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WELCOME TO THE

ACTION PLAN
Golf great Tiger Woods didn’t start out as a champion.

But his father Earl taught him to dream big, set high goals, and believe with all his heart that
anything is possible.

Earl Woods has written the lessons he taught Tiger in a book called Start Something. The Tiger
Woods Foundation and Target share these lessons and ideas with you in the Action Plan, the
first step in Tiger’s Action Plan.

As you work through the Action Plan, you will:

Imagine things you wouhld really like to do.


Turn your hopes and dreams into goals.
Learn how you can make things better in your community.
Create and carry out a volunteer service project.
Explore careers that fit your interests and talents.

You’ll learn new things about yourself. You’ll think about what really matters to you. You’ll make
decisions and act on them. You’ll discover how the things you’re interested in can lead to a
career. You’ll begin to take charge of your own future.

Once you know how to take action, anything’s possible!

TIGER’S ACTION PLAN SELF-STUDY GUIDE p. 1


WHAT I NEED TO
KNOW ABOUT THE
ACTION PLAN
How do I use the Self-Study Guide?
The Self-Study Guide is organized into six units. Each unit has one major purpose or goal. As you
complete the units from one to six, you’ll think, write, and carry out activities to achieve these
goals.

What materials will I need?


This Action Plan Self-Study Guide is free for you to download. It includes passages from Start
Something (the book written by Tiger’s dad Earl Woods), questions to think about and answer in
writing, and ideas for things to do.

You’ll also need a notebook or journal. This is where you’ll write answers to the questions in
this Guide, collect information about careers, plan your volunteer service project, and, most
importantly, express your dreams for the future. Organize it any way you like. Your notebook is

personal, just for you. When it’s time to write in your notebook, you’ll see this in the Guide.

Online resources for thinking about your interests in a new way, exploring careers, and finding
volunteer opportunities are available at www.tigerwoodsfoundation.org. You’ll need access to
the Internet to use these resources. Most public libraries provide computers with Internet access.

If you would like your own free copy of the book Start Something, you may order it at
www.tigerwoodsfoundation.org or by calling toll free 1-866-916-GOAL.

How much time will it take to complete the program?


You could finish the entire program in a few weeks in the summer or spread it out for months
after school and on weekends. Plan to spend at least 20 hours in total on the Action Plan.

TIGER’S ACTION PLAN SELF-STUDY GUIDE p. 2


Adults can help you.
Although you will be working independently, it’s a good idea to ask an adult mentor for advice
from time to time. Or simply share what you are thinking and doing with an older person you
trust. Caring adults can be great listeners when you’re considering alternative actions and trying
to make the best decision.

In the Action Plan, you’ll investigate different careers that may interest you. Adults can help you
find additional resources and information.

Friends can help, too.


You will also plan and conduct a volunteer service project. Feel free to invite friends to carry out
the volunteer service project with you. Working with others can be fun and may allow you to
design a project more closely connected to your interests.

What do other students say after they finish the program?


Quality Education Data (QED) conducted a survey and compared students who completed the
program to students who did not participate in the program. A total of 333 eight- to 17-year-olds
were asked how they felt about themselves, school, and goal-setting. QED found that:

• Youth who participated in the program had greater self-esteem than youth who did not
participate.
• Participants had, overall, more positive attitudes toward school and more positive attitudes
and behaviors toward goal-setting and achievement than students who did not participate.
• For the full study, go to www.tigerwoodsfoundation.org.

Who started the Action Plan?


The program was created by Target® and the Tiger Woods Foundation. It is offered at no charge
to students who want to develop their interests and talents, explore future careers, and make a
difference in the world.

It all started with a book.


The Action Plan was inspired by Start Something, the book by Earl Woods. In his book, Mr.
Woods wrote down the important life lessons he wanted his son Tiger to learn while Tiger was
growing up. These are the lessons that helped Tiger become not only a champion golfer, but
also a strong, compassionate, and generous human being.

You’ll find selections from the book Start Something throughout the Self-Study Guide. These
selections will appear in italics, like this. After many of the passages written by his father, Tiger
has written a response. Look for his words following the phrase “Tiger says . . .”

Start Something by Earl Woods was published in 2000 by Simon & Schuster, New York. All
passages quoted in the Action Plan materials are used with permission.

TIGER’S ACTION PLAN SELF-STUDY GUIDE p. 3


THE ACTION PLAN
SELF-STUDY GUIDE
AT A GLANCE
Unit 1

LET’S TAKE ACTION!


My Goal: To learn more about the Action Plan.

I will prepare myself for what’s ahead • become familiar with the program’s goals
and objectives • identify my attitudes about myself at the beginning of the program

Unit 2

HEROES, MENTORS AND ROLE MODELS — WHO ARE


THEY?
My Goal: To identify and study people who are reaching their goals and making a difference.

I will compare the meanings of the terms “hero,” “mentor,” and “role model” • look for heroes,
mentors, and role models around the world and at home • think about what it takes to be a
leader

Unit 3

DISCOVERING WHO I AM
My Goal: To look at myself, my unique qualities, and my potential.

I will identify what makes me unique • recognize that individuals are alike in some ways and
unique in others • put a spotlight on the importance of setting goals

TIGER’S ACTION PLAN SELF-STUDY GUIDE AT A GLANCE p. 4


Unit 4

I’VE GOT THE POWER—I’M GOING TO MAKE A


DIFFERENCE!
My Goal: To continue to learn about myself and others through a volunteer service project.

I will look at the benefits of volunteering • get to know my community and what needs to be
done • plan and carry out a volunteer service project • review and reflect on what I learn from
my volunteer service project

Unit 5

DISCOVERING WHO I CAN BECOME


My Goal: To set personal goals, identify things that may be standing in my way, and develop a
plan to reach my goals.

I will determine whether my attitudes about myself have changed • evaluate what I’ve learned in
the Action Plan

TIGER’S ACTION PLAN SELF-STUDY GUIDE AT A GLANCE p. 5


1 UNIT 1

A LETTER TO YOU FROM TIGER WOODS


Dear Friends,
UNIT
LET’S
TAKE ACTION
1

My Goal: To learn more about the Action Plan.

I challenge you. I dare you. I challenge you to be a winner. No, not in golf, but in your own life, in
whatever you choose to do, whatever you care about. I challenge you to make a difference in the
world, to reach higher and farther than you ever imagined. I challenge you to take action. Are you
up for it? Are you ready for the challenge of a lifetime? Because this challenge, if you succeed,
offers rewards that will change the way you think, act, and live—forever. If you believe, like I do,
that we all have the ability to make a difference in the world, in school, at home, with our families
and friends, and within ourselves—then this book will get you started toward becoming a bigger,
better person—a role model. Let me introduce you to my role model, my hero: my dad. When I
was a kid, he taught me to believe that anything is possible, and he’s living proof that it’s true. He
has overcome so many obstacles in his own life, and he learned the hard way that big dreams can
have beautiful results. By the time he was 13, his parents had died and he was left to be raised
by his sister. Even though there was little money for him to go to college, he was determined
to get his education. Because he was such a great athlete he earned a baseball scholarship to
Kansas State University, becoming the first black baseball player in the Big Eight Conference.
After his freshman year, he had the opportunity to become a professional baseball player, but
he decided instead to stick with school so he could get his degree. After graduation, he entered
the Army and eventually joined the Green Berets (one of the most dangerous and demanding
jobs anywhere), worked his way up to the rank of lieutenant colonel, and fought in the Vietnam
War—twice. Later, while stationed in Thailand, he met my mom, and when they moved back to
the United States, they encountered racial prejudice, as he had his entire life. And then, of course,
he ended up having a son who loves to play golf, a sport that had never really been open to
minorities (and certainly not to 3-year-olds!). I am overwhelmed by what he had to overcome to
make it possible for me to achieve my goals. I say this with great pride: I wouldn’t be where I am
today without him.

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 1 p. 6


He also taught me the importance of reaching out to others, helping people who are less
fortunate, and sharing my success with them. The most important thing I’ve ever learned is to
“share and care” for others. Our goal is to reach out to kids just like you by supporting programs
and organizations that can show you how to set goals for yourself and offer you the opportunity
to turn your dreams into reality. We want to make a difference. Don’t you?

My dad is a firm believer that dreams can come true, and I’m living proof that he’s right. But
he also showed me that nothing is possible if you don’t work for it. That’s what this program is
all about: your commitment to create possibilities for yourself and others. If you’re open to it,
there is so much that will make you a great friend, a great teammate, a great son or daughter,
a great brother or sister, a great student, and, most important, a great person. I hope that the
suggestions and concepts you’ll discover here will be as helpful and inspiring to you as they have
been to me in my life. I am committed to giving the best of myself. With your help, I believe we
can make a difference in the lives of others across the world. I challenge you to join me. The time
is now!

