will vary but should demonstrate critical thinking skills and an understanding of common advertising techniques.

Activity 57: Evaluating Information (page 119)

Topics selected will vary. Remind students of the differences between reliable and unreliable source material. Answers should demonstrate accuracy in research and critical thinking skills. Follow-Up: Students’ responses will vary but should utilize critical thinking skills.

Activity 58: Managing School Projects (page 121)

1. Answers will vary. Students may suggest that Ali might use note cards and create an organizational scheme for them.

2. Students answers will vary. Students may state that Ali can use the library’s card catalogue to locate books. Magazines can be identified in bibliographies such as the Standard Periodical Directory. Both magazine and newspaper articles are often locatable using the Internet or the library’s Intranet, both of which are often available for use at the library itself.

3. Answers will vary. Students should recognize that .gov sites are most reliable, and many .org or .edu sites may have reliable information. Ali can evaluate sources based on whether they cite sources themselves. All information Ali finds should be verified by using at least one other reliable source.


4. Answers will vary but should show evidence of thought and organizational skills.

5. Responses will vary. Students may state that Ali may search local colleges to find a college football coach he can interview in person, or he may search online and try to reach a coach by phone or email.

Follow-Up: Citing examples should follow correct form. The Chicago Manual of Style provides examples of correct form.

Activity 59: Finding Help (page 123)

1-4: Answers will vary but should demonstrate accurate research. This activity may be completed as a group or partner project. 5. Answers will vary but should match the data in the chart. Conclusions should demonstrate critical thinking skills. Follow-Up: Answers will vary. Remind students that organizations will most likely advertise in popular teen publications, websites and online communities, and in local teen hang-out spots.


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