document resume ed 401 176 so 026 397 author …document resume. so 026 397. schwich, andy; otto,...

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DOCUMENT RESUME

SO 026 397

Schwich, Andy; Otto, NonieThe GOALS Program. Gaining Opportunities to AchieveLifetime Success.Constitutional Rights Foundation, Los Angeles,Calif.; World Cup USA 1994, Inc., Los Angeles, CA.Feb 94118p.

Constitutional Rights Foundation, 601 South KingsleyDr., Los Angeles, CA 90005.Guides Non-Classroom Use (055)

MF01/PC05 Plus Postage.*Citizen Participation; *Citizenship Education;Global Education; Instructional Materials;Intermediate Grades; Junior High Schools; LanguageSkills; Law Related Education; *Lifelong Learning;Mathematical Enrichment; Middle Schools; ScienceEducation; *Soccer; *Social Studies; *SocialValues

Designed to support the development of well-roundedindividuals, this resource guide integrates the World Cup and soccerinto social studies, language arts, mathematics, science, andphysical education. The objectives of the GOALS program are forstudents to: (1) recognize the importance of the World Cup and soccerthroughout the world; (2) develop individual skills and team conceptsessential for success on and off the field; (3) gain an understandingof the basic need for rules in sports that can help to promoteunderstanding of law-related concepts; (4) develop an appreciationfor participation in sports that can provide them with an opportunityto improve their self-concept, self-discipline, competitiveinstincts, sense of fairness, and a commitment to teamwork; and (5)engage in activities designed to foster positive attitudes towardresponsible citizenship and to develop strategies for communityservice in their schools and neighborhoods. The lifetime skills thatare featured in the lesson plans include the communication skills ofreading, writing, speaking, and listening, in addition to civicparticipation skills. There are five lesson plans for each subject.Each lesson plan contains objectives, materials needed, teacher'sinstructions, and supplemental activities. Directed discussion,cooperative and small group learning, simulations, and role-playingstrategies as well as materials such as charts and maps are included.The appendix includes information about the rules of soccer and theplaying field, the World Cup, the International and U.S. SoccerFederations, and contains 29 references. (LH)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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Gaining Opportunities to Achieve Lifetime Success

CRF

Constitutional RightsFoundation

VMv

r)eO

O

BEST COPY AVAILABLESl

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)7 This document has been reproduced as

received from the person or organization

originating it.

Minor changes have been made to

improve reproduction quality.

Points of view or opinionsstated in thisdocument do not necessarily represent

official OERI position or policy.

*Alb sommotalam%4' val.

Acknowledgements

World Cup USA 1994

Alan I. RothenbergChairman and Chief Executive Officer

Scott Parks LeTellierManaging Director, Chief Operating Officer

Elizabeth Primrose-SmithManaging Director; Chief Administrative Officer

Constitutional Rights Foundation

Todd ClarkExecutive Director

Kathleen KirbyEducation Director

Marshall CroddyPublications and Program Development

Contributing Writers

Sally May

Nonie Otto

Andy Schwich

Julianna Kemp

Karen Moore

Roy Maclean

Carol Paul

Developed by

Andy SchwichDirector, Sports and the Law, CRF

Nonie OttoAsst. Vice President

Education Outreach, World Cup USA 1994

Graphic Design

Linda Spencer

Deborah Lynne

Bobbi Jankovich

Roy Guzman

Editorial Review

Marshall Croddy

Elizabeth Primrose-Smith

Steve Rutledge

Maria Simpson, Ph.D.

Susan Troy, Esq.

We would like to thank all the educators-superintendents, school board members, principals, department chairsand teachers-who have been instrumental in the development of this book. Their comments have improved

the overall quality of the lessons and are greatly appreciated.

This book is dedicated to students throughout the United States in their goal to achieve lifetime success.

February 1994

© 1994 World Cup USA 1994, Inc. and Constitutional Rights Foundation

Table of Contents

Soccer Facts iv

Mission Statements iv

Introduction

LIFETIME LEARNING SKILLS

ReadingRules 3

WritingTeamwork 7

SpeakingSelf Development 11

ListeningResolving Conflict 13

Civic ParticipationResponsibility 17

GoalsPersonal ImpactJournal 21

1;0 SOCIAL STUDIES

Soccer Cities 29

Soccer Countries 33

Timelines 35

My Fantasy Trip 37

World Cup Scramble 39

kile LANGUAGE

Soccer Stanzas 45

Soccer Stories 49

Carnival Fun 51

Business Letter and Envelope 55

Soccer Bingo 59

1;0 MATH

Soccer Team Averages 65

Time Zones 67

Sam's Soccer Sale 71

Soccer Field Follies 73

California, Here I Come 75

cle SCIENCES

Score a Nutritional Goal 81

Self-Esteem 87

We Make a Goal 91

We Love Our Planet 95

Soccer Weather 99

PHYSICAL EDUCATION

Individual SkillsDribbling 103

Team ConceptsPassing 105

Conflict ResolutionShooting & Penalty Kicks 107

ResponsibilityGame Strategy 109

Self-DevelopmentCompetition 111

THE GOALS CUP

How to Plan a Tournament 115

Student Contract 117

Certificate 118

Membership Cards 119

APPENDIX

SoccerThe Game Rules 123

Diagram of Soccer Field 126

Diagrams of Soccer Positions 127

Map of the World 129

Continental Map of United States 131

History of the World Cup 133

Federation Internationalede Football Association 134

World Cup USA 1994 134

U.S. Soccer Federation 135

Constitutional Rights. Foundation 135

Bibliography 136

144 These lessons incorporate Personal Impact Journal activities.

iii

Soccer Facts

Soccer Worldwide

The most popular sport in the worldgoverned by FederationInternationale de FootballAssociation (FIFA)

More than 150 million registeredFIFA participants worldwide

178 FIFA Member nations

20 million FIFA games played eachyear

Soccer in the United States

U.S. Men's National Team won thesilver medal in the 2nd FIFA Five-a-Side World Indoor Soccer Tourn-ament in November 1992

U.S. Men's National Team won theinaugural U.S. Cup in 1992A round-robin tournament thatinvolved Italy, Ireland and Portugal

U.S. Men's Under-23 Team won agold medal at the Pan AmericanGames and qualified for theBarcelona Olympics in 1991

U.S. Women's National Team wonthe 1st FIFA Women's WorldChampionship in 1991 in China

Fastest growing sport, more than 16million players (37% female/ 63%male)

The World Cup

Launched by FIFA in Uruguay in1930

Contested every four years betweenthe Olympic summer games

Largest single-sport event in theworld

The World Cup trophy is the mostcoveted trophy in the world

Mission Statements

WorldCupUSA94t7

The World Cup Education and CommunityOutreach Department's mission is to advancethe awareness of World Cup USA 1994 andthe sport of soccer in the United States whileenriching American education and the qualityof life in our nation's communities.

This mission will be accomplished through avariety of soccer-related programs thatencourage young people to make a commit-ment to develop strong self-esteem, dedicationto goals, outstanding citizenship, academicexcellence, sportsmanship, teamwork andglobal, as well as cultural awareness.

World Cup USA 19942049 Century Park East, Suite 4400

Los Angeles, CA 90067(310) 552-1994

iv

CRF


Constitutional Rights Foundation (CRF)seeks to instill in our nation's youth a deeperunderstanding of citizenship through valuesexpressed in our Constitution and its Bill ofRights, and educate them to become activeand responsible participants in our society.CRF is dedicated to assuring our country'sfuture by investing in our youth today.

Constitutional Rights Foundation601 South Kingsley DriveLos Angeles, CA 90005

(213) 487-5590

Television Audience

1990 World Cup ChampionshipFinal-1.1 billion

1990 Cumulative 52-game total-26.7 billion

World Cup USA 1994

Estimated more than 2 billion view-ers for the final game with a cumu-lative audience for 52 games toexceed 31 billion worldwide

More than 1.5 million internationalvisitors are expected

More than 7,500 international mediawill be focused on the '94 games

Introduction

World Cup USA 1994 and theConstitutional Rights Foundation havejoined together to create "The GOALSProgram"Gaining Opportunities toAchieve Lifetime Success. GOALS is aself-contained, interdisciplinary pro-gram for middle schools that integratesWorld Cup and soccer into social stud-

ies, language, math, sciences andphysical education. It is designed tosupport the development of well-rounded individuals by focusing onparticipation and involvement in acade-

mics, athletics and community service.

Exciting and interesting curriculahave been developed to integrate theinternational flavor of World Cupand soccer into lesson plans whichrevolve around the major theme ofthe development of Lifetime Skills.The primary areas of focus for theprogram include:

classroom instruction andactivities

development of individualskills and team concepts

field experiences andcompetition

community service

Lifetime Skills

The significant and unique feature of"The GOALS Program" is the theme ofLifetime Skills. The Lifetime Skills thatare featured in the lesson plans includethe communication skills of reading,writing, speaking and listening, inaddition to civic participation skills.The Lifetime Skills lesson plans arebased on six basic components ofsports: rules, teamwork, conflict res-olution, responsibility, self-develop-ment and competition. A PersonalImpact section has been created for

OBJECTIVES

1. Students will recognize the importance of the WorldCup and soccer throughout the world.

2. Students will develop individual skills and team con-cepts essential for success on and off the field.

3. Students will gain an understanding of the basicneed for rules in sports that can help to promote anunderstanding of law-related concepts.

4. Students will develop an appreciation for participa-tion in sports that can provide them with an oppor-tunity to improve their self-concept, self-discipline,competitive instincts, sense of fairness and a com-mitment to teamwork.

5. Students will engage in activities designed to fosterpositive attitudes toward responsible citizenship andto develop strategies for community service in theirschools and neighborhoods.

the other five academic subjects toreinforce the development of LifetimeSkills. Personal Impact is an opportu-nity for students to become aware ofand understand the significance ofGOALS activities in their daily livesand, more importantly, in their future.

The Goals Cup

The Goals Cup provides an opportu-nity for students, teachers and com-munity volunteers to work togetherin the development of an activity oran event. The GOALS Cup featuresacademic instruction, athletic com-petition and civic participation. TheGOALS Cup can be organized as aproject for an individual class, aschool or a community and canbecome the foundation of a commit-ment to young people and theirdesire to succeed in academics, ath-letics and life.

6 BEST COPY AVAILABLE,

Introduction (cont.)

How To UseThis Resource Guide

"The GOALS Program" is a resourceguide for teachers which can beadapted to meet the needs of theirclassroom, their interdisciplinaryteam or their school. The bookincludes activities and instructionsthat have been developed for socialstudies, language, math, sciencesand physical education, as well as forLifetime Skills.

There are five lesson plans for eachacademic subject. Each lesson plancontains objectives, materials need-ed, teacher's instructions and supple-mental activities.

Directed discussion, cooperative andsmall group learning, simulations androle-playing strategies are included,as well as "hands on" materials suchas charts and maps.

Appendix

Rules and diagrams for the game ofsoccer, maps of the world and theUnited States and information per-taining to soccer and World Cup canbe found in the Appendix.

World Cup USA 1994 and theConstitutional Rights Foundationencourage you to use this resourceguide in part or in its entirety. It iswholly reproducible by you, the educa-tor, for use in the classroom. We hopethat you will use these lessons to stim-ulate and motivate your students toreach their "GOALS."

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READINGRules

Objective:

To develop an awareness and understanding of the basic need for rulesin sports which can help to promote law-related education and skills.

Materials:Paper

Pencil or pen

Student handoutsAnswer key

Flip chart or chalk boardHandout rules on game ofsoccer (See Appendix)

Instructions:

1. Distribute the handout, "RULESAND LAWS," in class and readaloud.

2. Distribute a copy of fictional news-paper article, "MEXICO UPSETSBRAZIL IN WORLD CUP," to eachstudent along with a handout onsoccer rules.

3. To begin, have students write"Rules" at the top of the paper.

4. Ask for student volunteers to readeach paragraph aloud. Inform theclass that they will be responsiblefor identifying and writing down

the incorrect soccer rules on theirpaper, using the handout on rulesas a guide.

5. Ask student volunteers to proceedto the front of the class and list theincorrect rules on the board orchart.

6. Continue in this manner, para-graph by paragraph. Make surethat students are making correc-tions on their papers.

Activities:

1. This lesson may also utilize com-petition between teams in class.Divide the class and keep score ofhow many incorrect rules they canidentify.

2. Have students draw a picture high-lighting a specific rules infraction.

3. Students may do research outsideof class to identify incorrect factsin the introductory and concludingparagraphs of the article.

4. Students may write their own fic-tional account of a soccer game.

S 3

4

Incorrect soccer rules are underlined in this fictional newspaper article.

Answer Key

Mexico Upsets Brazil In World Cup

ROMEIn one of the

greatest upsets in World

Cup soccer history,

defendingchampion

Brazil was defeated in

the openinground of the

1992 World Cup.

Mexico, participatingin

the tournamentof 20 for

the first time since 1968,

scored two goals in the

final ten minutes to beat

theBrazilian team, 4-3.

Leonidas, a striker, was

exceptionalfor Brazil in

the first half as he

scored two goals and set

up teammate Garrincha

for another score. His

first goal, in the 17th

minute, resulted after

the ball was kicked in

from the side after

being out-of-bounds.Leonidas caught the

ball with his gloves.,

threw the ball into the

air and headed it with

his helmet into the

Mexicangoal.

On the second goal, in

the 32nd minute, Brazil

enjoyed a two-man

advantagedue to

penalty minutes being

served by Guillermo

Diaz and Hector

Martinez.Leonidas

dribbled behind the

net and was able to beat

goalkeeperManuel Bell

to give Brazil a 2-0 lead.