Your friend,

Tiger

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 1 p. 7


WHO IS TIGER WOODS?
✎What do you know about Tiger Woods? In your notebook, list some things you know about
Tiger.

Now read the following selections from the Start Something book by Earl Woods:

What Do You Believe?


As you probably know, Tiger was born half African American and half Asian, and he is proud of
both aspects of his heritage. Yet he is constantly pressed by both groups to “choose” which he is,
as if there’s a prize for the winning team. Through it all, Tiger has held on tightly to his conviction
that he is “both,” and nothing can shake that loose. It is one of his “core values,” and we all need
them to help guide us through life.

Core values are at the heart of every decision you make, every opinion you develop. They’re an
expression of what you believe, and they provide the foundation for your reaction to everything
that happens in your lifetime.

What do you believe? Maybe you believe that you’re smart, your parents love you, you’re a good
person, and you’re generous. You might believe that there are angels in heaven, poor people
should be helped, lying is stupid, and your red hair is cool. Identify your beliefs and let them
guide you through your life. Be strong and determined to never lose sight of them. Remember,
they belong to you and you alone: No one can ever take them away from you.

Tiger Says. . .
“I am the product of two great cultures. On my father’s side I am African American.
On my mother’s side, I am Thai. My parents taught me to always be proud of my ethnic
background. That will always be the case, past, present, and future. I feel very fortunate,
and equally proud to be both African American and Asian.”

Don’t Believe Everything You Hear


If you stacked up everything written and reported about Tiger (or any other celebrity), and then
compared it all to the real story, you would never believe you were hearing about the same
person. Tiger is surrounded by so much misinformation, rumor, guesswork, and gossip that if he
had to take the time to deny and explain it all, he’d have no time left for anything else.

So what does this have to do with you? Every day, you’re surrounded by information that you’re
supposed to believe: news reports on TV and radio, newspapers, magazines, the Internet.
Wherever you go, you hear stories from your friends and family that you probably believe. But
should you? Stop and think. Ask questions: “How do you know that’s true?” If something doesn’t
sound quite right, maybe it isn’t.

Intelligent people like you can find things out for themselves—they don’t believe everything
they’re told. It’s your responsibility to decide for yourself what you’re willing to believe, and what
might just be a rumor or misrepresentation of the real story.

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 1 p. 8


There are two sides to every story (and sometimes more), so don’t make up your mind about
someone or something until you’ve asked questions and learned all there is to know. And if you
can’t get enough information, you can choose to not believe what you heard. Be fair, be curious,
and above all, never stop looking for the truth.

Tiger Says. . .
“Interesting....People always seem to know more about my life than I do.”

✎Add to your list any new things you’ve learned about Tiger. What do you think is the most
important thing you know about him now?

✎Exercise your brain! Write what you think in your notebook.


1. Why do you think Tiger and Earl Woods wrote the Start Something book?
2. Why was the Action Plan developed?

WHO AM I?
What do you know about yourself? Complete the questionnaire “About Me at the Beginning
of the Action Plan” on the next page and keep it in a safe place, but don’t look at it again until
you’ve finished the entire program.

You’ll take the same survey once more at the end of the Action Plan. It will be fun to compare
the results and see if any of your attitudes about yourself have changed!

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 1 p. 9


ABOUT ME AT THE BEGINNING
OF THE ACTION PLAN
Name: ______________________________________ Date:___________________________

Read each sentence and then make a mark in the box on the same line that shows how much you
agree or disagree with that sentence.

Sentences: Agree Agree I’m in the Disagree Disagree


a lot a little middle a little a lot

1. I think school is important for my future.


2. I’m good at most things.
3. I need other people to get me going.
4. I am a good person.
5. I like the way I spend my free time.
6. I like to help other people.
7. I want to be a better person.
8. I know myself.
9. There are people that count on me.
10. I have clear goals in my life.
11. I like the fact that people are not all alike.
12. I show respect for others.
13. I am a leader.
14. I am a responsible student.
15. I want to make the world a better place.
16. I do what my friends are doing even when I know it’s wrong.
17. I am a self-starter.
18. I’m excited about my future.
19. I have a plan to reach my goals.
20. I have someone I look up to.
21. I have good work habits.
22. I participate in extracurricular activities.
23. I think it is important to do things for my community.

24. I know where I’m headed after high school.

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 1 p. 10


HOW DO OTHERS SEE ME?
Talk to three people who’ve known you for at least four or five years. Ask each of them to
answer the following questions:

1. What do you see as my most important gifts or strengths?


2. In your observation, what activities make me happy?
3. What jobs or careers do you see me in someday?

✎Take notes on what each person says. Do any of their answers surprise you?

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 1 p. 11


2
UNIT 2
HEROES,
MENTORS
AND ROLE
UNIT 2

MODELS —
LOOK AROUND
My Goal: To identify and study people who are reaching their
goals and making a difference.

WHAT MAKES A LEADER?


Here are dictionary definitions for three types of leaders:

a. Hero:
1. A person noted for feats of courage or nobility of purpose, especially one who has risked
his/her life.
2. A person noted for special achievement in a particular field.

b. Mentor:
1. A wise and trusted counselor or teacher, especially in work settings.
2. The action of being a teacher or counselor.

c. Role Model:
1. A person who serves as an example to be imitated.
2. An ideal, a standard for comparison.

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 2 p. 12


WHAT MAKES A LEADER?
1. Write these three headings across the top of a page in your notebook:

Hero Mentor Role Model

Think of people that fit each category and write their names or occupations under the proper
term. Some people might belong in more than one category. You may list people you know
personally as well as famous people from any period in history. These are some examples to
get you started: Oprah Winfrey; your parents or other caregivers; sports coaches; Martin Luther
King, Jr.; volunteer tutors; firefighters; Mother Teresa. Who are the people on your lists?

2. After you’ve made your lists, ask yourself what the people in all three columns have in
common. How do you define leadership? Write a paragraph explaining what makes a leader.

3. Write about a time when you were (or could be) a hero, mentor, or role model.

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 2 p. 13


WHO IS MY FAVORITE LEADER?
1. Use the information in the articles to complete the following sentences:
• The leader I chose is...
• I chose this person because...
• My sources of information and dates of publication...
• Some facts about my leader (where s/he lives, age, etc.) are...

2. Is this leader a hero, mentor, or role model (or maybe more than one)? Explain.

3. Describe how this person has made a difference.

4. Write five positive character traits this person possesses.

✎Exercise your brain! Write what you think in your notebook.


1. Can anyone be a leader? Why or why not?
2. Does it matter if a person is young or old? Rich or poor? Famous? Female or male?
Why or why not?

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 2 p. 14


WHO IS MY FAVORITE LEADER?
You Are a Leader
Leadership is within each and every one of us. It doesn’t mean you have to be a loud, shouting
“Follow me!” type; you can do it with quiet dignity. You never hear Tiger telling people what
to do or how to live their lives, but he shows it every day in the way he conducts himself, with
class and dignity, and respect for others. There are many ways to lead by your words, your
actions, your attitude. The choice is yours. No matter what, when you’re a good person, you
automatically become a leader, setting an example for others to follow. You’re strong, you’re
confident, you’re poised. Gone are the days when you blindly follow someone else. You have the
ability to question. You have the intelligence to challenge the answers. The one thing you must
always remember: Leadership is a responsibility. And you can handle it.

Tiger Says. . .
“Being a role model means more than having others look up to you. A role model is
someone who accepts responsibility for getting others to do great things.”

✎In your notebook, complete the following sentences in as many ways as possible.
• A good leader tries to...
• A good leader makes other people feel...
• A good leader will try not to...
• A leader is given power by...
• I know a good leader who...
• When I hear the word “leader” I think of...
• Characteristics of bad leaders are...
• Examples of bad leaders are...

✎Exercise your brain! Write what you think in your notebook.


1. Can anyone be a leader? Why or why not?
2. Does it matter if a person is young or old? Rich or poor? Famous? Female or male?
Why or why not?
1. Do leaders always take us in the right direction? Explain your thinking.
2. Are bullies leaders? Why or why not?
3. Why do people give bad leaders power?
4. Describe the responsibilities of followers.
5. Name some situations when being a leader and/or a follower is important.
(For example: fire drill, class play, etc.).
6. How does peer pressure influence how people behave?

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 2 p. 15


BE AN EVERYDAY HERO
Hitting a Ball Doesn’t Make Someone a Hero
Tiger has often been called a “role model,” which is an honor and responsibility he takes quite
seriously. But is that because he’s an awesome golfer, or an awesome person? I hope it’s not
because he can hit a ball and win tournaments and look great on TV. Just because someone is
famous doesn’t automatically mean you should look up to them. He might be a great golfer (or
football player, or singer, or whatever), but it’s what someone does away from the game—in real
life—that qualifies him or her for role model status. After all, what is a role model? Someone who
sets an example you can learn from and follow, someone who behaves in a way that makes you
think about how you want to behave, someone who has the qualities we respect and admire.
Can you learn all that by watching someone hit a ball?

