Beruflich Dokumente
Kultur Dokumente
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.
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.
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
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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.
In the Action Plan, you’ll investigate different careers that may interest you. Adults can help you
find additional resources and information.
• 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.
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.
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
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
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
I will determine whether my attitudes about myself have changed • evaluate what I’ve learned in
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.
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
Now read the following selections from the Start Something book by Earl Woods:
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.”
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 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?
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!
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.
✎Take notes on what each person says. Do any of their answers surprise you?
MODELS —
LOOK AROUND
My Goal: To identify and study people who are reaching their
goals and making a difference.
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.
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.
2. Is this leader a hero, mentor, or role model (or maybe more than one)? Explain.
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...
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.”
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.
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.”
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.”
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 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
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.”
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:
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.
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.
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.
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).
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...
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Questions to ask:
What are some things you think need to be done that fit my interests? _____________________
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Of the ideas you have named, is there one that you feel is most important? _________________
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Can you suggest someone for me to contact to find out more about this idea? _______________
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At the end of the conversation, be sure to thank the person for sharing time and ideas with you!
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?
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 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.
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.
✎In your notebook, write some good habits you can practice in place of the bad habits you
listed. Use this sentence structure:
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.”
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.
Who can help you accomplish these plans? Write their names.
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.
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?
4. Is there one job that stands out? Could you tell me why? ______________________________
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6. If you could do something over, what would it be and what would you do differently? _______
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✎After you complete the survey and receive your response, answer these questions in
your notebook:
2. As a result of the survey, what jobs or careers are you interested in learning more about?
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
You can also spend some time investigating the Career Exploration resources listed on the
next page.
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.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.
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.
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.
1. Would you tell a friend that the Action Plan is a good thing to do? Yes No
3. What did you NOT like about the Action Plan? ___________________________________________
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4. Based on what you did in the Action Plan, what is the dream you have for yourself? ____________
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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!
Leaders:
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Me as a leader:
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How I am unique:
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Ways to volunteer:
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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.
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.
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.
Boundaries and 15. Positive Peer Influence The effects and characteristics of positive
Expectations behaviors are discussed and reinforced
throughout the program
Commitment 21. Achievement The program helps students see the relationship
Motivation between working toward goals and the rewards
of achievement
25. Reading for Pleasure Readings from Start Something are used in the
program; one passage emphasizes the value of
reading everyday
Positive Values 26. Caring These values are stressed throughout the
program: volunteering, leadership, and
responsibility to others
Social 32. Planning and Decision The essence of the program is to help youth
Competencie Making plan and make decisions for their future
34. Cultural Competence Culture and race are discussed during activities
that explore similarities and differences
in people
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
39. Sense of Purpose Once youth identify goals, they map out a
course to reach their dreams
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.
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.
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.
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.
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.
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.
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.
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:
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.
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.
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.