After Mexico's Roberto

Amaros cut the lead in

half with a goal just two

minutes later, Garrincha

was able to score

Brazil's third goal when

Leonidas knocked Bell

to the ground in front

of the goal. The first

half ended with Brazil

leading 3-1.

Early in the second half,

Diaz re-entered the

game for the third

time and quickly scored

Mexico's second goal to

cut the lead to 3-2. After

Diaz' goal, Brazil

called their fourthtime-out to regroup on

the sidelines.Both

teams then spent the

next 20 minutes without

any serious attacks into

the opposing zones.

Ademir of Brazil was

awarded a penalty kick

in the 78th minute

when Amaros received

a red card for trip-

ping. Ademir's attempt

sailed wide of the mark

and the score remained

3-2 in favor ofBrazil.

Momentumseemed to

turn to Mexico in the final

15 minutes of the match.

After several unsuccessful

shots against Vava of

Brazil, Pedro Ortiz finally

tied the score with a goal

at the 91 minute mark.

Mexico wasallowed to

play with 12 players as a

result of a majorpenalty

issued against Brazil. Only

five minutes later,

Martinezscored thegame-

winninggoal for Mexico

when he was able to

throw the ball into the

Brazilian net from out-

of-bounds.

The victory was the first

ever for Mexico in inter-

national competition.It

was also the first time that

a defending World Cup

champion was defeated

in afirst-roundmatch.

Rules and LawsStudent Sheet

on the streets,in sports and in

government.Rules and laws

exist to provide forsafety, fairness and order in

our lives. They are estab-lished by people or groups

on the local, state ornational level. It is theresponsibility ofeveryone to know therules or laws and to

abide by them.

We all have experienced

Imagine playing a soccer gamewithout any rules. What would amatch be like between bitterrivals if players could do whatev-er they wanted to do on the field?

Without a set of rules, a soccergame might become a free-for-all

between the two teams.

Rules and laws are also amajor part of everyday life.They have been established athome, at school, on the job,

frustration or em dangerwhen we have encountered

someone who didn't follow orperhaps didn't know the rules orlaws. A city or town without lawsmight resemble the "frontier law"of the Old West in American his-

tory. A soccer match without

rules would certainly not besafe or orderly. Much like the

laws that govern a society,rules in sports provideboundaries that can promoteteamwork, conflict resolution,responsibility, self-develop-ment and competition.

The purpose of playing sports isto have fun. To make sure thatsports are fun, as well as safe,fair and orderly, everyone needsto know and abide by the rules ofthe game. It is important for all of

us to understand rules at workand play.

5

. . 1 . , I

Directions: Identify and write down the incorrect soccer rulesin this fictional newspaper article.

Student Sheet

Mexico Upsets Brazil In World CupROMEIn one of thegreatest upsets in WorldCup soccer history,defending championBrazil was defeated inthe opening round of the1992 World Cup.Mexico,

participating inthetournament of 20 forthe first time since 1968,scored two goals in thefinal ten minutes to beatthe Brazilian team, 4-3.

Leonidas, a striker, wasexceptional for Brazil inthe first half as hescored two goals and setup teammate Garrinchafor another score. Hisfirst goal, in the 17thminute, resulted afterthe ball was kicked infrom the side after being

out-of-bounds. Leonidascaught the ball with hisgloves, threw the ballinto the air andheaded itwith his helmet into theMexican goal.On the second goal, in the32nd minute, Brazilenjoyeda two-man advan-tage due to penalty min-utes being

served by

Guillermo Diaz andHector Martinez. Leonidasdribbled behind the netand was able to beat goal-keeper Manuel Bell togive Brazila 2-0 lead.After Mexico's RobertoAmaros cut the lead inhalf with a goal just twominutes later, Garrinchawas able to score Brazil'sthird goal when Leonidasknocked Bell to theground in front of thegoal. The first half endedwith Brazil leading 3-1.

Early in the second half,Diaz re-entered the gamefor the third time andquickly scored Mexico'ssecond goal to cut thelead to 3-2. After Diaz'goal, Brazil called theirfourth time-out toregroup on thesidelines.Both teams then spentthe next 20 minutes with-out any serious attacksinto the opposing zones.

Ademir of Brazil wasawarded a penalty kickin the 78th minutewhen Amaros receiveda red card for tripping.

Ademir's attemptsailed wide of the markand the score remained3-2 in favor ofBrazil.Momentum seemed toturn to Mexico in thefinal 15 minutes of thematch. After several

unsuccessful shotsagainst Vava of Brazil,Pedro Ortiz finally tiedthe score with a goal atthe 91 minute mark.Mexico was allowed toplay with 12 players as aresult of a major penaltyissued against Brazil.Only five minutes later,Martinez scored thegame-winning goal forMexico when he wasable to throw the ballinto the

Brazilian netfromout-of-bounds.

The victory was thefirst ever for Mexico ininternational competi-tion. It was also thefirst time that a defend-ing World Cup champi-on was defeated in a

first-round match.

WRITINGTeamwork

Objective:

The development of individual skills and team concepts essential forsuccess on and off the field.

Materials:Paper

Pencil or pen

Student handoutsAnswer key

Instructions:

1. Divide students into small groups.

2. Distribute two handouts to stu-dents, "CONSTRUCTING PARA-GRAPHS AND WRITING ESSAYS"

and "SENTENCES." Have studentsread the introductory paragraphbeginning with "Teamwork" on"CONSTRUCTING PARAGRAPHSAND WRITING ESSAYS."

3. Students should then read the fourtopic sentences from the four para-graphs following the introductoryparagraph. For each topic sentence,students should identify the topicbeing developed and write it down.

4. Using the "SENTENCES" handout,have the students group each sen-tence under one of the topics listed.

5. The students must then arrangethe sentences within the para-graphs to make the best paragraphpossible.

6. The final product should be writtenon notebook paper in ink.

Activities:

1. Have students write an essay onteamwork based on their own ideasof what "teamwork" means.

2. Make a list of all different types ofteams (not just sports) and discusswhy they must work together.

<,

7

Constructing Paragraphs & Writing Essays

8

Answer Key

Teamwork is a building block to success. It also provides a foundation for continued success in thefuture. Working together as an efficient unit makes any team perform better. Setting goals, acommitment to the team and the goals, the discipline to carry out the goals, and goodcommunication are all important components of a winner, whether it is in sports or in daily life.

Many successful athletes and teams sit down before the season to establish goals for themselves.The most important idea is that all members of a team agree as to what the goal is going to be, andthat the goal is realistic. A successful team is one that knows what it takes to be successful and hasthe desire to succeed. Sometimes a goal for a team is simply to play the best that they possibly canplay at all times. To many coaches, athletes and teams, effort is a better measure of success than thefinal results on the scoreboard.

Once goals have been established, team members must be committed to doing everything possiblefor the success of the team. Each team member must be committed to accepting the challenge offulfilling individual duties and responsibilities. A trust can be developed among teammates wheneveryone knows that the job is getting done. "Helping out" is a tool for good team defense in soccer,as well as a goal for each player on a successful team. Sacrifice by individual team members is oftennecessary for the good of the team. Team goals must be more important than individual goals.

Discipline is very important in the development of a successful team. Players must be committed toworking hard every day during practice to become better players, which results in making a better team.Athletes also must be disciplined off the field so that they can perform at their highest ability on thefield. Paying attention in class, obeying school rules, concentrating on homework, proper nutrition andadequate rest all play roles in the preparation of a committed, disciplined athlete and team player.

Good communication between players and with coaches is vital to the success of a team. Teammembers should feel comfortable with each other in order to talk about and work at the things thatneed improvement. If all the players are truly committed to being successful, they will be morewilling to listen to instructions and correct mistakes. Respect for the other players and for thecoaches can be built through good communication skills. Often, the most useful communication isto develop good listening skills.

14


Instructions: Read the entire handout. For each topic sentence, youshould identify the main idea being developed and write it down. Usingthe "SENTENCES" handout, write each sentence under the proper topicsentence. Then, organize the sentences you've listed under each topicsentence, to make the best paragraph possible.

Student Sheet

Teamwork is a building block to success. It also provides a foundation for continued success in thefuture. Working together as an efficient unit makes any team perform better. Setting goals, acommitment to the team and the goals, the discipline to carry out the goals, and goodcommunication are all important components of a winner, whether it is in sports or in daily life.

Many successful athletes and teams sit down before the season to establish goals for themselves.

Once goals have been established, team members must be committed to doing everythingpossible for the success of the team.

Discipline is very important in the development of a successful team.

Good communication between players and with coaches is vital to the success of a team.

9


10

Sentences

Each team member must be committed to accepting thechallenge of fulfilling individual duties and responsibilities.

Student Sheet

Paying attention in class, obeying school rules, concentrating on homework, proper nutrition andadequate rest all play roles in the preparation of a committed, disciplined athlete and team player.

Often, the most useful communication is to develop good listening skills.

To many coaches, athletes and teams, effort is a better measure of success than the final results onthe scoreboard.

A trust can be developed among teammates when everyone knows that the job is getting done.

Sacrifice by individual team members is often necessary for the good of the team.

Players must be committed to working hard everyday during practice to become better players,which results in making a better team.

The most important idea is that all members of a team agree as to what the goal is going to be, andthat the goal is realistic.

A successful team is one that knows what it takes to be successful and has the desire to succeed.

Team members should feel comfortable with each other in order to talk about and work at the thingsthat need improvement.

Athletes also must be disciplined off the field so that they can perform at their highest ability on the field.

Respect for the other players and for the coaches can be built through good communication skills.

Sometimes a goal for a team is simply to play the best that they possibly can play at all times.

"Helping out" is a tool for good team defense in soccer, as well as a goal for each player on asuccessful team.

If all the players are truly committed to being successful, they will be more willing to listen toinstructions and correct mistakes.

Team goals must be more important than individual goals.

SPEAKINGSelf-Development

Objective:

To identify ways to increase self-development and to understand thatself-development is vital to success in sports and in life.

Materials:Flip chart or chalk boardPaper

Pencil or pen

Student handout

Instructions:

1. Using flip chart or chalk board,have students name various ath-letes and the reasons they are suc-cessful.

2. Make a list of characteristics of thesuccessful athletes and have stu-dents decide which of these traitsare the most important ones. Askthe class to decide on five that arethe most important to them.

3. Distribute student handout to theclass and read the instructions aloud.

4. Have students list important pointsthat they want to include in theirspeech.

5. Have students write their speeches.

Activities:

1. Students may interview a coach togather information for the speech.

2. Videotape each speech during theclass.

3. Have students submit their speech-es to coaches at their school or inthe community.

I

.4._

11

Oral Presentations

Self-Development

Student Sheet

You have just been appointed to the position of soccer coach in this classroom. The teacher has

scheduled a press conference to introduce you to your classmates as the new coach. The teacherhas asked you to prepare a speech that will outline your plans for the soccer team. Be sure to include

the characteristics that you feel are most important in order for your team to be successful.

18

12

LISTENINGResolving Conflict

Objective:

To gain an understanding of conflict resolution and to recognize the importanceand necessity of developing alternatives to violence in resolving conflicts.

Materials:Paper

Pencil or pen

Student handout

Instructions:

1. Have students write "ResolvingConflict" on the top of the paper.

2. Tell the students that you will bereading "Resolving Conflict" to them.Ask them to listen carefully becauseyou will ask them questions.

3. Ask a number of students to sum-marize the reading.

4. Distribute a copy of "ResolvingConflict" to each student.

Activities:

1. Have students develop a skit whichshows how a conflict arises and apossible solution to the conflict.

2. Have students write about a recentconflict and how they solved theproblem.

3. Have students watch TV and identi-fy examples of conflicts betweenindividuals or groups; discuss theconflicts in class.

4. Interview students to find out typi-cal conflicts that arise on the yard(playground).

5. As an additional activity, introduceNote Taking Skills: inform studentsyou will be reading "ResolvingConflict" again. This time studentsshould take notes and write downas many details as possible fromthe reading. Ask the students ifthey thought they retained morefrom the reading by taking notes.

13

14

Answer Key

Resolving Conflict

With a quick move, you steal the ball from the opposing player and dribble downfield for the shotthat will put your team ahead. Suddenly, you come crashing to the ground as the opponent tacklesyou from behind. You get up off the ground, and you realize you are face-to-face with the offender.

What will you do?

1. Unsportsmanlike conduct in sports is often the result of a conflict. 2. A conflict is adisagreement between two or more persons or groups. 3. Since everyone experiences conflictevery day at home. in school. at work and at play, 4. it is important to learn different ways ofresolving conflict.

Every sport has penalties for unsportsmanlike conduct. 5. If a player acts in an unsportsmanlikemanner, referees can call penalties in different ways. 6. In soccer, a yellow card is a warning given

to a player for unsportsmanlike conduct and a red card is used for removing or sending off aplayer from the game.

Referees are not available to settle the disputes that arise in our daily lives. Therefore, many peoplelearn to use a process known as compromise. 7. A compromise is an agreement that is reachedbetween two people or groups where each side gives in a lithe bit in order to reach an agreement.Often, just talking it over and listening to the other person is enough to bring about compromiseand an end to the conflict.

8. One of the best ways to resolve a conflict is to problem-solve, much like you do in math orscience. When you problem-solve, it means that you know that you have a conflict and you wantto work it out by talking with, and listening to, the other person. If you can learn to problem-solve,you can become a STAR.

9. SStop and ask yourself what just happened.

TThink about what the person did or said to make you angry.

AAct by peacefully speaking up for yourself.

RReact to the problem by offering a suggestion.

The next time a conflict arises, on or off the field, try to find different ways of resolving thatconflict. 10. In sports and in life, being able to resolve conflict is an important skill in becoming agood sport and, most importantly, a good citizen.

BE A STAR!