Tiger is proud to be called a role model, not because he wins golf tournaments, but because he
works hard to give back to the community, to uphold what he believes in, and to help others be
the best they can be. Before you decide to follow someone else’s example, make him or her earn
it. Who in your life do you respect so much that you want to learn from them? If all you want to
learn about is dunking a basketball, then go ahead and find an athlete to admire. But if you’re
looking for a role model who can show you how to get through life and be a good, successful
person, look at those around you who have already made it: your parents, family members,
teachers, coaches, friends, famous people (yes, including athletes) who do things you respect
and admire, anyone who has had a positive impact on your life. Then go ahead and admire
superstar athletes for what they are: superstar athletes.

Tiger Says. . .
“I don’t consider other athletes to be my role models, although I admire them for their
abilities. My own role model is my dad.”

Who are some “everyday heroes” you admire?

Just for fun, imagine yourself as an everyday hero!


Choose a creative or artistic way to characterize your heroic self. You might make a
collage or symbolic drawing or cartoon; write a newspaper article about yourself; or
write a story or short play in which you are the hero

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 2 p. 16


THE BEST OF ME
Just being a good person has a positive impact on those around you. A person who willingly
does the right thing, doesn’t complain, and is helpful influences others. Sometimes we want to
hang around with that kind of person because it just makes us feel good about ourselves.

Maybe up until now you really haven’t thought about how you influence others around you.
Maybe you’ve never thought that it’s important. The fact is, it is important. Our actions do speak
to those around us. Developing these positive characteristics will help you succeed!

✎Take time to think about your own personal characteristics and then complete the following
sentences in your notebook.

• I showed leadership when I...


• I showed responsibility when I...
• I was seen as a role model when I...
• I showed respect when I...
• I helped someone out when I...
• I was thoughtful when I...
• I showed initiative when I...
• I challenged myself when I...
• I felt special when I...
• I’m at my best when I...

✎Exercise your brain! Write what you think in your notebook.


1. Why is it important to practice positive behaviors?
2. How will getting in the habit of being an everyday hero benefit you now? Later in life?

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 2 p. 17


3 UNIT
DISCOVERING
WHO I AM
3
My Goal: To look at myself, my unique qualities, and my potential.
UNIT 3

WHO ARE YOU TRYING TO PLEASE?


If you find yourself making decisions so that others will like you and approve of you, instead of
doing what feels right for you, you need to ask yourself why. Are you hoping to be noticed by
the popular kids? Afraid your friends will drop you if you’re not just like them? Worried about
hurting your parents if you don’t listen to their advice? Well, what about listening to your heart?
Don’t you owe it to yourself to think about what you really want?

Yes, it’s important to consider the opinions of people who care about you; after all, your friends
and family might have a view you haven’t considered. But if you’ve really thought it through,
and you have good reasons for feeling the way you do, then trust yourself. Your real friends will
respect you for standing up for what you believe in, and your parents will love you no matter
what. Remember: If something doesn’t feel right, it probably isn’t.

Tiger Says. . .
“I’ve learned to trust my subconscious. My instincts have never lied to me.”

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 3 p. 18


✎Not Everyone Knows That . . .
Your interests, hopes, and dreams help to make you unique. Think about that while you complete
the following sentences in your notebook.

• My favorite time of day is...


• A sport I’d like to play is...
• A hidden talent of mine is...
• When I am happy I usually show it by...
• My least favorite subject is...
• If I could be an animal, I would be a...
• If I have nothing to do on a Sunday afternoon, I usually...
• If I could live anywhere, I would live...
• One thing I really want to do someday is...
• When I’m an adult, I plan to...
• I would like a part-time job doing...
• A talent I hope to develop is...
• I hope someday to...

✎Exercise your brain! Write what you think in your notebook.


1. How well do you think you know yourself and what makes you unique?
2. What are some ways you can get to know yourself better?

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 3 p. 19


GO FOR THE GOAL!
Make a List of Things You’re Good At
You might be the best artist, athlete, or student in your class, but you won’t be for long if you
don’t keep finding ways to improve. How good a golfer would Tiger be if he didn’t learn new
things or develop his skills? Sure, he’d have his basic talent, but he’d never know how good he
could be if he didn’t strive to learn, to grow, to improve.

You have room to grow, too. Write down all the things you’re good at. Maybe you’re a fast
reader, or a talented artist, or a good baseball player, or a funny joke teller. First, congratulate
yourself on your talents—they belong to you and no one can ever take them away. Then look at
your list. Challenge yourself to get to the next level. Can you read one extra book? Draw a new
animal? Catch more fly balls? Learn three new jokes?

Tiger Says. . .
“I just keep trying to improve as a player, which is something I have been able to do my
whole life. That doesn’t mean that I’m going to get better, but I have to keep trying.
If I can look back on my career and say I improved every year, I’ll be a happy man.”

You Have to Start Somewhere


Big hopes and dreams can feel overwhelming if you only focus on the end result. When Tiger
won the U.S. and British Opens in the summer of 2000, naturally his goal was to win—and win
big. But he couldn’t focus only on breaking records and holding a trophy—he had to play four
rounds of golf, 72 holes, one at a time.

Everything starts with a first step. That 400-page book you have to read for class? You read the
first page, and then each page after that, one at a time. The championship trophy you want to
win? You play your first game, and then play each game after that, one at a time. Reaching your
goals is like climbing a ladder—you can’t get to the top in one step. But if you plan your course
and take charge of your plan, you’ll be taking your first big step up the ladder. And when you
feel like you’ll never get to the next step, don’t give up—just take a smaller step. You will get to
the top if you want it enough. It’s up to you.

Tiger Says. . .
“I know what I want to accomplish, and I know how to get there. The ultimate goal is to be
the best.”

Make a Plan
If you were going to drive from California to New York, you’d look at a map, wouldn’t you? That’s
just how you set goals for yourself. You create a map or plan that will help you achieve whatever
you desire in your life. Major goal or minor goal, the key is to decide how to get from point A to
point B. Tiger has consistently established goals for himself throughout his entire life—very high
goals that he shares with no one but himself. A big part of his success is that his expectations for
himself are so much higher than anyone else could ever have for him, so he doesn’t spend much
time worrying about what other people expect. He just focuses on his own dreams, and never
takes his eyes off the target.

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 3 p. 20


You can do the same. Select one of your goals, big or small, and list the steps you need to take
to get there. What’s the first step? Then what? Make a plan and follow it, step by step, always
keeping your goal in sight. You’ll be amazed by how much closer it will seem if you can see
exactly how to get there. Just remember, these are your goals, and no one else’s. Dream big!

Tiger Says. . .
“One of the things my parents taught me is never listen to other people’s expectations. You
should live your own life and live up to your own expectations. Those are the only things I
care about.”

✎Just Do It!
1. In your notebook, make a list of ALL the things you are good at or would like to be good at
doing.

2. Next, look over your list and circle THREE things that you would like to start working on now.
For example, let’s say you circle skateboarding, hip hop, and tennis.

3. Now rewrite the three things you circled into goal statements like these:
I want to become a champion skateboarder.
I want to join a hip-hop dance group.
I want a summer job teaching tennis.

4. What can you do to accomplish your goals? Write possible action steps you can take for each
goal you listed, like this:
Practice at the local skateboard park
Take hip-hop classes at a dance center
Volunteer to teach tennis at a community park to get experience

Remember, different goals require different actions!


You may need to talk to a parent or other helpful adult.
You may need to go to the library for information.
You may need to earn money to pay for lessons.
You may need to take an after-school class to learn more.

✎Exercise your brain! Write what you think in your notebook.


1. Why is it important to write down goals and make plans to reach them?
2. How will identifying goals change how you spend your time?

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 3 p. 21


4 UNIT 4
I’VE GOT THE POWER —
I’M GOING TO MAKE
UNIT 4

A DIFFERENCE
My Goal: To continue to learn about myself and others through
a volunteer service project.

I’M VOLUNTEERING!
Make Things Happen—Volunteer
This is your chance to show the world the wonderful person who exists in you. By volunteering—
standing up and saying, “I’ll do it!”—you show that you care about people and the world around
you. And there are so many easy ways to show it. At home: volunteer to play with your little
brother, put groceries away, put photos in an album. At school: offer to help the teacher after
school, organize a cleanup project, raise your hand when you think you know the answer. With
your friends: show a new kid around the neighborhood, teach him that cool yo-yo trick. Don’t
wait for the world to come to you. Reach out for new exciting things to do—you won’t believe
how good you’ll feel about yourself. Sure, it’s easier to sit in the corner and not be noticed, but
what does that say about you? Join the group and show what you’re capable of. We’re waiting
for you.

