Additional Responsibility Activities

Do the Right Thing
Liberty Mutual Insurance started a movement in 2006 with a short commercial centered on the slogan, “Do the Right Thing.” It was so successful that it produced the Responsibility Project. On YouTube, teachers can find several of the short films created for the Responsibility Project with “Do the Right Thing” as their theme. This activity uses those videos as a hook to inspire creativity and writing around responsibility.
 

1. The teacher gives each student two index cards. On one of the cards, each student writes out his own definition of responsibility. On the other card, the student describes what responsibility looks like in his world.
2. With a partner, students compare and discuss their cards. Based on the insights gained from the discussion, students can add to or amend their original cards.
3. Students then meet in larger groups of four or five. As a group students underline the phrases that everyone agrees are acceptable parts of the definition.
4. All groups compare each other’s definitions noting the similarities and differences.
5. The whole group creates one agreed upon definition.
6. The class watches one of the Responsibility Project short films selected by the teacher. Be sure to preview the films as some of the material is not appropriate for all classrooms. “The Home Run” [insert hyperlink https://youtu.be/AJYARjO-9Hg ] is a favorite of ours.
7. The teacher leads a discussion of the film and similar stories.
8. Students discuss how they may want to revise their group's definition of responsibility after watching and discussing the film.
9. Students watch one more short film. This time, the teacher asks the students about the elements of the video clip. What was the setting? How did the film capture the attention of the viewer? What were the compelling elements that impacted the story?
10. Students are challenged to work with the group to create a short film demonstrating what it means to “do the right thing.”
11. Each team is required to have a brainstorming sheet, a storyboard, and a final product. Be sure to give students a maximum film time length and a rubric.

 
These videos can be simple, quick, and easy productions or they can be elaborate outside-of-school projects. The teacher may choose to showcase the videos at a local theater or school-wide and give awards for the Best of the Best.
 
 
Sweet Choices-Importance of Delayed Gratification
Activity modified from J.C. Miller (2010)
Materials:
Enough for every student to choose either a mini sized candy bar or fruit (a small stem of grapes, a quarter of an apple or orange)
 

1. Teacher shows the students the choices and then moves around the room asking them, individually, which of the two items they want. The teacher lets each student take one of the options.
2. After all students have chosen either fruit or candy; address the students who chose the candy, explaining that the candy is the choice that gets the immediate reward and is often chosen but the reward does not last long. Teachers can say something like,"You have picked the food that will give you quick energy; It is sweet and delicious, and I know that is why lots of people would make the same choice. However, the good feeling you get when you take that first bite does not last very long, and it is mostly just empty calories. A few minutes after you eat it, you will be hungry for more."
3. Then the teacher addresses the students who chose the fruit. Teachers can say something like, "The fruit will also give you energy and it is sweet and enjoyable, but it is also nutritious and will give your body vitamins. You will feel fuller longer and benefit from the energy it gives. The decision to take the fruit was a wise one.”
4. The teacher asks the students how they can compare the fruit and candy to the responsibilities and the choices that everyone faces every day. The teacher explains that sometimes it is hard to select the choice that is wise and brings us long lasting satisfaction (like the fruit) over the easy choice that gives us immediate pleasure (like the candy). 
   
5. Offer a few scenarios so that students will see the connection clearer. Which choice will give immediate pleasure (candy) and which will provide long-term satisfaction (fruit)? What is the responsible thing to do? How do the choices made feel in the short term and the long term. You are working on cleaning your room when your best friend comes by and asks you to go to a party with her. Do you go?

• You are having trouble in math class. You have one friend who said she would tutor you after school every day until you get better, but another friend said you could just copy her work and then you could both go to the mall. What decision should you make?
• You just bought the latest video game, but you can’t get past the first level. You keep dying. You are so frustrated. If you Google it, you can probably find the cheat code to get you to the next level. It won’t really hurt anyone, right?
• You have a big project due in English, and you have planned out how to do little pieces each week to be finished on time, but your sister wants you to be the manager for her basketball team. It would be fun, but if you do it, you will not get your project done early and you will probably be rushed. Do you do it?
• You want the new video game that just came out and you have been saving your money for weeks, but while you are at the movies the popcorn smells so good. You are not hungry, but spending just part of your savings on a snack could not hurt, right?
  

6. End this activity by having students write writing a journal entry about delayed gratification and what it means to them personally and how they might think differently about choices in the future.
 
The Buck Stops With Me
President Truman had a sign on his desk that read “The buck stops here.” This activity uses that historical reference to create meaning for accountability and responsibility in the classroom.

• Have students research the phrase for origin and meaning.
• Depending on the age group, use one of the resources below to discuss personal responsibility.
• Encourage students to take a seven-day “The buck stops here” challenge where they focus on being accountable for what they say and do in and outside of class.
• Older students can journal daily on areas in which they were and were not responsible along with the conflicts and challenges of the task.
• Younger students can participate in a daily class discussion on areas in which they were and were not responsible along with the conflicts and difficulties of the task.

 
Each activity allows students to understand the importance of accountability as well recognize the moments in their lives where the buck stops with them.
 
Resources for this activity
Buck Stops Here https://www.trumanlibrary.org/buckstop.htm
No Spin: An Excuse-Free World https://youtu.be/a9I37p_DC_o
What If We Made No Excuses?  Zara Zaman’s TED talk