20

LISTENING-Resolving Conflict

With a quick move, you steal the ball from theopposing player and dribble downfield for the shotthat will put your team ahead. Suddenly, you come crashing to the ground as the opponent tacklesyou from behind. You get up off the ground, and you realize you are face-to-face with the offender.What will you do?

Unsportsmanlike conduct in sports is often the result of a conflict. A conflict is a disagreementbetween two or more persons or groups. Since everyone experiences conflict every day at home, inschool, at work and at play, it is important to learn different ways of resolving conflict.

Every sport has penalties for unsportsmanlike conduct. If a player acts in an unsportsmanlike manner,referees can call penalties in different ways. In soccer, a yellow card is a warning given to a player forunsportsmanlike conduct and a red card is used for removing or sending off a player from the game.

Referees are not available to settle the disputes that arise in our daily lives. Therefore, many peoplelearn to use a process known as compromise. A compromise is an agreement that is reachedbetween two people or groups where each side gives in a little bit in order to reach an agreement.Often, just talking it over and listening to the other person is enough to bring about compromiseand an end to the conflict.

One of the best ways to resolve a conflict is to problem-solve, much like you do in math or science.When you problem-solve, it means that you know that you have a conflict and you want to work itout by talking with, and listening to, the other person. If you can learn to problem-solve, you canbecome a STAR.

Student Sheet

SStop and ask yourself what just happened.

TThink about what the person did or said to make you angry.

AAct by peacefully speaking up for yourself.

RReact to the problem by offering a suggestion.

The next time a conflict arises, on or off the field, try to find different ways of resolving that conflict.In sports and in life, being able to resolve conflict is an important skill in becoming a good sport and,most importantly, a good citizen.

BE A STAR!

CIVIC PARTICIPATIONResponsibility

Objective:

To develop positive attitudes toward responsible citizenship and to developplans for civic participation in schools and communities.

Materials:Flip chart or chalk boardPencil or pen

Student handouts

Instructions:

1. Distribute copies of "Responsibility"handout to students.

2. Read the handout aloud in class.

3. Using flip chart or chalk board,answer "Questions for Discussion"as a class. Students may write downanswers on the back of the handout.

4. Distribute copies of "What Can WeDo?" handout to students.

5. Read the handout aloud in class.

6. Divide the class into small groupsand have them begin to plan a civicproject.

Activities:

1. Discuss possible projects thatcould be completed by the groupor the class.

2. Challenge another class to developa civic project.

3. Construct a display of the projectto be viewed in the school or in thecommunity. Take pictures or video-tape the entire project from start tofinish.

4. Write letters to school and com-munity officials to involve them inthe project.

5. Keep a journal of the progress ofthe project.

22,17

CIVIC PARTICIPATION-Responsibility

Howmany times

have you seen anathlete endorse a

product on TV? Thehigh profile and

visibility of athletes,especially American

professional athletes, putsthem into the spotlight. As aresult, many fans see them as

role models. Role models are those people otherschoose to follow. To many young people, athletesserve as a guide and as a source of inspiration.

Whether they choose it or not, athletes carry aresponsibility to themselves, their teams, andtheir fans. On the field or court, determinationand excellence can motivate others to strive forand achieve success in sports and life. Good rolemodels excel not only on the playing field, butoff the field as well. Many athletes work incommunity programs such as education, drugintervention or crime prevention. They don'tparticipate in these programs for money orpublicity but out of a sense of commitment andresponsibility to their communities.

Everyone is not a famous athlete, but that doesnot mean that we do not carry our own specialresponsibilities. As citizens of the United States,we have a responsibility to ourselves, ourcommunity and to our government. Goodcitizenship means active participation andresponsibility in school and in the community.

23

Student Sheet

With growing problems in our communities, theneed for civic involvement has increased. It isimportant to realize that everyone can becomeactively involved in community service. Helpingsomeone in the community not only brings astrong sense of satisfaction and success, but itcan also provide you with skills andexperience that will be usefulfor a lifetime.

QUESTIONS FORDISCUSSION:

1. What athletes havebecome popular asa result of endorsements?Why do you think theseparticular athletes werechosen forendorsements?

2. WhatWhat professionals, other than athletes,would you consider to be role models foryoung people? Do you think that theseprofessionals are more important in societythan athletes?

3. What are some of the problems that yourschool faces? What are some of theproblems that your community faces? Howcan we, as good citizens, become involved insolutions to these problems?

4. What kinds of organizations have beenestablished in your school or communityto encourage civic participation?

19

CIVIC PARTICIPATIONResponsibility

20

What Can We Do?

Semester Civic Participation Project

Student Sheet

1. School Name

School Address

Teacher's Name

2. Project Description: Briefly describe what your project is, how it will be developed and when itwill take place.

3. Statement of Need: Explain why this project is needed and how it will benefit the school orcommunity. Include information on how many people will be affected by this project.

4. Statement of Objectives (goals): List the specific objectives of the project. What is it that you aretrying to accomplish? How will you meet your goals?

5. Participation: Explain the roles and responsibilities of student participants, teachers, communityresources or other participants.

6. Method of Evaluation: Explain how you will determine whether you met your project objectives.

7. Method of Reflection: Explain how participants will assess and relate their personal experienceswith the project.

2tj

GOALSPersonal Impact

Objective:The objective of Personal Impact is to reinforce the development of LifetimeSkills and learning. For each academic subject, the Personal Impact creates anopportunity for students to become aware of and understand the significanceof GOALS activities in their daily lives and, more importantly, in their futures.

Materials:Paper

Pencil or pen

Student handoutAnswer key

Flip chart or chalk boardHandout rules on game ofsoccer (See Appendix)

Personal Impact is based on the Lifetime Skills of reading, writing, speakingand listening. In a "Personal Impact Journal," the students may organize allwork and activities from the Personal Impact sections of each subject studiedin class.

The following topics may be used in Personal Impact:

Social Studiesthe United Nations (UN)

LanguageEnglish as a Second Language (ESL)

MathComputers

SciencesDrug Use and Abuse

Physical EducationLifetime Sports

Instructions:

1. Inform students of the topic foreach academic subject. Distributehandouts on each topic to be used.

2. Have students read and collectnewspaper and magazine articleson the topic.

3. Have students write entries intotheir journals for each article theyread. Journal entries may includetitle of article, publication, date anda brief summary of the article.

4. Have students give oral presenta-tions in class on a specific article ofinterest to them from their journals.

5. Have students listen to other stu-dents' presentations in class. Havethem ask questions and writedown additional information intheir journals.

21

a

Social Studies

Soccer is the most popularsport in the world. There aremillions of soccer players inthe world who compete bothprofessionally and recre-ationally. Every four years,national teamsmade up ofthe top players for eachcountryvie for the WorldCup, soccer's most covetedprize. It is the world's mostpopular athletic event.(The 1990 World CupFinals had a televisionaudience of morethan one billionpeople.)

The international governingbody of soccer is theFederation Internationale deFootball Association (FIFA),with headquarters in Zurich,Switzerland. FIFA has amembership of 178 countries,almost as large as the mem-bership of the United Nations(UN). Like the UN, the role ofFIFA is to serve as theorganization responsible forenacting and enforcing rules(governing soccer) throughoutthe world.

Student Sheet

22

In the United States, thegoverning body of soccer isthe United States SoccerFederation (USSF) located inChicago, Illinois. World CupUSA 1994, Inc. is responsiblefor presenting the 1994 WorldCup games in the UnitedStates.

2u


Language

Communication takes placebetween individuals basedon written or spokenwords. In your schoolsor communities, theremay not be a languagebarrier between peopleof different ethnicity.But, with increasingnumbers of immigrantsmoving into Americancities, English is not theonly written or spokenlanguage for everyone.

Within most cities, pockets ofethnicity can be identified aspeople with similarbackgrounds move intoneighborhoods andcommunities and live in closeproximity to each other. As youdrive in the city, you may beable to identify different ethnicneighborhoods by looking atthe people, street signs,businesses and evenbillboards. Many signs may beprinted in the native languageof the immigrants and also inEnglish, the languagepredominantly spoken in theUnited States.

Student Sheet

English as a Second Language(ESL) is available in manyschools throughout the UnitedStates. This program helpsstudents with limited Englishproficiency learn English whilepreserving their originallanguage and culture.

American school children areencouraged to study otherlanguages. Studying languagenot only helps to improvecommunication skills, but itcan also provide a closer lookat cultural diversity in yourschool, community, countryand the world.

Y 23


24

Math

Numbers and their meaninghave been a major focus ofyour education throughoutelementary school. Manystudents question how they willever use certain mathematicaltheorems or equations in "reallife." But, in the age ofcomputers, mathematical skillswill continue to be a necessity

in your ability to work and livein society.

Science and technology havemade great strides in thedevelopment of new, innovativeways to communicate in ourlives. At the heart of thistechnological advancement isthe language necessary to

Student Sheet

program and operate thecomputers mathematics.You will be influenced bymathematical formulas andsolutions involved withtechnology throughout yourentire life.


Sciences

Student Sheet

The field of Sports Medicine has

seen a tremendous surge of

interest throughout the world.Advances in training techniques,

facilities and nutrition have hadgreat impact on the international

world of sport.

Today's athletes are moredeveloped than athletes whocompeted 20 years ago.Athletes continue to get bigger,faster and stronger throughout

the world. Most of them haveattained self-developmentthrough setting goals,commitment, sacrifice and thedesire to succeed.

Other athletes have used drugsin order to be more successfulin competition. They have triedto improve themselves bytaking a "short cut" to success.As a result of drug use andabuse, all major sports

agencies and organizationshave developed policies fordealing with the issue of drugsin sports.

25


Physical Education

Student Sheet

While high profile sports,particularly the "big three"American professionalsportsbaseball, basketballand footballgrab thenewspaper headlines, othersports that can have a greaterimpact on lifetime fitness andhealth are overlooked. These"minor" sports are oftenreferred to as lifetime sports.

Personal fitness andhealth are veryimportant to allof us. The ability

to be active and participate insports and recreationalactivities in later life may notseem to be a priority for uswhen we are teenagers, butwill increase in importance inlater years. Upon retiring,many people still enjoy lifetimesports activities such as golf,tennis, swimming or running.

Lifetime sports are sometimesconsidered to be

recreational activitiesor hobbies by manypeople. Professional

40169212rosOftwisi.se-a--

26

athletes often play golf ortennis in the off-season as away of staying in shape orhaving fun and enjoyingthemselves. While participatingin competitive sports at ayounger age, it is alsoimportant to develop interest insports activities which can lasta lifetime.

Gauging Opportunities to Achieve Lifetime Success

Constitutional Rights

Foundation

r) '

AJ ,

27

Soccer Cities

Objective:

To recognize and apply map and globe reading skills by locating"Soccer Cities" on a map by using latitude and longitude.

Materials:Globe

Atlases

Textbooks and/orreference booksBlank world maps for eachchild (optional)Mileage scale (optional)Student handout

Instructions:

1. Explain latitude and longitude andhow they are measured.

2. Distribute "Soccer Cities" handoutto students.

3. Find the latitude and longitude forthe following "Soccer Cities" (seesheet).

Activities:

1. Divide the list of 20 cities into theNorthern hemisphere and theSouthern hemisphere.

2. With a blank world map locate the20 countries and cities.

3. Using a mileage scale, compute dis-tances between five cities on the list.

4 Incorporate Personal Impact Journal activities.

32 29

Soccer Cities

30

Find the latitude and longitude of the following "Soccer Cities"

Answer Key

CityLatitude

degrees minutesLongitude

degrees minutes

1. Melbourne, Australia 37 45S 144 58E

2. Riyadh, Saudi Arabia 24 39N 46 46E

3. Rio de Janeiro, Brazil 22 53S 43 17W

4. Winnipeg, Canada 50 37N 96 20W

5. Douala, Cameroon 4 4N 9 43E

6. Papua, New Guinea 8 OS 145 OE

7. Osaka, Japan 35 57N 137 17E

8. Munich, Germany 48 8N 11 35E

9. Guayaquil, Ecuador 2 13S 79 52W

10. Dallas, Texas 32 47N 96 48W

11. Oslo, Norway 59 56N 10 45E

12. Dakar, Senegal 14 38N 17 27W

13. San Jose, Costa Rica 9 59N 84 4W

14. Shanghai, China 31 13N 121 26E

15. Rabat, Morocco 34 2N 6 51W

16. Milan, Italy 45 28N 9 12E

17. Bern, Switzerland 46 57N 7 26E

18. Orlando, Florida 28 33N 81 21W

19. Prague, Czechoslovakia (RCS) 50 5N 14 25E

20. Bogota, Colombia 4 38N 74 5W

1. The first coordinate shows latitude (distance North and South of the Equator).

2. The second coordinate shows longitude (distance East or West of the meridian of Greenwich, England-0°Longitude).

3. Both latitude and longitude are measured in degrees and minutes (with 60 minutes equalling a degree).

33

Soccer Cities Student Sheet

Find the latitude and longitude of the following "Soccer Cities"

CityLatitude

degrees minutesLongitude

degrees minutes

1. Melbourne, Australia

2. Riyadh, Saudi Arabia

3. Rio de Janeiro, Brazil

4. Winnipeg, Canada

5. Douala, Cameroon

6. Papua, New Guinea

7. Osaka, Japan

8. Munich, Germany

9. Guayaquil, Ecuador

10. Dallas, Texas

11. Oslo, Norway

12. Dakar, Senegal

13. San Jose, Costa Rica

14. Shanghai, China

15. Rabat, Morocco

16. Milan, Italy S17. Bern, Switzerland

18. Orlando, Florida

19. Prague, Czechoslovakia (RCS) 111'10

20. Bogota, Colombia .,. ,..

1. The first coordinate shows latitude (distance North and South of the Equator).

2. The second coordinate shows longitude (distance East or West of the meridian of Greenwich,England-0° Longitude).

3. Both latitude and longitude are measured in degrees and minutes (with 60 minutes equalling a degree).

31CT

Soccer Countries Book Report

Objective:

To research and write a report on a specific topic.