Tiger Says. . .
“My dad has always taught me to care about others, and I try to share my success in any
way I can.”

✎Exercise your brain! Write what you think in your notebook.


1. Can volunteers be leaders? Why or why not?
2. Why do you think Tiger and Earl talk so much about sharing and caring?

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 4 p. 22


WHAT CAN I DO TO HELP MY
COMMUNITY?
Be “Someone”
“Someone should do something!” How many times have you heard that? Someone should
clean up that park! Someone should report those wild kids! Someone should help that
homeless family! Someone, someone, someone. Well, aren’t you someone? Instead of expecting
“someone” else to get things done, get busy, get involved. If you’re not able to do it alone, get
some friends or an adult to help you. If the park needs to be cleaned up, form a group and do it.
If a bunch of bullies are acting like jerks, report them. If you know of people in need, help them.
If you can stand up and take some action, others will follow. You can make a difference in the
world you live in, one action at a time. What a great way to really be someone.

Your Volunteer Service Project


Rather than wait for someone else, you are going to get active and do something for your
community yourself!

It’s time to plan your volunteer service project.

To be useful for you and your community, your volunteer service project should:
• serve the good of another individual, group, or organization
• be at least four hours in length
• be carefully planned and implemented
• match your goal or dream

To help you start thinking, here are some goals and matching volunteer service projects reported
by other students who’ve completed the Action Plan:

Sample Volunteer Project 1


Goal: To play the violin in the all-city orchestra.

Project: I contacted our local Head Start program director and asked if he had preschoolers
that would like to learn about the violin. He was enthusiastic about my offer and we set up a
time twice weekly for three weeks where I worked with a small group of students. I learned a
lot about how hard teaching is, but I also learned that I’m really good at it and enjoy it. When I
started my project I thought I wanted to be a concert violinist but now I’m pretty sure I want to
teach violin.

Sample Volunteer Project 2


Goal: To be a veterinarian and specialize in equestrian care.

Project: There is a program in my community for therapeutic riding. It takes kids with handicaps
of all kinds and teaches them to ride and care for horses. I volunteered every Saturday for a
month and worked with these incredible kids.

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 4 p. 23


Sample Volunteer Project 3
Goal: To work for NASA.

Project: I have always loved learning about outer space, rockets, and the solar system. Our city
recently built an amazing new planetarium. People come from all over the state to get a tour and
attend a show. I found two buddies to work with me and we became volunteer tour guides after
school and on weekends.

Sample Volunteer Project 4


Goal: To become an auto mechanic.

Project: So many people I know have problems with their cars and don’t know the first thing
about fixing them. I seem to have a knack for fixing minor things on cars and trucks. I contacted
a nonprofit organization that collects donated cars, fixes them up, and gives them to needy
people. I spent an entire day volunteering with real mechanics (who also volunteer their time).

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 4 p. 24


✎You’re ready to choose and plan your project.
1. First, look for a match between the volunteer activities you’d like to do and the needs of your
community.

Depending on where you live, you may be able to use Volunteer Match, a unique online tool that
lets you type in your zip code to find nearby volunteer opportunities. Go to
www.tigerwoodsfoundation.org

You may also want to interview one or two adults to get their opinions about what needs to
be done where you live. Ask how you can make a difference by volunteering in an area that
interests you.

You can use “Questions to Ask a Community Leader” on the next page to gather their ideas.
(Make a fresh copy of this sheet for each person you talk to.) The questions may be asked over
the phone or in person.

2. Once you’ve finished your research, list in your notebook the project ideas you’ve gathered.
Next to each possible project, write whatever you’ll need (permission from adults, materials, help
from other people, etc.) to carry it out successfully.

3. Think about each option you’ve listed and determine if it can be accomplished in the amount
of time you have available. Your volunteer service project should require at least four hours of
service. Remember, once you commit to volunteer, people will depend on you to follow through!

4. Decide on your project! Describe your project in one sentence in your notebook:

I am going to...
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 4 p. 25


✎Exercise your brain! Write what you think in your notebook.
1. What are the benefits of doing a volunteer service project?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

2. What are some of the things I might learn about myself?


________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 4 p. 26


QUESTIONS TO ASK A
COMMUNITY LEADER
Introduce yourself and explain that you are planning a four-hour volunteer service project.
Briefly describe the kind of volunteering you want to do. Ask if the person is willing to help you
choose a project by answering a few questions.

Name of the person you talked to: ___________________________________________________


Their job: _______________________________________________________________________

Questions to ask:

What are some things you think need to be done that fit my interests? _____________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Of the ideas you have named, is there one that you feel is most important? _________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Can you suggest someone for me to contact to find out more about this idea? _______________
________________________________________________________________________________

What is his or her name? ___________________________________________________________

How can I reach this person? _______________________________________________________

Other comments: ________________________________________________________________


________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

At the end of the conversation, be sure to thank the person for sharing time and ideas with you!

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 4 p. 27


PLANNING AND DOING THE
VOLUNTEER SERVICE PROJECT
Did You Help Someone Today?
Wherever you live, wherever you go, there are people who need your help. The elderly man or
lady who can’t rake the leaves or wash the car, that kid who just fell off his bike and looks hurt,
the mother who needs someone to watch her kids so she can run to the grocery store. Isn’t there
something you can do? Not for money, but just because you’re a good person with a big heart?
You can make an unforgettable difference in someone else’s life by giving just a little of your
time and energy. And the person you helped will never forget it.

It’s so easy to get lost in our own little worlds, worrying about our own problems. You can do
better than that. Take a minute to look around you and notice other people. You have the power
to reach out, to care. Use it to help others, and let others help you when you need it. That’s what
we’re here for.

✎To plan your project, answer the following questions in your notebook:
1. What will I be doing?
2. Who will benefit from the project?
3. How does the project connect to my dream?
4. Where will the project take place?
5. How will I travel to the project site?
6. When will the project be completed?
7. What do I need in order to do my project?

Go do it! Carry out your project.

✎What I learned from volunteering.


When your volunteer service project has been completed, answer the following questions in
your notebook:

1. What did I learn from my experience?


2. What were the highlights?
3. What were the lowlights?
4. Describe any surprises along the way.
5. Did the project change my opinions about serving others?
6. Has your volunteer experience inspired you to do other things? If so, what?

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 4 p. 28


5 UNIT 5
DISCOVERING WHO
I CAN BECOME
UNIT 5

My Goal: To set personal goals, identify things that may be


standing in my way, and develop a plan to reach my goals.

WHAT’S IN THE WAY?


Change a Bad Habit
Biting your nails, telling fibs, eating too much candy, using bad language. Some people might
consider these bad habits. Do you? Unless you’re ready and willing to change something about
yourself, there’s no chance it can happen. You are the only person who can decide to kick a
habit. Even Tiger, who occasionally develops bad golf habits that affect his game, can’t change
the habit until he decides it’s necessary, no matter what the “experts” tell him.

Change comes because you want it to. So if you’re ready to make a change, here’s a plan—create
new habits. Old habits don’t just disappear, they are just replaced by new habits. When you’re
about to do the same old thing, replace it with the new action. For example, when you’re about
to tell a lie, stop and count to 10, using the time to think of something else to say. Instead of
swearing, make up a new word to substitute for the word you’re trying to lose. When you feel
like biting your nails, pop a piece of gum in your mouth or shove your hands into your pockets
until the urge passes. Then commit yourself to repeating the new habit over and over again until
the old habit gradually fades away and becomes nonexistent. It’s hard work, but you can do it if
you really want to.

Tiger Says. . .
“I truly believe if you concentrate hard enough, good things happen.”

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 5 p. 29


✎Look back in your Self-Study notebook to the action plans you wrote in Unit 3. Do you feel
that you’re making progress toward your goals? Write an update in your notebook about how
you’re progressing (or not!).

Take Responsibility for Yourself


If you make a mess, clean it up. If you borrow something, return it. If you make a promise,
keep it. If you take action, finish it. If you hurt someone, apologize. The only person who can
take responsibility for your actions is you. No one else can make you be on time, turn in your
homework, be friendly, or play fair—it’s up to you, and you alone. Whenever you find yourself
about to make an excuse or blame someone else for a problem, ask yourself, “Did I really do the
right thing? Is there something I should be fixing?” If the answer is yes, step up and fix it. It takes
a big person to accept responsibility without being told what to do. You’re ready, and you can
do it.

Tiger Says. . .
“Golf is not everything. It never will be. The most important thing is furthering yourself,
making yourself a better person.”

Here are some examples of bad habits or behaviors that can get in the way of achieving goals,
along with good habits to replace them.

Bad Habit Good Habit


Forgetting my homework Putting it in the same place every day.
Can’t find anything — messy Find places for important things and always return
them to their places.
Gossiping Say only what you’d say to someone’s face
Putting things off — procrastinating Set a time to get things done and finish them before
starting anything else.

