1. Making Responsible Decisions Pg. 36-41 (Blue Book)

2. Building Vocabulary
Decision Making- the process of making a choice or solving a problem.
Values- the beliefs that guide the way a person lives.
Ethical- choosing to take the right action.
Criteria- standards on which to base decisions

3. Using The H.E.L.P. Criteria To Decide What To Do
H (Healthful)
Ex. What are the risks of cheating?
E (Ethical)
Ex. Is cheating right?
L (Legal)
Ex. Are there school rules against cheating?
P (Parental Approval)
Ex. Would my parents approve of cheating?

4. The 6 Steps Of Decision Making
Fact: When you apply the decision-making steps, you can make responsible decisions!
Step 1 (State The Situation)
What decision do I have to make?
Step 2 (List The Options)
What are my choices?

5. The 6 Steps Of Decision Making Cont’d
Step 3 (Weigh The Outcomes)
What are the consequences of each option?
Step 4 (Consider Values)
How does each of the options fit in with my values?

6. The 6 Steps Of Decision Making Cont’d
Step 5 (Make A Decision & Act)
What choice will I make? Once I make my choice, what do I need to do to follow through on my decision?
Step 6 (Evaluate The Decision)
What were the actual consequences of my decision? What did I learn?

7. Thinking Critically: Tyler’s Decision
Tyler has studied hard for his math test. One day his classmate Chris told Tyler that he had a copy of the answers to the test. Tyler knew that he could easily get an A if he used the answers. However, he also knew that doing this would be dishonest. Tyler believed in honesty. He wasn’t sure what to do.
Question: In the space provided write a short paragraph explaining how Tyler could have applied the 6 steps of the decision-making process to help him make his choice.

8. Review Questions 1. What do the letters H.E.L.P. stand for?
2. Name 3 possible influences on decisions.
3. What are the 6 steps of decision making?
4. Think back to a decision you made recently. What values influenced that decision?
#4… Have the student turn to a parnter, share with that partner, then we go around the room and you explain your partner’s Situation and how they used the HELP model.
Each partner turns in their written-up sheet about their partner (interview) with their name, and their partner’s name on their sheet. The students will be given 10 points for this in-class activity.