Materials:Information related tospecific countries maybe obtained fromtextbooks, atlases,encyclopedias, almanacs,newspapers andmagazines. Television,radio and films arealso helpful.

Instructions:

AustraliaJapanBrazilGermanyMoroccoUnited States

1. Above are six "soccer enthusias-tic" countries.

2. Divide students into small groupsto research and write a report onone of the above countries.

3. Each member of the group willpick a specific topic about his/hercountry for a written report. Thesetopics may include:

I. Physical Characteristics

A. Area

B. Population

C. Mountains/rivers/lakes

II. People

A. Cities

B. National background

C. Culture/languages

D. Universities/Colleges

E. Popular sports/soccerparticipation

F. Museums

III. Government

A. Type

B. Constitution adopted

IV. Annual events

V. Historical Events

VI. Bibliography

4. Each group will put together abooklet on its country. The coun-try's map, flag and other relateditems should be included.

Activities:

1. Have each group make an oral pre-sentation of its booklet.

2. Make a cookbook of favoriterecipes from each country.

3. Have an "International Food Day."Each group brings the favoritefoods of its country.

4. Make travel posters advertisingeach country.

t;ge. Incorporate Personal Impact Journal activities.

35 33

Timelines

Objective:

To read and identify information contained in timelines.To prepare a timeline.

Materials:Ruler

Graph paper

Atlases

Encyclopedias

Newspapers

Dictionaries

Instructions:

1. Explain to the students that a time-line, like a map, has a scale. A mapscale measures distance while atimeline measures time. It placeschronological facts and events inorder. It is always read from left toright. (Show example: World CupSoccer Winner 1930-1990.)

2. From supplied information or indi-vidually researched information,have students make a timeline fora specific topic and time span.

3. These topics could include:

Agriculture Early Civilizations

Biographies Empires

Communications Entertainment

Culture and Religions Fashion

Countries Inventions

Medicine

Space Age

Sports

Technology

World History

Activities:

1. Divide class into groups. Have eachgroup pick a major sport and makea timeline of the sport's history.

2. Give the students important eventsin United States history in no par-ticular order. Have students, indi-vidually or in groups, put theevents in chronological order.Students will then make a timelineof these events.

3. Compare and contrast timelines ofthe same periods of time for twodifferent countries. How are theythe same? How are they different?

* The World Cup competition was not held in1942 and 1946 due to World War II.

** Germany was divided into two states (ornations) in 1949: the German DemocraticRepublic (East Germany) and the FederalRepublic of Germany (West Germany).East Germany and West Germany werereunified as one nation on October 3,1990, but it happened after the World Cup1990 competition in July 1990.

-40Incorporate Personal ImpactJournal activities.

1930

1940

1950

1960

1970

1980

1990

WORLD CUP WINNERS

1930 Uruguay

1934 Italy

1938 Italy

1942 No competition *

1946 No competition *

1950 Uruguay

1954 West Germany **

1958 Brazil

1962 Brazil

1966 England

1970 Brazil


1978 Argentina

1982 Italy

1986 Argentina


35

My Fantasy Trip

Objective:

To write a travel plan by selecting and comparing information acquiredfrom various sources.

Materials:Textbooks

Encyclopedias

AtlasesNewspapers

Magazines

Travel brochures andadvertisementsPeople

Instructions:

1. Each student will pick an interna-tional "soccer city" he/she wouldlike to visit.

2. Using various resource materials,students will choose places theywould like to visit including histori-cal sites, national monuments andtourist areas.

3. Students will prepare a travelinformation sheet including perti-nent travel facts for the countrythey have chosen (see samplequestions).

4. Students will make a five-day itin-erary for their chosen city (seeSAMPLE, i.e., London).

Activities:

1. Write a postcard/letter to yourclassmate describing your trip.

2. Plan two-day excursions from your"soccer city." Where would yougo? How will you get there? Whydid you choose this side trip?

3. Compare the transportation in thecity you "visited" with your ownhometown. What are the differ-ences? Similarities? Which methodof transportation is more effectivein your opinion?

4. Career Awareness: What does atravel agent do? How do they pro-vide services for the traveling pub-lic? Would you like to be a travelagent? Why or why not?

Incorporate Personal Impact Journal activities.

TRAVEL INFORMATION QUESTIONS

1. What travel documents are needed?(Visas, passport, both?)

2. Do I need an International Certificate ofVaccination?

3.flo I need medical insurance?

4. What are the customs procedures?

5. What are my duty and tax freeallowances? (Explain customs proceduresregarding travel to foreign countries.)

6. May I bring pets with me?

7.How much money may I bring?

8. What is the currency system and the rateof exchange?

9. What is the standard voltage?

10. What and when are the public holidays?

11.What is the weather like? (A chartindicating the average daily temperatureand rainfall for 12 months is helpful.)

3" 37

My Fantasy Trip

38

ITINERARY

Sample

London, England

Departure: Your hometown

Time:Arrwal London, England.

;,-

DAY2

A Journey on the Thames River/Tower of London/Tower Bridge

Covent Garden/Harrod's Department Store

AM Buckingham Palace/Changing of tite:97ilardyWetmingter Abbey/Big Ben

PM National Portrait Gallery

AM British Museum/Piccadilly Circus

PM Rest of the afternoon free

AM St. Paul's Cathedral/Houses of Parliament/Trafalgar Square

PM Soccer Game/Wembley Stadium (home of the 1966 World Cup)

AM All day excursionStrafford-on-Avon: includes Shakespeare's birthplace, New Place(Shakespeare's retirement home), and Hathaway's Cottage (the familyhome of his wife).

. ,. ,

Departu.re: AO'nclon, England

TiMeET:'

ri .Arrivat: ANour Hometown.

; Timev,Y1° j!'

Tr' ALJ:A

38

World Cup Scramble

Objective:

To learn about the geography of some of the countries that participate inthe World Cup games.

Materials:Classroom world mapor globeWorksheet (included)

HelpfulIndividual world mapsheetsAtlasesReference books

Almanac

Instructions:

1. Students will unscramble a list of13 countries that are World Cupcontenders.

2. Students will name the continentwhere these countries are located.

3. On a world map, have studentslabel the seven continents.

4. Have students locate the 13 coun-tries on a map.

5. Have students locate the capital ofeach country.

Activities:

1. Write a report on your favoritecountry including its language,national costumes, foods, famouslandmarks and industries.

2. Make a booklet about your favoritecountry.

3. Have an international food fairwhere each child brings a tradition-al dish from his/her chosen coun-try. Students may want to dress intheir country's traditional dress.


39

ao

COUNTRYCONTINENT

1. m k e a r d nDenmark

Europe

2. i g t n a e n r aArgentina

South America

3. g e l b m u iBelgium

Europe

4. drenehnitsaNetherlands

Europe

5. g y u r u a uUruguay

South America

6. a e I d n g nEngland

Europe

7. m a g y n e rGermany

Europe

8. Clapn 0 IPoland

Europe

9. gopatrluPortugal

Europe

10. apisnSpain

Europe

11. I t y i aItaly

Europe

12. rli b a zBrazil

South America

13. rdenilaIreland

Europe

40

Answer Key

World Cup Scramble

Below is a list of thirteen World Cup contenders.Can you unscramble the name of the country and namethe continent where it is located?

COUNTRIES

Belgium

Spain

Germany

Italy

Portugal

Argentina

Netherlands

Brazil

Uruguay

England

Ireland

Denmark

Poland

CONTINENTS

Asia

North America

South America

Europe

Africa

Antarctica

Australia

PoiStudent Sheet

41

Gaining Opportunifies to chieve Lifetime Success

CF


I A

1et.

43

Soccer Stanzas

Objective:

To identify elements of poetry, rhyme and rhythm.

Materials:Paper

Pencils

Tagboardcut in a large circleScissors (optional)Black felt markers(optional)Paper plates (optional)Colored marking pens(optional)

Instructions:

1 Explain to the students that thesecharts represent rhyming patternsoften used in poems. Wheneveryou see two of the same numbers,these show two words that rhyme.

A

In column C only the second and thefourth lines rhyme.

All three of these patterns are com-mon in four line stanzas. The rhymeemphasizes the rhythm so you can

say the lines with aB C

1

2 _____ _____ _____

1

2

1

_____ 2

3

2

steady beat.

2. Give the studentsa list of soccerwords (included).Brainstorm somefirst lines and putthem on the board.

In column A we see two rhyminglines. A verse with two pairs ofrhyming lines is called a couplet.

In column B every other line rhymes:the first and third lines and the sec-ond and fourth lines.

Have the students find rhymingwords for the second line. Haveeach student write several verses.

3. Place a "tag board soccer ball" onthe board or a flat surface. Have stu-dents write their best verse in ablank space on the ball and sign it.

4. Give several small groups a small"tag board soccer ball." Have eachgroup write several verses. Fill inthe blank spaces on each "soccerball" with each group's verses.Make a booklet of the "soccerballs" from each group.

Activities:

1. Have the class pick a theme (i.e.,"soccer," "sports," etc.) and makea booklet or exhibit poems thatrelate to the theme.

2. Let each student write his/her favoritepoem with a black felt pen on a paperdinner plate. Decorate plate.

3. Ask the students to bring in theirfavorite snapshot and write a poemabout their picture. Make a class-room book of the children's snap-shots and poems.

4. Make greeting cards using poetry.

5. Research the history of the Statueof Liberty. What does the poem onthe Statue of Liberty mean? Havestudents write a poem that could beput on the Statue of Liberty today.

6. Collect and illustrate favoritepoems and arrange them in a bookor on a bulletin board.

Incorporate Personal Impact Journal activities.43

WORD UST

goal

jump

sports

team

goalie

rebound

dribble

win

ball

pass

World Cup

kick

penalty

charge

tackle

play

game

loft

soccer

loyalty

score

field

coach

spirit

45

Soccer StanzasSample

First we madethe team

Then we madethe goal

It is sale to say

I have soccer in my soul

Amanda

464 tl

Soccer Stanzas

Soccer Stories

Objective:

To write a story.

Materials:

Pencil

Paper

Art paper (optional)

Colored markers/pencils (optional)

Pictures (optional)

Photographs (optional)

Instructions:

A writer has written a story whenwriting about one main idea ortheme. The events in a story are pre-sented in the order in which theyhappen.

1. Review with students the main ele-ments in story writing.

A. Introduction

1. Main character or characters

2. Setting

B. Plot and conflict

Tells the problem the maincharacter faces.

C. Resolution

How the problem was solvedor not solved.

2. Write the word soccer on theboard.

3. Tell the students they are going towrite stories about soccer.The story may be a comedy,adventure, an amusing situa-tion or a satire. Encouragethe students to let theirimaginations run wild!

4. Brainstorm with studentssome ideas or titles that

Activities:

1. Have students make a comic stripfrom their stories.

2. Give one student a picture. Havehim/her write a caption for it. Foldthe paper to hide the caption andpass it to the next person. Haveeach student write a caption, foldthe paper and pass it to the nextstudent. After the picture has beenpassed around the class, read thecaptions.

3. Research biographies of favoritesports personalities. Have studentswrite reports on different athletes.Make a class book called "OurSports Hall of Fame."

4. Put a story starter line at thetop of several sheets ofpaper. Ask the students tobegin writing a story. Afterseveral minutes, give a sig-nal and have students tradestories with a partner andcontinue their stories.Choose five students to writethe conclusion to the stories.Read aloud.

5. Make a newspaper sportspage featuring your favoritesports personalities.


46

might be used. Write them on theboard.

5. Students will plan and composestories.

6. Revise and edit stories.

7. Read them to the class.

POSSIBLE TITLES:

"We Played Soccer in.Jurassic Park"

"Grandma was our Goalie"

"The Day We Played Soccerin a Poison Ivy Patch"

"The Alligator that Ate OurSoccer Ball"

"Soccer on the Moon"

"The Day it Rained SoccerBalls"

"Our Coach is a Ghost"

"Coach! They Shrunk OurSoccer Team"

"We Played Soccer with aRock and Roll Ball"

"The Other Soccer TeamArrived in a Spaceship"

49

Carnival Fun

Objective:

To write an announcement.

Materials:Paper

Pencil

Student handout (included)Art paper (optional)Tag board (optional)Black felt tip pens(optional)Colored markers (optional)

Instructions:

Your school is planning a carnival toraise money for soccer uniforms forthe school's team. Your class is incharge of publicity.

Write a public service announcementadvertising the carnival for a localradio station.

1. Ask the students to list five eventsthat will encourage people to cometo the carnival. Use descriptiveadjectives (see included list).

2. Students will give reasons forpeople to attend the carnival.

3. Have students include the location,date and cost of the carnival.

4. Students will write their radioannouncement. Remind them thatthe tone of the announcementshould be persuasive. You wantpeople to come to your carnival!

5. Each student may read his/herannouncement to the class. Theclass may vote on its favoriteannouncement.

Activities:

1. Write an article about the carnivalfor your local newspaper.

2. Design a flyer for the carnival todistribute to other schools.

3. Make posters advertising the carni-val. Include the date, location andcost. Decorate the poster.

4. Write and act out an infomercial onthe carnival. Have students design atelevision stage for their infomercial.

5. Write a radio advertisement foryour favorite cereal. Use adjectivesthat will appeal to the audiences'five senses (taste, smell, sight,touch, hearing).