Changing behaviors takes a while, but it can be done! Take a look at your habits, good and bad.
Think about good habits that you want to replace the bad ones.

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 5 p. 30


My Good Habits
Habits can help you. If you always put your homework in the same place, it doesn’t get lost.
Maybe you brush your teeth every morning or always say good-bye to your little sister or keep
promises that you make.

✎Write three of your good habits in your notebook.


My Bad Habits
Biting your nails, telling fibs, eating too much candy, using bad language. Some people might
consider these bad habits. Do you?

✎Write three bad habits you’d like to change in your notebook.


Create New Habits
If you’re ready to make a change, here’s a plan—create new habits. When you’re about to do the
same old thing, replace it with the new action.

✎In your notebook, write some good habits you can practice in place of the bad habits you
listed. Use this sentence structure:

Instead of... I will...

✎Exercise your brain! Write what you think in your notebook.


1. Describe a behavior or habit that you have changed or attempted to change.
2. Changing behaviors can be difficult. What strategies have worked for you?

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 5 p. 31


IT’S ALL ABOUT CHOICES
Follow Your Passion, Not the Pack
Everyone is trying out for the school play—but you’d rather be in the band. Maybe all your
friends are playing soccer, but you want to play tennis. Should you follow the pack, or follow
your passion? It’s hard to break away from your friends, especially if “everyone” is doing
something together. But if you’re lucky enough to know what you like, don’t you owe it to
yourself to stick with it? Your friends’ interests don’t have to be the same as yours. Why spend
time on something that doesn’t interest you, when you can devote yourself to something you
really care about? When Tiger was a kid, no one else his age was golfing—but golf was his
passion, and he wasn’t afraid to stand apart from his friends to pursue it.

It takes a strong person to break away from the rest of the group, but you’ll be glad you did. You
can go to their soccer games, and they can watch you play tennis. What’s wrong with that?

Tiger Says. . .
“Golf is definitely cool now, but it wasn’t when I was a kid. But I kept doing it, because
I loved it. I played other sports, but I didn’t have the same passion.”

Your Time is Valuable—Protect It


How many times has this happened to you: you sit down to study, read a book or just watch TV,
and you get interrupted by someone or something that needs your attention right now! Your
best friend calls to chat, the kids down the street want you to come outside and play ball, your
little brother wants to tell you some jokes. Before you know it, the valuable time you set aside to
do something is gone.

What should you do? Well, how about putting yourself first once in a while? It’s okay to say no,
and it’s not that hard to do. Commit a specific amount of time to your own plans before you
start, and stick to your commitment. Then tell your friends you’ll be free in 20 minutes, or an
hour, or however much time you promised yourself. After all, if you don’t take yourself seriously,
who will?

✎You are on your way to the library to get a book for a paper you’re writing when you run into
a group of friends who invite you to join them at the mall. What can you do? Write about it.

✎You are about to start doing your homework when the phone rings and a friend says he
needs to talk. What can you do? Write about it.

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 5 p. 32


I’VE GOT THE TIME!
There’s after school, weekends, holidays, and vacation—plenty of time to get something done!
But you have to decide how to spend your time.

✎Actions I can take to work toward my goals in my free time


In your notebook, name three goals you’ve set for yourself. (these goals may or may not be the
goals you identified in Unit 3). Then list things you can do to achieve them, like this:

After school: (Example: On Tuesdays I can draw instead of watch TV.)


Weekends: (Example: On Sunday I can help my aunt cook dinner.)
Holidays: (Example: Next holiday I can bring home extra books from the library to read.)
Vacation: (Example: During summer vacation, I can babysit my niece two times a week.)

Who can help you accomplish these plans? Write their names.

✎Exercise your brain! Write what you think in your notebook.


What are some ways to stay focused on what you want to do with your time?

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 5 p. 33


WHAT’S IN MY FUTURE?

Interview Your Grandparents and Parents about Their History (It’s Your History, Too)
Long before you appeared on this planet, there were other kids just like you, having fun like
you, with troubles just like you. These kids had hopes and dreams and disappointments and
successes, and lots of important decisions to make, just like you. You even know some of
them—they’re your grandparents, parents, aunts and uncles, and the stories they can share
will blow you away. Maybe they fought in wars or came to this country with nothing in their
pockets. Maybe they had some of the same hopes and dreams you have and overcame amazing
obstacles. How did your grandparents meet? What was their school like? What did they do for
fun? What do they recall about being a kid? Ask them! Not only will you learn some incredible
things, but the person you’re interviewing will be truly grateful for your interest.
Try getting your conversation on videotape, or a tape recording, to create a wonderful,
permanent record of these special people. Your family history is such a big part of who you are—
get to know it.

Think of an adult in your life that you would like to know more about. Make a list of
questions to ask. Choose a time and place for a relaxed talk and ask the things you’re
wondering about.

Interview Other Adults to Explore Careers


After you’ve had a chance to practice interviewing an adult you feel close to, why not find
someone you don’t know who might have done or is currently doing work that interests you?

1. Write or call the person or have someone introduce you. Ask for an appointment to interview
the person about his or her work.

2. Use the questions from the Interview Form on the next page to guide your interview.

3. When you arrive to interview someone you haven’t met before, be sure to shake the person’s
hand and introduce yourself. Audio or video taping is an option if you have access to the
necessary equipment and the person agrees. Always ask permission before you take notes,
record, or videotape the session.

4. Interview as many people as you like. You may enjoy learning about several different jobs and
careers.

5. Remember to thank the person for his or her time at the end of the interview as well as to
send a note later. In your note, mention something specific that you remember the person
saying. It will show you were really listening!

6. When all your interviews are done, think about what you’ve learned. Did you discover any jobs
or careers that are new to you? Do you need more information about these jobs or careers?
Where can you get more information?

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 5 p. 34


INTERVIEW FORM
Date: ___________________________________________________________________________

1. What is your name? _____________________________________________________________


________________________________________________________________________________

2. What were your favorite subjects in school? ________________________________________


________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

3. Tell me about some jobs you have had: _____________________________________________


________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

4. Is there one job that stands out? Could you tell me why? ______________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 5 p. 35


5. What kind of education or training was required to do your work? ______________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

6. If you could do something over, what would it be and what would you do differently? _______
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

✎Exercise your brain! Write what you think in your notebook.


1. Are the jobs and careers you’re thinking of today going to be the same in 10, 15 or 20
years? Why or why not?
2. Is it important to decide about a career now? Explain.
3. Is it okay to want to be many different things in life? Explain.

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 5 p. 36


ONLINE INTEREST SURVEY
You’ll need a computer with Internet access to take a great online survey that will help you
explore your interests. Go to www.tigerwoodsfoundation.org.
When you’ve finished the 36 survey questions, you’ll receive a written response that will give you
insights into your personality and suggest careers that may be of interest to you.

✎After you complete the survey and receive your response, answer these questions in
your notebook:

1. Is what you read about yourself a surprise? Explain.

2. As a result of the survey, what jobs or careers are you interested in learning more about?

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 5 p. 37


TAKING ACTION—
LOOKING AT CAREERS
What do you want to do after high school?

Accountant Architect
Artist Carpenter
Chef Video Game Designer
Doctor Engineer
Hotel/Restaurant Manager Lawyer
Musician Nurse
Pilot Police Officer
Scientist Social Worker
Sports Agent Teacher
Veterinarian Writer

Lots of information about careers is available at www.tigerwoodsfoundation.org. This Internet


resource is interactive and fun to explore.

You can also spend some time investigating the Career Exploration resources listed on the
next page.

Try to find at least three jobs or careers that interest you.

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 5 p. 38


CAREER EXPLORATION WEBSITES
http://www.kids.gov/k_careers.htm Find out about hundreds of careers from the Federal Information Center in
Pueblo, Colorado.

http://www.bls.gov/k12/html/edu_over.htm The U.S. Department of Labor’s Bureau of Labor Statistics. This


site tells you about jobs for kids who like certain things like Music/Arts, Science, P.E./Outdoors, Social Studies,
Reading and Math.

http://www.girlpower.gov/girlarea/sciencetech/jobs/index.htm This site is for girls who are interested in


science and technology careers.

http://science.education.nih.gov/LifeWorks.nsf/feature/index.htm The National Institute of Health career


information site. It features interviews with health and medical professionals.

http://www.surfnetkids.com/career.htm This Web site by Barbara J. Feldman helps kids find their passion. She
began her interest in computers when she was twelve years old. Now she helps kids find their interests.

http://www.ipl.org/div/kidspace The Internet Public Library is an online library sponsored by the University of
Michigan. Kidspace has lots of fun activities and information on all sorts of topics.

www.jobshadow.org Information about job shadowing and Groundhog Job Shadow Day.

http://www.jobprofiles.org Learn what it’s like to do lots of different jobs, including what’s fun and what’s
challenging about each one.

http://www.ajb.org America’s Job Bank gives detailed information for those ready to join the working world.

http://www.acinet.org America’s Career Infonet has information on the fastest-growing job areas and job videos.

http://online.onetcenter.org The Occupational Information Network (O*NET) and O*NET OnLine, developed for
the U.S. Department of Labor by the National O*NET Consortium.

http://www.bbbsa.org Big Brothers/Big Sisters Web site.

http://www.uhs.berkeley.edu/Students/CareerLibrary/links/occup.cfm University of California Berkeley site for


career exploration.

http://www.nbpjobs.org National Business Partnerships.

http://www.usajobs.opm.gov Official site of the U.S. federal government from the Office of Personnel
Management.

http://www.asvabprogram.com The ASVAB Career Exploration Program provides tools developed by the
Department of Defense to help high school and post-secondary students.

www.ja.org The Junior Achievement Web site.