4 51

Carnival Fun

52

Midland's Carnival

Sample

I. Carnival publicity

A. Plan the announcement

1. List the five events that will make people want to come to the carnival. Use descriptiveadjectives.

a. sensational games and prizes

b. challenging foot racesc. fabulous food and the largest pie-eating contest in the countryd. exciting turtle racese. lively band

B. What other reasons are there that people should come to the carnival?a. fun, excitement, prizesb. good foodc. money goes for a good cause (new soccer team uniforms)d. family event

C. Location and date of the carnival.

Midland School Saturday360 Main Street October 5, 1995Jonesboro, Arkansas 10:00am 5:00pm

D. Cost: Adults $5.00 Students $2.00

II. Write your announcement

Come one, come all to Midland School's Carnival! Join us for a fun-filledday to raise money for Midland's winning soccer team. All proceeds fromthe carnival will be used to buy the team new uniforms.

There will be sensational games and prizes, challenging foot races,fabulous food and the largest pie eating contest in the country! Turtleraces begin at noon so if you have a turtle be sure to enter the competition.

All ages will enjoy dancing to the "Tunemakers," our county's liveliest band.

We want to see you on Saturday, October 5th, at Midland School,360 Main Street, Jonesboro, Arkansas. Tickets are $5.00 for adultsand $2.00 for students. See you there!

L)

Carnival Fun

Midland's Carnival

Student Sheet

I. Carnival publicity

A. Plan the announcement

1. List the five events that will make people want to come to the carnival.Use descriptive adjectives.

a.

b.

c.

d.

e.

B. What other reasons are there that people should come to the carnival?

a.

b.

c.

d.

C. Location and date of the carnival.

D. Cost

II. Write your announcement

53

- I I

Objective:

To write a business letter and address an envelope.

Materials:Pencil

Pens

Paper

Envelope (optional)

Instructions:

A business letter is a letter asking forinformation or placing an order. It isbrief and to the point and includesonly necessary information.

1. Explain to the students that thereare six parts to a business letter.

A. Heading: Placed in the upperleft-hand corner. It gives youraddress.

B. Date: Starts at left margin twolines below heading.

C. Inside Address: Starts at theleft margin. It is the address ofthe person or businessreceiving your letter.

D. Greeting: Under the insideaddress. Put a colon after thegreeting.

E. Body: Written in paragraphform. Clear, brief and containsonly the necessaryinformation.

F. Closing: Should be in line withthe heading. It is usuallySincerely or Yours truly. Useyour full name placed directlyunder the closing. Mostbusiness letters are typed, sowrite your signature betweenthe closing and your typedsignature.

2. Inform students: Your family isgoing to Los Angeles, California,for the 1994 World Cup soccertournament. You would like toknow some of the famous touristattractions to visit in the Los

Angeles area. Write a letter to atravel agency or Visitor's Bureaurequesting this information (seesample).

3. An envelope is used to send a let-ter. Explain to the students thatthere are three parts to an enve-lope.

A. Return address: The sender'saddress and is put in theupper left-hand corner.

B. A stamp: Placed in the upperright-hand corner.

C. The receiver's name andaddress: The address of theperson to whom the letter issent. It is placed in the centerof the envelope.

Activities:

1. Write to a sporting goods store.Explain that you wanted to pur-chase a soccer ball you saw adver-tised in the newspaper but thestore was out of them. Ask them tocontact you when they have themin stock.

2. Your favorite television show hasbeen taken off the air. Write to thestation manager and give your rea-son why it should be reinstated.

3. You ordered a game in the mail.When it arrived several pieceswere missing. Write to the compa-ny and explain the problem. Askthem to replace the missing piecesor return your money.

4. Order tickets for a concert or asoccer match from a ticket agency.Be sure to include the time anddate of the concert or the gameand enclose money for tickets.


50 55

I I

Business Letter

56

120 Jones AvenueMobile, Alabama 64321

April 4, 1993

I HEADING I

"4 I DATE I

Adventure Travel Agency360 Main Street -41FINSIDE ADDRESS IMobile, Alabama 64321

Dear Sir or Madam: GREETING I

WorldCup

U SAN

BODY I

Our family will be visiting Los Angeles, California, in the summerof 1994 for the World Cup final game.

Please send me information on the tourist attractions located in ornear the Los Angeles area.

Sincerely, 4 [CLOSING I

I SIGNATURE ]

Amanda Armstrong

Sample

Envelope

120 Jones Avenue RETURN ADDRESS IMobile, Alabama 64321

Stamp

RECEIVER'S NAMEAND ADDRESS

Adventure Travel Agency360 Main StreetMobile, Alabama 64321

Student Sheet

57

Soccer Bingo

Objective:

To introduce the students to the vocabulary of World Cup Soccer.

Materials:Vocabulary list of wordspertaining to soccer(included)

Soccer bingo cards activitysheet filled and unfilled(included)Markers (paper, discs, etc.)

Instructions:

1. Introduce and discuss soccervocabulary.

2. Give each student a soccer bingocard. The squares will be filled withwords from the soccer bingovocabulary list. (Vocabulary wordsmay be printed on small sheets ofpaper or cardboard.)

3. The caller's words will come fromthe soccer bingo vocabulary list.

4. The caller calls out words until oneplayer has matched the words in arow (vertical, horizontal or diago-nal) on his/her card. The winnercalls out "Soccer."

SOCCER BINGO WORD LIST

sports coach

points formation

loft interception

tackle Brazil

heading soccer

athlete victory

pride opponent

touchline yard (s)

pass meter (s)

misconduct counter attack

rebound charging

score jersey

goal Pe le

goalie rules

field winner

achieve league

linesman competitor

instep offside

center flag

fullback volleying

penalty fitness

grid goal line

dribbling

professional

score

foul

spirit

fakes

turnover

Olympic

official

stadium

halfway line

penalty

spot/mark

center circle

penalty arc

corner arc

referee

substitute

competition

Activities:

1. Make a sentence for each vocabu-lary word.

2. Look up each vocabulary word inthe dictionary. Include part ofspeech.

3. Alphabetize list of vocabularywords.

4. Construct five sentences using asmany vocabulary words as possi-ble in each sentence.

5. Write a story using all vocabularywords provided in list.

Incorporate Personal Impact Journal activities.3 59

Soccer BingoSample

goalie rebound points victory rules

penalty heading offside Olympic spirit

official touchline

r.

, , <

SW

instep dribbling

Pe le soccer athlete center referee

score stadium competition volleying winner

60 5 4

Soccer BingoStudent Sheet

i, _

., ,-..`i '

-

k

,.......

,2 \'`il `

-

,t

61

4 01-0.10 ,

.1w ii 1,1 r, LI f

WorldCup

USA 94.

it

Soccer Team Averages

Objective:

To find averages and interpret them in sensible ways.

Materials:Worksheet (included)Pencil

Paper

Calculator (optional)Measuring tape (optional)Bathroom scale (optional)

Instructions:

1. Show the students the chart of a local

soccer team (see sheet). Included are

each player's name, position on team,length of time on team, height, weight

and goals scored.

2. Remind students that in order tofind an average

a. find the sum of a set ofnumbers and

b. divide this sum by the numberof numbers in the set.

3. Students will:

a. Find the average number ofyears the team members haveplayed.

Who has played the longesttime?

Who has played the shortesttime?

b. Find the average height of theteam.

Who is the tallest player?

Who is the shortest player?

c. Find the averageweight of theteam?

Who is the heavi-

est player?

Who is the light-est player?

Activities:

1. (To be done with enclosed work-sheet.) Have students convert eachplayer's height into centimeters.Review with students, to convertinches to centimeters, multiply.

1 inch = 2.54 centimeters

2. (To be done with enclosed work-sheet.) Have students convert eachplayer's weight into kilograms.Review with students when usingmetric conversion formula, multi-ply by .45 when converting poundsto kilograms.

3. Divide the class into two teams.Have students measure and recordeach student's height by inches.Have each student convert his/herheight to centimeters.

4. Using a weightscale, chart theweights of volunteerstudents. Have stu-dents convert theirweights to kilo-grams.

5. Ask students thenumber of hoursthey play soccer/sports per week.Record this on aboard or chart. Thenhave the class findthe average numberof hours the classparticipates in soc-cer/ sports per week.


d. Find the average goals scoredby each player per game.

Who scored the most goals?

Who did not score any goals?

4. Convert each player's height intofeet and inches.

ANSWER SHEET

1. Total years on the team: 33 yearsAverage years on the team: 3 yearsMost years played: TranFewest years played: Tomas

2. Total height in inches: 715 inchesAverage height in inches: 65 inchesTallest player: SamShortest player: TranPlayers' height in feet and inches:

JoshuaJose

OmarAlex

KevinJimmy

TranSam

CarlosBobby

Tomas

5 feet 4 inches5 feet 6 inches5 feet 5 inches5 feet 2 inches5 feet 8 inches5 feet 5 inches5 feet 1 inch5 feet 9 inches5 feet 5 inches5 feet 6 inches5 feet 4 inches

3. Total weight of team: 1,210 lbs.Average weight of players: 110 lbs.Heaviest player: BobbyLightest player: Jose

4. Total goals scored: 22Average goals scored: 2Who didn't score any goals: Kevin

65

BEST COPY AVAILABLE

66

S I I '

Team

PLAYER'SNAME POSITION

YEARS ONTEAM HEIGHT WEIGHT

GOALSSCORED

Joshua goalkeeper 4 64 in. 110 lbs. 2

Jose right defender 2 66 in. 98 lbs. 1

Omar center defender 3 65 in. 112 lbs. 3

Alex center defender 3 62 in. 108 lbs. 3

Kevin left defender 2 68 in. 120 lbs. 0

Jimmy right midfielder 4 65 in. 114 lbs. 1

Tran center midfielder 5 61 in. 112 lbs. 3

Sam left midfielder 4 69 in. 100 lbs. 2

Carlos right forward 3 65 in. 115 lbs. 3

Bobby center forward 2 66 in. 121 lbs. 3

Tomas left forward 1 64 in. 100 lbs. 1

58

Objective:

To become familiar with different time zones in the United States.

Materials:U.S. Time Zone Map(see Appendix)

AtlasTextbooks

Pencil

Paper

Airline schedule (optional)Encyclopedias (optional)

Instructions:

Soccer teams often travel to citiesthroughout the United States to com-pete. Often they travel in different time

zones from their hometown. Todaywe are going to learn what "timezones" mean and why it is importantto understand how they work.

A time zone is a geographical areain which the same standard timeis used. The world is divided into24 time zones.

1. Using the time zone map (includ-ed), explain to the students thatthe continental United States isdivided into four time zones:Pacific, Mountain, Central andEastern. The time in each zone isone hour earlier than in the zone toits east and one hour later than inthe zone to its west.

2. Review AM and PM. AM is used fortime after 12 midnight and before

EXAMPLE:

Pacific Mountain Central aster

2:30 AM 3:30 AM 4:30 AM 5:30 AM

6:41 PM 7:41 PM 8:41 PM 9:41 PM

10:00 AM 11:00 AM 12:00 PM 1:00 PM

9:36 AM 10:36 AM 11:36 AM 12:36 PM

1:02 PM 2:02 PM 3:02 PM 4:02 PM

12 noon. PM is used for time afternoon and before 12 midnight.

3. On the board or chart (see chart)make a column for each time zone.Put several local times on your timezone chart. Students will fill in thetimes in the other three time zones.

4. Give students "Time Zones" hand-out. Using a specific time fromyour city (and time zone), findwhat time it would be in the follow-ing cities. Specify AM or PM.

b.

c.

d.

5. Discuss with stu-dents the importance

of knowing abouttime zones, i.e.:

a. Why are timezonesimportant forbusinesspeople toknow?

When calling someone inanother state why should youknow his/her time zone?

How do time zones affect sometravel schedules? Why arethey important when travelingto another city?

How do time zones affecttelevision programming? Doeseveryone in the United States

watch the same sports event atthe same time? Why or why not?

Activities:

1. Have students make a chart listingthree "soccer cities" in time zonesother than their own city. Using 10local times, have them find the cor-responding time in the other cities.

2. Ask the students when it islunchtime at their school what isthe time in three other "soccercities?" Dinner time? Bedtime?

3. Show the class a page from an air-line schedule and explain how to

read the information. Discussarrivals and departures. Have stu-dents figure out the amount oftime a flight takes based on itsarrival and departure times.Include flights from different timezones (i.e., Jane's plane leftOrlando at 4PM and arrived inDenver at 6PM. It was a four hourflight. How do you explain the dif-ference in time?).


5

4. In some sports, a team (i.e., soc-cer, baseball, basketball, etc.) isscheduled to play a game everyday or every two days, etc., oftenin cities far away from each other.How does travel to and from differ-ent time zones affect the team'spractice, meals, rest schedules?

67

68

Answer Sheet

If it is 11:00 AM in Los Angeles, what time will it be in thelisted cities?

City Time City Time

1. Macon, Georgia 2:00 PM 18. Amarillo, Texas 1:00 PM

2. Salt Lake City, Utah 12:00 PM 19. Baltimore, Maryland 2:00 PM

3. Mobile, Alabama 1:00 PM 20. Scranton, Pennsylvania 2:00 PM

4. Madison, Wisconsin 1:00 PM 21. Casper, Wyoming 12:00 PM

5. Portland, Oregon 11:00 AM 22. Stockton, California 11:00 AM

6. Cleveland, Ohio 2:00 PM 23. Duluth, Minnesota 1:00 PM

7. Stowe, Vermont 2:00 PM 24. Knoxville, Tennessee 1:00 PM

8. Bismark, North Dakota 1:00 PM 25. Trenton, New Jersey 2:00 PM

9. Natchez, Mississippi 1:00 PM 26. Shreveport, Louisiana 1:00 PM

10. Tampa, Florida 2:00 PM 27. Tacoma, Washington 11:00 AM

11. Omaha, Nebraska 1:00 PM 28. Concord, New Hampshire 2:00 PM

12. Roswell, New Mexico 12:00 PM 29. Denver, Colorado 12:00 PM

13. Grand Rapids, Michigan 2:00 PM 30. Jonesboro, Arkansas 1:00 PM

14. Charlotte, North Carolina 2:00 PM 31. Buffalo, New York 2:00 PM

15. Helena, Montana 12:00 PM 32. Lawton, Oklahoma 1:00 PM

16. Dover, Delaware 2:00 PM 33. Lexington, Kentucky 2:00 PM

17. Springfield, Massachusetts 2:00 PM 34. Pocatello, Idaho 12:00 PM

Note: Arizona and Nevada do not switch to Daylight Saving Time.