✎Exercise your brain! Write what you think in your notebook.


1. In 10 or 15 years, what are some things that you think will change? In your notebook,
write what you believe will be different about you, your family, and your neighborhood.
2. What will stay the same about you, your family, and your neighborhood?

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 5 p. 39


6 UNIT 6
TAKING A LOOK BACK
AND A LOOK AHEAD
UNIT 6

My Goal: To examine what I’ve learned about myself in the Action


Plan and how this will affect my future decisions.

ABOUT ME NOW
Complete the questionnaire “About Me After Completing the Action Plan” on the next page.

Compare your answers with those you gave when you completed “About Me at the Beginning of
the Action Plan” in Unit 1.

✎Did any of your answers change? If so, explain why you think that happened in your
notebook.

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 6 p. 40


ABOUT ME AFTER COMPLETING
THE ACTION PLAN
Name: ______________________________________ Date:___________________________

Read each sentence and then make a mark in the box on the same line that shows how much you
agree or disagree with that sentence.

Sentences: Agree Agree I’m in the Disagree Disagree


a lot a little middle a little a lot

1. I think school is important for my future.


2. I’m good at most things.
3. I need other people to get me going.
4. I am a good person.
5. I like the way I spend my free time.
6. I like to help other people.
7. I want to be a better person.
8. I know myself.
9. There are people that count on me.
10. I have clear goals in my life.
11. I like the fact that people are not all alike.
12. I show respect for others.
13. I am a leader.
14. I am a responsible student.
15. I want to make the world a better place.
16. I do what my friends are doing even when I know it’s wrong.
17. I am a self-starter.
18. I’m excited about my future.
19. I have a plan to reach my goals.
20. I have someone I look up to.
21. I have good work habits.
22. I participate in extracurricular activities.
23. I think it is important to do things for my community.

24. I know where I’m headed after high school.

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 6 p. 41


Answer the following questions about the Action Plan.

1. Would you tell a friend that the Action Plan is a good thing to do? Yes No

2. What did you like most about the Action Plan?___________________________________________


____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

3. What did you NOT like about the Action Plan? ___________________________________________
____________________________________________________________________________________
___________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

4. Based on what you did in the Action Plan, what is the dream you have for yourself? ____________
___________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 6 p. 42


WHAT I LEARNED
✎Based on what you did in the Action Plan, what is the dream you have now for yourself?
Write your dream in your notebook.

Congratulate yourself! You have worked hard and have done some amazing thinking, writing,
and exploring during this program. You’ve come a long way!

Everything you’ve written and saved in your Self-Study notebook can help you remember
how much you’ve accomplished and learned in the Action Plan. Look through your notebook
whenever you need to remind yourself how capable you are of reaching for your dreams and
making a difference in the world.

Celebrate Yourself
You have powers that you haven’t even discovered yet, deep inside you, waiting for you to
release them. Let them out. Use them to make a difference in your life and in the lives of others.
You have the power to care about others, to make solid, responsible choices, to stand up for
what you believe. You have the power to dream amazing dreams, and turn them into reality.
You have the power to set goals that only you can achieve. You are a miracle, and you can make
miracles happen. Celebrate yourself, love yourself, for all the things that make you special and
unique. Remember: You are the greatest, and there’s only one of you. Become a role model. Take
Action!

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 6 p. 43


WHAT I LEARNED
Looking back, these are some of the most important things I remember about:

How others see me:


________________________________________________________________________________

Heroes, mentors and role models:


________________________________________________________________________________

Leaders:
________________________________________________________________________________

Me as a leader:
________________________________________________________________________________

How I am unique:
________________________________________________________________________________

Ways to volunteer:
________________________________________________________________________________

A goal I can work on:


________________________________________________________________________________

Something I can do to reach my goal:


________________________________________________________________________________

A behavior or habit I can change:


________________________________________________________________________________

A job I might want to do:


________________________________________________________________________________

Careers I want to explore:


________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

________________________________________________________________________________

TIGER’S ACTION PLAN SELF-STUDY GUIDE UNIT 6 p. 44


FREQUENTLY ASKED
QUESTIONS
About the Action Plan

What is the Action Plan?


How much does it cost?
What are the program’s objectives for students?
What is the curriculum structure and time commitment?
What are the materials?
How do the three levels differ?
What is the High School Self-Study Guide?
Why implement the program?
Who participates in the program?
Can organizations other than schools use the Action Plan?
Who wrote the curriculum?
What are teachers saying about the program?
What are students saying about the program?
Do I have to be a teacher to use the program?
Can parents use the program with their children?
Can the program be completed online?
Can a student complete the program more than once?
Is there evidence that the program is effective?
Is the Action Plan available in Spanish?
Can teachers continue to provide feedback on the program?
How can teachers and youth group leaders order the materials?
How can high school students obtain the Self-Study Guide?

TIGER’S ACTION PLAN FREQUENTLY ASKED QUESTIONS p. 1


What is the Action Plan?
Developed by Target and the Tiger Woods Foundation, the Action Plan is a FREE program for
youth ages eight to 18 that addresses three national priorities:
• Character development
• Volunteer service
• Career exploration

How much does it cost?


The Action Plan is free.

What are the program’s objectives for students?


• Identifying goals and dreams. Through their participation in the Action Plan, students will be
encouraged to define their goals and dreams and then construct a plan to reach them.
• Developing leadership ability. Students will learn to appreciate effective leadership while
practicing and strengthening their own skills as leaders.
• Performing volunteer service. By selecting, planning, and carrying out a volunteer project,
students will realize that service to others can benefit the volunteer as well as the larger
community.
• Exploring careers. Students will consider how to achieve their goals and dreams as they plan
for the future.

What is the curriculum structure and time commitment?


The program at each level is organized into six flexible units. The total minimum time needed
to complete these units is 15 to 20 hours; additional time will be necessary if the group carries
out the optional extension activities. The time required for each lesson in a unit can vary from
15 to 60 minutes, so you can choose how much you want to do at any given session. Depending
on how often your group meets, the size of your group, the number of extension activities you
utilize, and the amount of time spent on discussion, you could finish the entire program in a
couple of weeks or spread it out over an entire year. Additional activities that supplement the
Teacher’s Guides are available online at www.tigerwoodsfoundation.org.

The Action Plan is based on the book Start Something by Earl Woods. Many passages from the
book have been incorporated directly into curriculum activities. Additional passages (listed in
each Teacher’s Guide under the heading “Tiger Time”) are suggested as supplemental readings
to support each unit.

TIGER’S ACTION PLAN FREQUENTLY ASKED QUESTIONS p. 2


What are the materials?
All materials are free and include:
• Three Teacher’s Guides: Upper Elementary, Middle School and High School
• Age-appropriate student activities included in each Teacher’s Guide
• A High School Self-Study Guide for highly motivated 9th through 12th grade students to
complete independently or with a mentor is available online to download and print at www.
tigerwoodsfoundation.org
• A copy of Start Something by Earl Woods
• Additional activities that supplement the Teacher’s Guides are available online at
www.tigerwoodsfoundation.org.

How do the three levels differ?


While the goals and objectives remain the same, there are age-appropriate differences in the use
of language and the degree to which career exploration is emphasized. A teacher working with a
mixed age group might find that the Middle School materials work well with ages eight to 18.

What is the High School Self-Study Guide?


The High School Self-Study Guide is a program designed for highly motivated students who
don’t have access to a group or who are working with a mentor. The content is similar to the
teacher-directed curriculum but is written in the format of a self-study workbook for use by an
individual. Students can download and print the Guide at www.tigerwoodsfoundation.org.

Why implement the program?


Since 2000, the Action Plan has been shown to generate measurable improvement in students’
self-esteem, goal-setting abilities, and attitudes toward learning. The program inspires youth to
believe in themselves and teaches them through experience that they can act on their dreams,
make a difference in their community, and realize their potential one step at a time.

Who participates in the program?


To date, over five million students and over 100,000 teachers throughout the country have used
the program in groups, individually, and in student-mentor pairs. This free program is designed
for groups of youth ages eight to 18. In addition, high school students may go through the
program independently.

Can organizations other than schools use the Action Plan?


Organizations such as Girl Scouts, the YMCA, Boys and Girls Clubs of America, California School
Age Consortium (CalSAC), 4-H, the YWCA, Communities in Schools, and the Family, Career, and
Community Leaders of America (FCCLA) have used the program. Group settings where the
program has been used successfully include career centers, classrooms, high school advisories,
leadership clubs and organizations, home schools, mentoring partnerships, and faith-based
organizations.

TIGER’S ACTION PLAN FREQUENTLY ASKED QUESTIONS p. 3


Who wrote the curriculum?
Since the inception of the program in 2000, a number of writers have contributed to the four
editions of the curriculum. Deb Skinner, classroom teacher, and her team at the University of
Minnesota developed the first versions. Kay Englund and her team from the Minneapolis Public
Schools wrote the fourth version which launched in February 2006. The Englund Consulting
team consisted of teachers, curriculum writers, and a principal—all of whom brought decades of
experience working with K–12 students to the project. Englund Consulting has been presenting
the program to educators since April 2002. During that time, the team requested comments
about the program from hundreds of educators, youth workers, and students who were using it.

What are teachers saying about the program?


To read testimonials from teachers that have used the program, visit
www.tigerwoodsfoundation.org.

What are students saying about the program?


To read testimonials from students that have used the program, visit
www.tigerwoodsfoundation.org.

Do I have to be a teacher to use the program?


No. Parents, youth leaders, and mentors of varying backgrounds are using the program
successfully. The curriculum is scripted and easy to use for anyone interested in working with
young people.

Can parents use the program with their children?


Yes. Parents can order and use the program with youth ages eight to 18. Many of the activities
and lessons are based on discussions between participants. If possible, use the program with a
small group, because students will benefit from interaction with others.

Can the program be completed online?


No. The program is not designed to be completed online. However, all curriculum materials (with
the exception of the book Start Something by Earl Woods) may be downloaded. Resources for
both teachers and students are available at www.tigerwoodsfoundation.org.

Can a student complete the program more than once?


Yes. The program develops life skills that can be reinforced at all ages. At age nine or 10, the
process of setting goals, identifying role models, recognizing barriers to success, volunteering,
and thinking about jobs and careers will be different from the experience of a 14- or 17-year-old.
The program has been designed to offer a choice of developmentally appropriate activities for
students at each of three levels: Upper Elementary, Middle School and High School.

TIGER’S ACTION PLAN FREQUENTLY ASKED QUESTIONS p. 4


Is there evidence that the program is effective?
Yes. The Quality Education Data (QED) Survey was commissioned in 2003 and is available at
www.tigerwoodsfoundation.org. In addition, teacher and student testimonials that speak to the
effectiveness of the program may be found at www.tigerwoodsfoundation.org.

Is the Action Plan available in Spanish?


Yes. All curriculum materials are available in Spanish and may be downloaded at
www.tigerwoodsfoundation.org.

Can teachers provide feedback on the program?


Your ongoing comments are welcome at actionplan@tigerwoodsfoundation.org.

How can teachers and youth group leaders order the materials?
Teachers and youth group leaders may order program materials at no charge through
www.tigerwoodsfoundation.org or by calling (toll-free) 1-866-916-GOAL.

How can high school students obtain the Self-Study Guide?


High school students can download and print the High School Self-Study Guide at
www.tigerwoodsfoundation.org.

TIGER’S ACTION PLAN FREQUENTLY ASKED QUESTIONS p. 5


The Action Plan Supports
Search Institute’s Developmental Assets
After research to discover strength-based elements necessary for healthy development in youth,
Search InstituteSM created a framework of 40 Developmental Assets™ found to be critical to
young people’s positive growth. These assets highlight the important roles that families, schools,
congregations, neighborhoods, youth organizations, and others in communities play in shaping
young people’s lives.

The Action Plan is designed to reinforce behaviors and character traits in youth that lead to
healthy development. Of the 40 Developmental Assets that Search Institute has identified, the
Action Plan addresses 34.

Search Institute Action Plan

Category Developmental Asset How Program Addresses Developmental Asset

Support 1. Family Support Families are invited to the celebration at the


conclusion of the program

2. Positive Family Good family communication is modeled in


Communication readings from the book Start Something
by Earl Woods

3. Other Adult Students interview community leaders as well


Relationships as people in their lives who have served
as leaders and mentors

4. Caring Neighborhood Volunteer project allows youth to work with


adult community members in response to local
needs

5. Caring School Climate Reinforced when the program is taught during


the school day

6. Parental Involvement Reinforced when the program is taught during


in School the school day

7. Community Values Reinforced through the establishment of


Youth mentor/mentee relationships and also during
volunteer project

TIGER’S ACTION PLAN SEARCH INSTITUTE’S DEVELOPMENTAL ASSETS p. 1


Search Institute Action Plan

Category Developmental Asset How Program Addresses Developmental Asset

Empowerment 8. Youth as Resources Stressed throughout the program as students


discuss the value of volunteering and perform
volunteer service

9. Service to Others Stressed throughout the program as students


discuss the value of volunteering and perform
volunteer service

14. Adult Role Models The significance of role models is discussed


throughout the program; adults important to
youth are recognized

Boundaries and 15. Positive Peer Influence The effects and characteristics of positive
Expectations behaviors are discussed and reinforced
throughout the program

16. High Expectations Students are encouraged to dream big dreams


and strive to reach challenging goals
throughout the program

17. Creative Activities Many program activities as well as project


presentations at the end of the program
promote creativity

18. Youth Programs The Action Plan is a youth program

19. Religious Community Reflected when taught in a faith-based setting

20. Time at Home Students engage in activities that help them


utilize their time at home to achieve their goals

Commitment 21. Achievement The program helps students see the relationship
Motivation between working toward goals and the rewards
of achievement

22. School Reinforced when the program is taught during


the school day

23. Homework Turning homework in on time is discussed as an


example of a good behavior

25. Reading for Pleasure Readings from Start Something are used in the
program; one passage emphasizes the value of
reading everyday

TIGER’S ACTION PLAN SEARCH INSTITUTE’S DEVELOPMENTAL ASSETS p. 2


Search Institute Action Plan

Category Developmental Asset How Program Addresses Developmental Asset

Positive Values 26. Caring These values are stressed throughout the
program: volunteering, leadership, and
responsibility to others

27. Equity and Addressed during discussions of negative


Social Justice versus positive leadership, during role playing
activities, and in multiple passages from
Start Something

28. Integrity Discussed as a necessary component of


positive leadership

29. Honesty Discussed as a necessary component of


positive leadership

30. Responsibility Discussed as a necessary component of


positive leadership

Social 32. Planning and Decision The essence of the program is to help youth
Competencie Making plan and make decisions for their future

33. Interpersonal Relating to others is central to the curriculum


Competence

34. Cultural Competence Culture and race are discussed during activities
that explore similarities and differences
in people

35. Resistance Skills Addressed during discussions of negative and


positive leadership and during role playing
activities

36. Peaceful Conflict Practiced during team building and role playing
Resolution activities

Positive Identity 37. Personal Power This is an integral part of the program as
individual skills, talents, and volunteer service
are emphasized

38. Self Esteem Accepting oneself and planning for growth


contribute to self esteem

39. Sense of Purpose Once youth identify goals, they map out a
course to reach their dreams

40. Positive View Taking actions that lead to accomplishing goals


of Personal Future and dreams is empowering

TIGER’S ACTION PLAN SEARCH INSTITUTE’S DEVELOPMENTAL ASSETS p. 3


ADDITIONAL ACTIVITIES
…to make the Action Plan even more exciting for the kids you work with!

These activities are grouped by unit and designed to reinforce the goals and objectives stated in
the Teacher’s Guide. You are free to choose the ideas that feel right for you and your students.

Jump Right In!


• Have fun with this program. Take risks and try new ideas. You can’t go wrong!
• Maintain a “safe space” where students are respectful of each other and can express ideas
freely without fear of being judged.
• Let their gathering place inspire your group! Rearrange the furniture. Take everyone outside.
Sit in a circle or on the floor. Change can enhance a student’s interest in any subject.
• Create a setting that is relaxing and playful. Try surrounding your students with music when
they enter the room or while they journal and work on art projects.
• Let the kids do what you do. Invite individuals to write on the chalk/white board, set up the
room, lead a discussion, read aloud, or call on other students.
• Activities that get kids up and moving are always motivating!
• Art and other creative projects stimulate ideas and are fun to do! Remember, this is not school
as usual—keep it special!
• Be willing to share who you are. Modeling openness will help the students open up to you and
to each other.