60

Time Zones

If it is 11:00 AM in Los Angeles,what time will it be in the listed cities? cSj

Student Sheet

City Time City Time

1. Macon, Georgia 18. Amarillo, Texas

2. Salt Lake City, Utah 19. Baltimore, Maryland

3. Mobile, Alabama 20. Scranton, Pennsylvania

4. Madison, Wisconsin 21. Casper, Wyoming

5. Portland, Oregon 22. Stockton, California

6. Cleveland, Ohio 23. Duluth, Minnesota

7. Stowe, Vermont 24. Knoxville, Tennessee

8. Bismark, North Dakota 25. Trenton, New Jersey

9. Natchez, Mississippi 26. Shreveport, Louisiana

10. Tampa, Florida 27. Tacoma, Washington

11. Omaha, Nebraska 28. Concord, New Hampshire

12. Roswell, New Mexico 29. Denver, Colorado

13. Grand Rapids, Michigan 30. Jonesboro, Arkansas

14. Charlotte, North Carolina 31. Buffalo, New York

15. Helena, Montana 32. Lawton, Oklahoma

16. Dover, Delaware 33. Lexington, Kentucky

17. Springfield, Massachusetts 34. Pocatello, Idaho

69

Sam's Soccer Sale

Objective:

To calculate the amount of discount when given a regular price and thediscount expressed as a fraction.

Materials:Pencil

Paper

Newspaper advertisementsChart (included)Calculator (optional)Flyers (optional)Newspaper travel section(optional)

Instructions:

Eric was going to join a soccer teamand he needed several items beforehe could play. His mother saw anadvertisement in the newspaper for asale at Sam's Sporting Goods Store.

1. Show the students several newspa-per sales advertisements. Reviewwith the students that a sale is areduction in price called a discount.Have the students point out theitems advertised as a fraction dis-count (i.e., 1/3 off red caps).

2. Discuss and review the steps in findinga discount price when the discount isgiven as a fraction. (These steps onlywork when the numerator is 1.)

3. Steps:

a. Divide the price by thedenominator of the fraction.

b. Round to tile nearest cent.(This is your discount.)

c. Subtract from the regular priceto find the sale price. (Seeexample.)

Example:

a. To find 1/4 of $27.99 divide by 4.

b. Round $6.99 3/4 to $7.00 for

the discount.c. Subtract the discount from the

regular price to find the sale price.

4. Show students chart on Sam'sSoccer Sale. Using the formula forfinding discounts, have studentscomplete the chart.

Activities:

1. Have students bring in newspaperadvertisements on sport shoes.Compare the price of specific brandsat different stores. Find which storeis offering the lowest price.

2. Students may keep a log of televi-sion advertisements they have seenfor a week. What companies (i.e.,department stores, furniture stores,car companies, etc.) are offeringdiscounts on their merchandise?

3. Using the travel section of the news-paper, have students find airlines andresorts that are offering discounts.

4. Have students make their ownadvertisements, offering specificgoods, using fractional discounts.

Incorporate Personal ImpactJournal activities.

ANSWER SHEET

Regular % of Amount of SaleItem Price Discount Discount Price

Soccer Ball $19.99 1/4 off $ 5.00 $14.99

Shin Guards $16.37 1/2 off $ 8.19 $ 8.18

Gloves $12.48 1/4 off $ 3.12 $ 9.36

Soccer Shoes $25.66 1/3 off $ 8.55 $17.11

T-Shirt $11.47 1/2 off $ 5.74 $ 5.73

Shorts $ 9.99 1/4 off $ 2.50 $ 7.49

Sweatpants $11.88 1/2 off $ 5.94 $ 5.94

Sweatshirt $16.99 1/4 off $ 4.25 $12.74

Socks $ 2.99 1/3 off $ 1.00 $ 1.99

ANSWERS

1. Eric would have spent $127.82.

2. Eric spent $83.53 buying the items on sale.

3. Eric saved $44.29.

4. Three items were half-priced. The shin guards, the T-shirt and thesweatpants.

5. It is important to check prices at several stores before you make apurchase so you can get the lowest price. Advertisements are aconvenient way of checking the price on specific items so youspend your money wisely.

6. Comparison shopping is comparing the price of the same item atseveral different stores.

6271

Student Sheet

ItemRegular

Price% of

Discount,

Amount ofDiscount Sale Price

.

Soccer Ball $ 19.99 1/4 off

Shin Guards $ 16.37 1/2 off

Gloves $ 12.48 1/4 off

Soccer Shoes $ 25.66 1/3 off

T-Shirt $ 11.47 1/2 off

Shorts $ 9.99 1/4 off

Sweatpants $ 11.88 1/2 off

Sweatshirt $ 16.99 1/4 off

Socks $ 2.99 1/3 off

Questions:

1. If Eric had bought all nine items at the regular price, how much money would hehave spent?

2. How much money did he spend buying the nine items on sale?

3. How much money did Eric save at Sam's Soccer Sale?

4. How many items were half-priced? What were those items?

5. Why is it important to check the prices at several stores beforeyou make a purchase? How do advertisements help you

make a wise choice?

72

6. What is comparison shopping?

63

Soccer Field Follies

Objective:

To measure length/width in feet and inches, and find the perimeter andarea. Students will then convert this knowledge to the metric system.

Materials:Sheet with soccerfield measurements(see Appendix)

Rulers

Yardsticks

Marking chalkTrundle wheel (optional)

Instructions:

1. Students write the width andlength of a soccer field from dia-gram.

2. Find the area and perimeter of thesoccer field.

3. Find the area and perimeter of thepenalty area.

4. Students will break down the soc-cer field measurements as follows:

a. Number of feet in thetouchline.

b. Number of inches in thetouchline.

c. Number of feet in the goal line.

d. Number of inches in the goalline.

5. In small groups measure a soccerfield on the school yard includinghalfway line.

Activities:

1. With the diagram of the field of play,mark off a complete soccer field onthe school yard including penaltyareas, goal area and center circle.

2. Using a trundle wheel, have thestudents mark off the soccer fieldin meters. Answer the followingquestions:

a. How many meters in atouchline?

b. How many meters in a goalline?

c. How many meters in a penaltyarea?


73

California, Here I Come

Objective:

To show how a savings account earns additional money on the amountsaved in a bank or savings and loan.

Materials:Pencil

Paper

Enclosed sheetsCalculator (optional)

Instructions:Willie was invited to join his best friend'sfamily on a trip to Los Angeles for theWorld Cup soccer tournament. Hismother said he could go if he paid forpart of the trip. She suggested the bestway to save money was to open a sav-ings account. Willie took some moneyhe had earned and went to a local bank(or savings and loan). The managerexplained to Willie that the most com-mon kind of savings account is called apassbook account. She gave him anaccount number and a passbook, whichis a record of all transactions.

1. Ask the students "What is a savingsaccount?" (A person depositsmoney in a savings account so thatthe money accumulates and earnsinterest. Interest is what the bank

pays you for the use of your money.)

2. Ask the students if anyone has asavings account. Is anyone savingfor something special?

3. On a chart or on the board, showthe students an example of a sav-ings passbook (included). A pass-book is a record of savingsaccount transactions. Explain whateach column means.

Account numberThe identification number of youraccount. No one may withdraw moneyfrom anyone else's savings account.

DateShows the date of the transaction.

WithdrawalThe amount of money

Activites:1. Using the student sheet (included),

have students make up a fictitiousaccount, i.e., Elisha made a depositon October 4th for $300.00, onOctober 16th for $137.00 andOctober 24th for $30.00. OnNovember 9th she made a deposit of$192.00 and on November 10th thebank paid her $8.00 in interest. OnNovember 26th she made a depositof $40.00 and on December 1st shemade a withdrawal of $150.00. Askthe following types of questions:

What was her balance onOctober 24th?

What is the total of all depositsmade?

2. Have students research differenttypes of savings accounts. (They

may want to call dif-ferent banks forinformation.)Compare and con-trast the differenttypes of accounts.

3. Students may makeweekly / monthlybudgets. Be sure toinclude savings. Havestudents calculatehow much moneythey will have savedin 12 months if theystick to their budgets.

4. Brainstorm with stu-dents different waysthey can earn money.


65

taken out of a savings account.

DepositThe amount of money put into a sav-ings account.

InterestMoney the bank pays you for the useof your money.

BalanceThe total amount of money in yoursavings account.

4. Show the students a copy ofWillie's passbook (included). Usingthe sheet, have the studentsanswer the following questions(see included sheet).

ANSWERS

1. The date of Willie's first transaction wasSeptember 27. He deposited $98.00 inhis account.

2. Two transactions were made in October,May and June. On October 16th, Williedeposited $108.00 and on October 30thhe deposited $68.00. On May 2nd, hedeposited $111.00 and on May 25th hedeposited $75.00. On June 1st, the bankpaid Willie $11.00 in interest and on June25th Willie withdrew $25.00.

3. On January 9th Willie's balance was$381.00.

4. Willie made his first withdrawal on March19th. He withdrew $50.00. After hiswithdrawal, his balance was $367.00.

5. Willie earned interest on his account onJanuary 9th and on June 1st. On January9th, the interest was $7.00 and on June1st the interest was $11.00.

6. The total of Willie's withdrawals were$75.00. Willie would have had a total of$614.00 dollars in his account on June5th if he had not made withdrawals.

75

California, Here I Come

Willie's Savings Account\ Account # 396431-2

DATE WITHDRAWAL DEPOSIT INTEREST BALANCE

9/27 98.00 98.00

10/16 108.00 206.00

10/30 68.00 274.00

12/26 100.00 374.00

1/9 7.00 381.00

2/4 36.00 417.00

3/19 50.00 367.00

5/2 111.00 478.00

5/25 75.00 553.00

6/1 11.00 64.00

6/5 25.00 539.00

Student Sheet

Questions

1. What was the date of Willie's firsttransaction? What did he do?

2. Which months had more than onetransaction? What were thesetransactions?

3. What was Willie's balance onJanuary 9th?

4. When did Willie make his firstwithdrawal? How much money didhe withdraw? What was hisbalance after the withdrawal?

5. When did Willie earn interest on his account? How much was the interest each time?

6. What was the total of Willie's withdrawals? How much moneywould Willie have had in his account on June 5th if he had notwithdrawn any money?

76 66

1%.g,tZtoGJN-\ktbCP

11

Gaining ponunities to Achieve Lifetime success

®A


6 8

A A

79

Score a Nutritional Goal

Objective:To understand the importance of a balanced diet.

Materials:Paper

Pencils

Rulers

Included sheetsCharts

Newspaper and magazinearticles

Instructions:

A soccer player needs energy. In a90-minute match, a player will runabout five miles. This energy comesfrom eating the right foods and nutri-ents. The basic food groups includemilk, bread, fruits, vegetables, meatand a small amount of fat.

Six kinds of nutrients are also essen-tial for good health. These include:

Carbohydrates: found in bread, rice,cereal and pasta. Supply the bodywith energy.

Fats: found in butter, oils and nuts.Supply the body with energy.

Protein: found in meat, poultry, fish,beans, eggs, and nuts. Builds andrepairs the body and produces energy.

Minerals: found in milk, leafy vegeta-

bles and seafood. Builds bones andteeth. Needed for growth and repairof body.

Vitamins: found in vegetables andcitrus fruits. Needed for body growthand maintenance.

Water: found in all foods. It is 75-80% of the body.

1. Show the students the food chart.Discuss the basic food groups. Whyis it important to have foods fromeach group daily? (To ensure youare getting a balanced diet. A bal-

anced diet includes the rightamount of nutrients the body needsfor good health. See chart.)

2. Students will classify foods in eachgroup and the nutrients they con-tain (see sheet).

3. On the board or a chart, have stu-dents suggest different foods thatcould be included for each basicfood group (see sheet).

4. Students will then plan a one daymenu including breakfast, lunchand dinner (see sheet). Discusseach menu. Is the menu bal-anced? Does it include the propernumber of servings from eachfood group? Does the menuinclude the proper nutrients? Howcould they improve their choices?

Activities:

1. Students may plan a five-day menufor their family. Also, they maydevelop a special five-day diet fora soccer player (remember, a soc-cer player uses a great amount ofenergy while playing soccer).

2. In small groups, students maymake a restaurant menu. Be sureall the basic food groups are avail-able on their menu. Illustrate amenu cover.

3. Make a list of your favorite foods.Find the calories listed for eachfood. Why are some foods called"junk food?" (High caloric con-

NUTRIENTS FOODS IN WHICH THEY ARE FOUND

Carbohydrates

Fats

Protein

Minerals

Vitamins

Water

Bread, Rice, Pasta, Cereal, Candy, Tortillas

Butter, Olives, Mayonnaise, Oil, Nuts, Salad dressing

Meat, Fish, Nuts, Poultry, Beans, Cheese

Milk, Seafood, Apricots, Leafy vegetables

Vegetables, Citrus fruits, Yogurt, Eggs, Wheat germ

All foods

tent, little or no nutritional value,contain "hidden" fats)

4. Divide students into small groups.Assign each group a basic foodgroup. Have students bring in a

%;11) Incorporate Personal Impact Journal activities.

S9

recipe from their food group.Make a classroom recipe book.Illustrate the different entrees.

BEST COPY AVAILABLE 81

Sample

Breakfastcereal with strawberries

milktoast with butter

orange juice

Lunchcheeseburger with lettuce and tomato

macaroni saladapple

Dinnerchicken

potatopeas

carrotsgreen saladbreadsticks

milk

82

70

Score a Nutritional Goal

Milk, YogurtCheese2-3 servings

Sample

Fats, Oils, Sweetsuse sparingly

Meat, Fish, Beans2-3 servings

VegetableGroup3-5 servings

FruitGroup

2-4 servings

Bread,Grains,

Pasta Group6-11 servings

83

Samples .

I.Bread,Grain,PastaGroup

II.Vegetable

Group

SUGGESTED FOOD LIST

FruitGroup

IV.

Milk,Yogurt,CheeseGroup

V.

Meat,Fish,BeanGroup

VI.Fats,Oils,

Sweets

cereals

Englishmuffins

hamburgerroll

tortilla

popcorn

spaghetti

rice

crackers

84

green beans

celery

spinach

onions

lettuce

tomato(a fruit, eaten as

a vegetable)

cauliflower

pumpkin

apples

grapefruit

orange

pineapple

watermelon

raisin

banana

buttermilk

ice cream

cottagecheese

yogurt

swiss cheese

cheddarcheese

sour cream

72

beef

pork

chicken

turkey

salmon

lobster

pinto beans

margarine

butter

mayonnaise

saladdressing

vegetable oil

Score a Nutritional GoalStudent Sheet

NUTRIENTS FOODS IN WHICH THEY ARE FOUND

73 85

Self-Esteem

Objective:To promote better self-esteem.

Materials:Paper

Pencil

Worksheet (included)

Two school picturesor snapshots (optional)

Instructions:

The game is tied. The crowd is roar-ing. You must make the winninggoal! Every soccer player's dream.

Self-esteem means how you pictureyourself. High self-esteem meanshaving a favorable (good) opinion ofyourself.

To develop confidence and high self-esteem, you have to feel you are a valu-able person. This means not only likingyourself, but recognizing and acceptingyour strengths and weaknesses.

1. Discuss positive thinking with stu-dents. Why is it important? (If youmake negative statements or putyourself down, you lower yourself-esteem.) Positive thoughtsraise your self-esteem.

2. Brainstorm with students somepositive adjectives that coulddescribe the students' personalitytraits. Put some of the adjectives

EXAMPLE

smart cute trustworthy

considerate respectful reliable

gentle fair generous

kind self-confident prompt

on a chart or board.

3. Have each student write his/hername on a slip of paper and put itin a box. Pass the box around,have each student draw a nameout of the box, other than his/herown.

creative

athletic

truthful

fun

dents. Putpaper aside.

6. Have studentstake the sheetof paper withtheir ownname written

in the center. Write adjectives thatbest describe themselves in thecircles.

7. Return papers so each student hastwo papers about himself/herself:one paper written by another stu-dent and one written by him/her.

With the students' permission,have students or teacher readsome of the papers.

If pictures or snapshots are avail-able, have students place theirpictures in the center of eachsheet.

4. Give each student two worksheets(included). Have students put their 8.

own name in the center of onesheet. Put aside.

5. Write the name of the student they 9.

have drawn from the box in thecenter of the second sheet. Fill inthe circles with adjectives thatdescribe the best traits of the stu-

Activities:

1. Make a booklet of the Self-EsteemDiagrams. Feature a student of theday/week. Put his/her picture on aboard or chart.

2. Each student may make two smallsigns, "I, (student's name), am avaluable person." Each student

may put one on his/her desk andtake the other home to place on adresser or mirror.

3. Everyone has many different abili-ties and strengths. Make a list ofall your special abilities andstrengths. Read your list often.

4. Pay someone a sincere compli-ment. How do you think it madehim/her feel? How did you feel?

BEST COPY AVAILABLEIncorporate Personal Impact Journal activities.

87

Self-Esteem

My Self-Esteem Diagram

Sample

88

Student Sheet

89

We Make a Goal

Objective:To write a goal.

Materials:Pencil

Paper

Goal sheets (provided)

Instructions:

In soccer, making a goal gives yourteam a point. The player that scoresthe point feels good that he con-tributed to the team's goal of winningthe game.

In life, setting and achieving goalsraises one's self-esteem and confi-dence. A realistic goal is somethingthat can be achieved in a reasonablelength of time. Objectives are mea-surable steps you take to reach yourgoal. There are no guarantees thatyou will be successful in every goalyou want to achieve, but practicemakes setting and accomplishinggoals easier.

1. Discuss the importance of settinggoals with students. What do theywant to accomplish? How longwill it take? (A day, week, month?)

Emphasize the importance ofdoing some small task dailytoward the goal.

2. On a chart or board, have studentspick several goals they would liketo achieve. Remind the studentsthat a realistic goal is a goal thatcan be accomplished in a reason-able length of time. Objectives arethe measurable steps you take inreaching your goal.

3. Distribute goal sheet (provided).Have students pick three goals theythink they can accomplish in aweek. Have them fill in two objec-tives toward achieving each goal.

4. In small groups discuss the stu-

dents' goals and objectives. Do theobjectives lead toward the goal?

5. Students will pick one of the goalsthey want to do in a week (seechart). Each day, they will writedown one step they have takentoward their goal.

6. After two or three days, have students

review their chart. Check to see ifthey are on schedule. If not, changesshould be made at this time.

7. Read the chart at the end of theweek. How many studentsreached their goal? What positivefeelings did they have when theyaccomplished their goal or whenthey took each step?

Activities:

1. Draw a picture of yourself achiev-ing your goal. Label your picturewith the goal you want to achieve.Put the pictures in a class book.

2. Each student may write a contract.

3. Pick a class goal. Discuss whatyou have to do to achieve thatgoal. Keep a daily graph of theprogress.

4. Participate in a school fundraiser.Have class make posters or charts

EXAMPLE CONTRACT

My goal is to (goal).

I will reach my goal by (date).

This goal is important to me because (reason):

Signature

advertising the event. Be sure toplace the school's goal on eachposter.


791

GoalsStudent Sheet

I. Goal:

Objective:

Objective:

II. Goal:

Objective:

Objective:

Ill. Goal:

Objective:

Objective:

92

Examples

I. Goal: To make new friends.

Objective: Introduce myself to a new person this week.

Objective: Ask this person to have lunch with me and meet my friends.

II. Goal: To make 100% on weekly spelling test.

Objective: Learn to spell six words each day.

Objective: Have someone give me a pre-test the night before the exam.Study misspelled words.

Ill. Goal: To improve soccer skills.

Objective: To practice soccer skills with a friend 20 minutes each day.

Objective: To jog two miles three times a week.

78

Student Sheet

Goals

94

Sample

Goal: To score 100% on spelling test.

Day 1 1. Read over spelling list.2. Look up definitions of any word you don't know.

Day 2 1. Take one-half of list.2. Write each word ten times.3. Cover each word. Spell.

Day 3 1. Take second half of list.2. Write each word ten times.3. Cover each word. Spell.

Day 4 1. Have someone give you a test on your words.2. Practice the words you miss.

Day 5 1. Review words.2. Relax

SO

We Love Our Planet

Objective:To learn how we can conserve energy and water.

Materials:Pencils

Paper

Worksheet (included)Tag board (optional)Art paper (optional)

Instructions:

Look around the stadium at an inter-national soccer game. You'll see peo-ple of all colors, cultures andlanguages cheering for their favoriteteam. They all have in common alove for soccer.

Regardless of where we live, peoplehave the same needs: shelter, foodand love. We also share and love theplanet on which we live. Just as wehave to take care of ourselves forsurvival, we have to take care of ourplanet for its survival.

As a soccer player has to conservehis energy before a game, we have toconserve the natural resources of ourplanet for future generations. It's thelittle things we do each day that make

the greatest difference. We can allstart by making small changes suchas recycling and conserving energyand water.

1. Brainstorm ways that each of usmay conserve energy and water inour own homes. Discuss differentways that we, as individuals, canmake a difference.

2. Put ideas on chart or board.

3. Divide students into small groups.Give each group a paper with oneroom in a house written on top(see sheet).

4. Group will pick one student as arecorder. Ask students to list fiveways to conserve energy and/or

water in their rooms.

5. Recorders will list ideas on sheet.

6. When groups are finished, haveeach group read its list to theclass.

7. On a poster, have one or two stu-dents draw a diagram of the interiorof a house (see diagram). Roomsshould include a living room/familyroom, bathroom, kitchen, bedroomand laundry room.

8. Have the recorder for each groupwrite the five ideas for savingenergy/water in "their" room.

9. Display "Conservation House" inclassroom.

Activities:

1. Each student will write a slogan forsaving energy. Illustrate slogan.Make a class book on "EnergySaving Slogans."

2. Have each group submit posterson conserving energy/water.Student committee will pick sever-al for awards. Display posteraround the school.

3. Start a recycling program atschool. Have each classroom dec-

orate a box for recycling paper.Ask the school custodian to have amain recycling bin for the school.

4. Call your local Department ofWater and Power. Ask them tosend a representative to speak onconservation to the class or at aschool assembly.

441 Incorporate Personal Impact Journal activities.

95

We Love Our Planet

Room

Sample

LIVING ROOM/FAMILY ROOM

1. Keep thermostat low. 68 degrees day-time is recommended, 10 degreeslower at night.

2. Put on an extra sweater instead ofturning up heat.

3. When leaving house for several hours,turn off heaters and/or air-conditioners.

4. Only use light wattage you need.Higher wattage than needed wastesenergy.

5. Put lights on automatic timers.

BEDROOM

1. Use two regular blankets instead ofelectric blanket.

2. Turn off lights when you leave theroom.

3. Open drapes/shutters during the day tolet sunlight in; close them at night tokeep the room warm.

4. In summer, use a ceiling fan instead ofair-conditioner.

5. Turn off TV or VCR when not in use.

BATHROOM

1. Take shorter showers and use lesswater in the tub.

2. Dry hair naturally instead of using hair dryer.

96

3. Don't use the heat lamp.

4. When brushing teeth, don't let waterrun.

5. Don't use the toilet as a wastebasket.

LAUNDRY

1. Wash a full load when using washingmachine.

2. Use cold or warm water as often aspossible when washing clothes.

3. When using dryer, turn off dryer assoon as the load is dry. This savesenergy and prevents wrinkles.

4. Clean lint filter in dryer after each load.

5. Use clothesline instead of dryer, when-ever possible.

KITCHEN

1. When using dishwasher, only wash fullloads.

2. Turn off dishwasher after last rinse. Letdishes air dry.

3. Avoid unneccessary opening and clos-ing of refrigerator door.

4. Use small or manual appliances formany kitchen jobs.

5. Recycle. Have recycling bins for paper,aluminum and glass.

82

We Love Our PlanetStudent Sheet

Bedroom Bathroom

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

Laundry Room

1.

2.

3.

4.

5.

83 97

We Love Our Planet

98

Room:

Student Sheet

;'

Soccer Weather

Objective:To make, read and interpret weather data in a line graph by plotting thedaily temperature of an international city for one week.

Materials:Weather section ofa current newspaperfor five consecutive daysGraph paper

Rulers

Instructions:

1. Student will pick an international"soccer city" and follow the tem-perature for five consecutive days.

2. Using graph paper, the student willmake a line graph of the daily tem-perature.

Activities:

1. Have students compare tempera-ture graphs of different cities.How are the climates different?The same? What factors influencedifferent climates? How does thisaffect soccer games?

2. Students may average out thedaily temperature for one month.Using an almanac, explain if it ishigher or lower than normal.

3. Learn weather symbols such ashigh, low, warm front, jet stream,cold front and trough. What dothese words mean? How doeseach affect the weather?

-41110Wiligalegar"'""-

Incorporate Personal ImpactJournal activities.

80°

750

700

65°

60°

55°

50°

Buenos Aires, Argentina

DAILY TEMPERATURE

Monday Tuesday Wednesday Thursday Friday

a9 ra

week of August 9, 1993

99

Gaining Opportunities to thieve Lifetime Success

C


86'

I I

A

101

Individual Skills Dribbling

Objective:To gain an understanding of basic soccer rules. To develop individualskills essential for success on the soccer field.

Materials:Soccer balls

Cones

Playing field

Instructions:

1. Divide the class into as manygroups as number of soccer ballsavailable. Have groups sit down inrows for introduction and demon-stration.

2. Begin session by asking students,"What do you know about soccerand the rules of soccer?" After abrief discussion, focus on the"Rules of the Day."

3. "Rules of the Day" to be highlight-ed by teacher:

A. Very little equipment isrequired. Players wear jerseys,shorts, cleated shoes andsocks pulled over shin guards.

B. Intentional contact with the ballfrom the shoulders to thehands is a foul. The goalkeepermay handle the ball, but onlywithin the penalty area.

4. Demonstration and Activity. Explainto students the proper technique forkicking and stopping a soccer ball.Stress the importance of not usingthe toe, but rather the instep(inside) or outside of the foot forbetter control. After a demonstrationof dribbling using both feet, havestudents dribble to a cone set up 20yards from the groups, turn around,and dribble back to the group.

5. After all students have had achance to dribble, set up a compe-tition among the teams with arelay race. Make sure that stu-dents understand that they are todribble keeping the ball close tofeet rather than kick and chase theball. Stress control!