TIGER’S ACTION PLAN ADDITIONAL ACTIVITIES p. 1


ADDITIONAL ACTIVITIES FOR UNIT 1
Bingo Buddies
Give each student a sheet of paper divided into a grid. The number of spaces on the grid should
not be more than the number of students in the group. In each space, write a statement such as:
“I have a dog,” “I know how to swim,” “I speak Spanish,” etc. Use the same questions on every
grid. Students can determine these questions as a group or the teacher can prepare the grids
in advance. The students then ask each other to sign their grids in a square that describes them
(each kid signs each paper once only) until all the grids are full of signatures.

Who’s Tiger Woods?


Students survey three to ten people outside the group with the following question: What do you
know about Tiger Woods? Back in the group, they share and discuss what they’ve learned about
Tiger.

R-E-S-P-E-C-T
Create a “RESPECTFUL” paper chain that will lengthen throughout the program. Whenever
a student does or observes a respectful act, record it on paper and add it to the chain.
Alternatively, record acts of LEADERSHIP or RESPONSIBILITY. How long can your chain grow?

Strike a Pose
Two students go to the center of the room. After one is blindfolded, the other strikes a pose and
holds it. A timer is set. The rest of the group then works as a team to describe the pose to the
blindfolded person so that he or she can take the same position. No touching is allowed. When
time is up, discuss the experience. Did the group succeed?

Animal Antics
Draw or find pictures of four different animals (e.g. lion, dog, bear, snake). Put one picture in
each corner of the room. Help the group list characteristics of each animal (writing them on the
board if you wish). Have students move to the corner with the animal they feel is most like them.
Students in each animal group discuss why they picked that animal.

TIGER’S ACTION PLAN ADDITIONAL ACTIVITIES p. 2


ADDITIONAL ACTIVITIES FOR UNIT 2
Tangled Web
Students stand in a circle with their arms crossed. Each takes the hands (keeping their arms
crossed) of someone on the opposite side of the circle. They then cooperate in untangling their
arms without letting go of the others’ hands. Discuss what and who helped to accomplish this
task.

Guess Your Leader


Write the names of well-known leaders on a set of cards, a different name on each card. When
students arrive for the day, pin a card on each of their backs. Set a timer for 15-20 minutes while
the students ask each other yes/no questions until they guess the name on their card.

True or False
Each student prepares four statements about himself or herself, three true and one false.
The statements can include general information or describe times the individual has shown
leadership. Kids take turns reading their statements, and then the others guess which are true
and which one is false.

Who’s Your Hero?


Students survey other students and/or adults outside the group by asking them to name their
hero. Bring everyone’s survey information back to the group and graph the results.

Role Playing
Students create role plays from the following passages in the Start Something book:
• p. 40 Compliment Someone
• p. 52 Notice the Kid Everyone Ignores
• p. 60 Get Along with a Tough Teacher
• p. 83 Lose Like a Winner
Allow students to trade roles and to discuss how they felt in each role.

TIGER’S ACTION PLAN ADDITIONAL ACTIVITIES p. 3


ADDITIONAL ACTIVITIES FOR UNIT 3
So Little Time
Give everyone a paper plate and markers. Individuals divide their plates into pie charts to show
how much time they spend on different activities in a typical week. They then talk about their
“time pie slices” with a buddy or the whole group. Later, during discussions about goals and how
to achieve them, the teacher can refer to the plates and how amounts of time might change in
order to make room for new goals and activities.

All About Me
Give everyone a paper plate and markers. Students divide their plates into eight sections, writing
a different thing about themselves in each. They then take turns sharing their information with
the group.

I’m Unique.
How About You? Students think about what makes them unique and write a poem, rap, cheer, or
song that celebrates who they are.

Goals and More Goals


Create a bulletin board listing all the goals identified by the students. Keep track of each
individual’s progress toward the goals.

Role Playing
Students create role plays from the following passages in the Start Something book:
• p. 26 Follow Your Passion, Not the Pack
• p. 99 Ask Other People about Themselves. Allow students to trade roles and to discuss how
they felt in each role.

Can You Remember?


Students sit or stand in a circle. One person says his or her name and a food that starts with the
same letter as the name. The next person repeats what the person before them said and then
adds his or her name and food. The last person must repeat all the names and foods.

TIGER’S ACTION PLAN ADDITIONAL ACTIVITIES p. 4


ADDITIONAL ACTIVITIES FOR UNIT 4
Guess My Good Deed
Each person writes one personal volunteer experience on a piece of paper. The papers are
folded and collected. As the papers are opened and read aloud, the group guesses who did each
volunteer activity.

Show and Tell


Design a bulletin board or decorate doors to show what students did for their volunteer projects.

Get Active
Organize a “walk-a-thon,” “dance-a-thon,” or other “activity-a-thon” to raise awareness
for a cause
.
Debate It!
Once the group has generated ideas for a group volunteer project, identify the two best
options. Divide the students (or let them divide themselves) into two debate teams. Each team
will champion one of these two ideas. Give each team time to prepare their most convincing
arguments, and then present them to the whole group. Each presentation can and should
address how much time the project will require, its location, materials needed, transportation for
volunteers, additional expenses, and how the project will benefit others.

Volunteer Train
Line up two rows of chairs facing each other with enough chairs for all but one player. Select one
kid to be the “conductor.” Everyone else takes a seat. The conductor calls out a way to volunteer,
for example, “I clear the table after dinner.” Every player who has done that activity must get
up and move to a different chair. During the scramble, the conductor tries to get a seat. If the
conductor succeeds, the one left standing becomes the new conductor. When the conductor or
teacher calls “TRAIN WRECK,” all players change seats at once.

TIGER’S ACTION PLAN ADDITIONAL ACTIVITIES p. 5


ADDITIONAL ACTIVITIES FOR UNIT 5
Career Guess
Prepare a set of cards by writing on each the name of a job or career such as artist, plumber,
doctor, police officer, photographer, teacher, architect, etc. When students arrive for the day, pin
one on each of their backs. Set a timer for 15-20 minutes while the students ask each other yes/
no questions until they guess what job or career is written on their card.

Pass the TP, Please!


Students sit or stand in a circle and pass around a roll of toilet paper. Tell them to “take as much
as you need to do the job,” but don’t tell them what the job is until all are holding some of the
paper. Now explain that for every square of tissue they took, they must tell the group something
about their future plans.

Role Playing
Students create role plays from the following passages in the Start Something book:
• p. 91 Should You Cover Up for a Friend Who Breaks the Rules?
• p. 96 Say You’re Sorry
• p. 114 Support Your Teammates
Allow students to trade roles and to discuss how they felt in each role.

Goal Contracts
Students divide up into pairs. Each student signs a contract promising to check in with his or her
partner once a week while working on a goal. Create an official contract form. For example:

I, (name) ______________, promise to do my best to complete my goal of


(state goal) _________________________. I will check in with my partner
(partner’s name) ________________ once a week and ask for help if I need it.
_______________________
Signature and date

Problem in a Hat
Each student writes down one thing that gets in the way when he or she tries to accomplish a
goal. All the “problems” are folded and put in a hat. The group divides into pairs or small groups.
Each small group draws a problem from the hat and, without knowing who wrote the problem,
works to come up with strategies to address the problem. The problems and potential solutions
are then shared with the large group. One way to share is for the kids to act out a problem and
its potential solution. Pass the hat until all the problems have been addressed.

TIGER’S ACTION PLAN ADDITIONAL ACTIVITIES p. 6


ADDITIONAL ACTIVITIES FOR UNIT 6
Time to Reflect
As students gather, ask them to complete this sentence:
When I began the Action Plan, I ____________ , and now that I’m almost
finished with the program, I ________________________.

Present it in a Scrapbook
Rather than presenting their individual projects on separate story boards, students might add
a page to a group scrapbook that captures the lessons everyone has learned throughout the
program.

The Action Plan Sales Team


Create an advertisement for the Action Plan and present it to a group of students or teachers
who have not been through the program. Kids can produce a video or cable TV program, make
a PowerPoint presentation, put on a play or skit, prepare a bulletin board, design an ad for the
school paper, build a Web page, etc.

To Me from Me
Students write themselves letters describing their goals, the progress they’ve made so far, and
what they hope to accomplish in the future. They prepare self-addressed envelopes so the
teacher can mail their letters to them within a month after the program ends.

Interview Me
In the large group, help students identify things that are unknown about the future, such as
their jobs, family, lifestyle, place of residence, etc. Then divide them into pairs to take turns
interviewing each other. Tell them to pretend it is 20 years in the future and they are being
interviewed for a magazine article about who they are and what they have accomplished.

TIGER’S ACTION PLAN ADDITIONAL ACTIVITIES p. 7

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