6. Bring students together, highlightthe "Rules of the Day" again, andencourage students to practicedribbling on their own.

Activities:

1. Provide a handout to students witha diagram and dimensions of asoccer field to be filled in duringunit of soccer lessons.

2. Show students a videotape whichshows soccer players dribbling ina game.

3. In addition to relay races, studentsmay be timed individually andcompete against each other.

4. Add four more cones to the line(approximately five yards apart)so that students must dribblebetween cones. Once again, stresscontrol!

Incorporate Personal Impact Journal activities. 8103

Team Concepts Passing

Objective:To gain an understanding of basic soccer rules. To develop individualskills and team concepts essential for success on the soccer field.

Materials:Soccer ballsCones

Playing field

Instructions:

1. Divide the class into teams thatwere developed in the first lesson.Have teams sit down in rows forintroduction and demonstration oflesson.

2. "Rules of the Day." Review previ-ous rules and introduce new rulesto be highlighted:

A. A soccer team consists of 11starting players, one is thegoalkeeper.

B. The length of the field shouldbe 100-130 yards and thewidth, 50-80 yards. The fieldmust be longer than it is wide.

C. In most competition, a soccer

game is 90 minutes long,played in two halves, 45 min-utes each with a halftime breakof 15 minutes.

3. Demonstration and Activity.Explain to students that they willbe passing to a teammate. Tobegin, students may face eachother and pass the ball back andforth between them. Have themtake several turns at this activitywhile staying in one place. Next,have students face upfield towardthe goal and jog slowly toward thecone while passing the ballbetween them. Finally, studentsshould pass the ball between them

while running upfield toward thecone. Students must pass the ballthree or four times to differentteam members going upfield andthree or four times returning backdownfield.

4. Set up a relay race between theteams, stressing control by thetwo players as they pass to thecone and back.

5. Bring students together, highlightthe "Rules of the Day" andencourage practice.

Activities:

1. Have groups of five to seven stu-dents form a circle and pass theball across the circle, concentrat-ing on making good passes totheir teammates.

2. One or two students may go intothe circle and the players on theoutside of the circle play "keep-away" from the students in themiddle.

3. Students may kick a ball against awall and control it and pass it tothemselves.

411

4. Introduce the technique of heading(passing the ball with the head).Have students pair off and prac-tice heading the ball, concentrat-ing on using the top of theforehead, not the crown of thehead.

Incorporate Personal Impact Journal activities. 88105

Team Concepts Passing

Contact Area for Heading The Ball

Student Sheet

Heading The Ball

Meet the ball with feet spreadand knees flexed, arching backfrom the hips.

106

Keeping your eyes on the ball,tuck your chin into your chestand swing your upper bodyforward, striking ball withupper forehead.

As contact is made, releasethe chin, following throughwith the forehead.

Conflict Resolution Shooting & Penalty Kicks

Objective:To gain an understanding of basic soccer rules. To gain an understandingof the need for rules in sports.


Cones

Playing field

Red, yellow cards

Instructions:

1. Have teams sit down in rows forintroduction and demonstration oflesson.

2. "Rules of the Day."

A. The referee may award an indi-rect free kick for the followingoffenses:

1. obstruction, dangerous playand offside.

2. if a player taking a free kickor corner kick touches theball again before it istouched by another player.

On an indirect free kick, agoal cannot be scored untilthe ball has been touchedby another player fromeither team.

B. The referee may award a directfree kick when a player inten-tionally commits one of the fol-

lowing offenses:

1. kicks or attempts to kick,

2. charges from behind,

3. charges in a violent or dan-gerous manner,

4. jumps at, strikes or attemptsto strike

5. spits at, holds, pushes, ortrips another player or han-dles the ball.

On a direct free kick, a goalmay be scored directly with-out being touched by anoth-er player.

C. The referee may award a penal-ty kick for a direct free kick foulcommitted by the defenseinside the team's own penaltyarea. The ball is placed 12yards from the goal at thepenalty mark and only the

goalkeeper may defend.

3. Demonstration and Activity. Setup the three cases of penalty kickson the field, using students asplayers. Walk through each of thedifferent rulings, explaining thedifferences, especially as to therole of the defense.

4. Set up cones to serve as goals.Divide the class into teams andhave them practice shooting theball between the cones. After sev-eral rounds, place a student as thegoalkeeper and have studentspractice shooting at the goal in anattempt to score.

5. Bring students together, highlightthe "Rules of the Day" andencourage practice.

Activities:

1. Have students practice shooting,passing and dribbling with bothfeet in all drills.

2. Each team should be given theopportunity to practice indirect,direct and penalty kicks againstanother team.

3. Set up penalty kicks and haveteams compete against eachother.

4. Introduce concepts of "unsports-manlike conduct" and referenceuse of yellow (caution) card andred (send off) card.

Incorporate Personal Impact Journal activities. U107

Responsibility Game Strategy

Objective:To gain an understanding of basic soccer rules. To develop team con-cepts essential for success in soccer. To develop an appreciation forparticipation in soccer.

Materials:Soccer ballsCones

Playing field

Scrimmage vestsor other team identifier

Instructions:

1. Have teams sit down in rows forintroduction and demonstration oflesson.

2. "Rules of the Day."

A. A kickoff (also known as "start"and "restart") consists of theball moving only the length ofits circumference. The playerkicking off may not touch theball again until it has touchedanother player.

B. When a ball entirely crosses the

touchline, it is returned to playby a throw-in (an overhead, two-handed throw) with the player'sfeet touching the ground behindor on the touchline.

C. When the ball goes over the goalline, but not into the goal, it is

either a corner kick for theattacking team or a goal kick forthe defending team dependingon who touched the ball lastbefore it went over the goal line.

D. Offside is when a player in theopponent's half of the fieldreceives a pass from a team-mate when there are fewerthan two opposing defendersbetween the player receivingthe pass and the goal.

3. Demonstration and Activity.Demonstrate and have each teamexecute a kickoff. Have studentsreturn the ball to play using athrow-in from the side by workingwith a teammate. Also, have eachteam practice corner kicks with

the idea of scoring a goal or set-ting up teammates for scoringopportunities.

4. Divide the class into three groupsand form lines approximately 40-50 yards from a goalkeeper infront of cones set up for a goal.Place two defenders between thethree attackers. The object is forthe offense to get the ball past thedefenders and score a goal. Makesure to call the offside and foulswhen appropriate.

5. Have teams play against eachother for two 15- or 20-minuteperiods incorporating all rules ofplay learned. Highlight "Rules ofthe Day" and encourage practice.

Activities:

1. Set up as many scrimmages aspossible using three offensiveplayers, three defenders and goal-keeper for each team.

2. Add players to scrimmages aslevel of play progresses.

3. Let teams practice by themselvesin preparation for competitionagainst other teams.

ciell Incorporate Personal Impact Journal activities. 91109

Self- development Competition

Objective:To develop an appreciation for participation in soccer that can provide anopportunity to improve students' self-development, self-discipline, com-petitive instincts, sense of fairness and a commitment to teamwork.


Cones

Playing field

Scrimmage vests

Instructions:

1. Have teams sit down in rows forinstructions.

2. "Rules of the Day""Have fun,work hard and play by the rules."

3. Play actual soccer games, dividingthe class period in half and allow-ing for halftime. Keep a runningtime clock, rather than stoppingclock during matches. [Explainwhy the clock keeps on ticking insoccer and why there aren't toomany stoppages in a game. Ifthere are stoppages, who isresponsible for added time (i.e.,injury time), etc.]

Activities:

1. Set up a schedule so that eachteam plays against the otherteams.

92Incorporate Personal Impact Journal activities.

t tt,If 01

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WorldCup

USA94

:.V

The Goals Cup

Overview

World Cup USA 1994 and the Constitutional Rights Foundation presented "The GOALS Program" as a pilot project atMarkham Middle School in Los Angeles. Students at Markham, located in the neighborhood of Watts, participated inthe program both during class time and after school. As a culminating event to the pilot program, the first GOALS Cupwas held on Saturday, June 26, 1993.

Objectives

To develop individual skills and teamconcepts essential for success onand off the field.

To develop an appreciation for partic-ipation in soccer that can provide anopportunity to improve self-concept,self-discipline and a sense of fair-ness, commitment and competition.

To engage in activities designed tofoster positive attitudes towardresponsible citizenship and to developstrategies for community service instudents' schools and neighborhoods.

COMPONENTS

The three major features of TheGOALS Cup are participation inathletics, academics and com-munity service. Like theresource book, The GOALS Cupcan be adapted and developedto meet the needs of your class,your school or the community.

Athletic competitionA soccertournament can serve as thefocus of the activity. Teams canbe made up from individualclasses, teams or schools.Depending on the number ofteams participating, availablefields, and time schedule, atournament bracket can be setup to provide for the desirednumber of games.

AcademicsAs part of TheGOALS Cup, students can beencouraged to develop an acad-emic session that could high-light their involvement in "TheGOALS Program." Examples ofacademic activities might be to

94

display posters or essays, topresent a video or slide presen-tation, to create a skit or shortplay, or to set up an academiccompetition among the partici-pating teams.

Community ServiceThe finalcomponent of The GOALS Cup isto provide an activity which canhave a lasting impact on theschool or community. A commu-nity service project can be devel-oped by an individual team andpresented during the tourna-ment. Another idea is for all par-ticipating teams to cometogether to develop a larger pro-ject for the school or communi-ty. Students can also serve asmentors for elementary schoolstudents in the community andorganize activities such as asoccer clinic or tournament forthem.

115

116

Legacy

The GOALS Cup provides an oppor-tunity for students, teachers and thecommunity to work together in thedevelopment of activities and eventswhich can have a lasting impact oneveryone involved. Whether it isorganized by an individual class, a

school or a neighborhood, TheGOALS Cup can become the founda-tion of a commitment to young peo-ple and their desire to succeed insports and in life. Have fun, workhard and play by the rules!

SCHEDULE

The following schedule is an example of how The GOALS Cup may be organized to provide forparticipation by elementary school students:

9:00 AM Introduction to The GOALS Cup. Speakers may include participating students,teachers, principals or local elected officials.

9:15 AM Presentation by students involved in GOALS Cup. This is an opportunity for themiddle school students to present activities or projects which highlight theirinvolvement in "The GOALS Program."

10:00 AM Soccer clinic. Middle school students serve as instructors for the clinic which focuseson individual soccer skills. A guest speaker may also be included as part of the clinic.

11:00 AM Soccer Tournament Semifinals. Four teams of elementary school students partic-ipate in the tournament, with two games taking place at the same time. Play mayconsist of 30 minutes running time, with two 15-minute halves and a five-minutehalftime.

11:45 AM Championship Game, The GOALS Cup. The winning teams from the previous gamescompete in the Finals.

12:30 PM Lunch. Local restaurants or supermarkets may be interested in sponsoring theevent by providing food and beverages. A barbecue or pot-luck may also beencouraged and organized.

1:00 PM Awards Ceremony. Individual and team awards may be given for athletic, acade-mic or community service participation.

9i

World Cup

USA94

CRF

Constitutional Rights

Foundation

Student Contract

This agreement is an acknowledgement of my participation in the GOALS

Program. It is an agreement with the Constitutional Rights Foundation, World

Cup USA 1994 and

The terms of this contract begin on

and will continue throughout my life.

1. I agree to play by the rules of the game, both on and off theplaying field.

2. /agree to be a team player, both on and off the playing field.

3. I agree to work with others in resolving conflicts that arise,both at school and at home.

4. I agree to accept responsibility for my own actions, both atschool and at home.

5. /agree to put forth my best possible effort in everything I do,both at school and at home.

6. /agree to respect authority, policy, property, and the rights ofall other people, both at school and at home.

I understand that it is a privilege to have the opportunity to participate inThe GOALS Program. I also understand that any actions which are deemed asa breach of this contract are cause for the immediate termination of mymembership in The GOALS Program.

Student Date

9 6

Gai

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Opp

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ALS

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97

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88


I AM A MEMBER OF

Name

Presented by the Constitutional Rights Foundation and World Cup USA 1994


I AM A MEMBER CDF

Name



I AM A MEMBER OF

Name



I AM A MEMBER OF

Name



I AM A MEMBER OF

Name



I AM A MEMBER OF

Name


ARP

withtg iporuthVies g0 Achieve Lifetirm Success


100

V I A

A r

121

SOCCERThe Game Rules

Soccer is a simple game played between

two teams. The team that scores themost goals by game end wins. The fol-lowing represents an abridged version of

the 1993 Laws of the Game:

I. Field of Play

team's goalkeeper must wear a differ-ent color shirt from his/her team-mates to be distinguishable.

V. RefereeThe referee enforces all of the laws ofthe game and makes all calls on the

Fields vary in size from 100-130 field. He/she is the timekeeper and isyards long and from 50-80 yards the ultimate authority on the field.wide. Goals, penalty areas, and othermarkings are standard size and dis- VI. Linesmentance apart, regardless of the fieldsize. The goal must be 8 yards wideand the crossbar eight feet from theground. (See diagram on page 126.)

II. BallThe ball must be spherical, made of real

or synthetic leather, 27-28 inches in cir- VII. Duration of Gamecumference and weigh 14-16 ounces.

These two people work on the touch-line (one on each side and half of thefield), assisting the referee. They useflags to signal the referee for a sub-stitution, offside, or if the ball hasgone out of play.

III. Number of PlayersA soccer team is made up of 11 play-ers. Positions include: goalkeeper,defenders, mid-fielders, forwards andsubstitutes. When the ball is in play,only the goalkeeper may use his/herhands, but only within his/her penaltyarea. In international play, no morethan two substitutions are allowed. Aplayer cannot re-enter play oncehe/she has been substituted. The sub-stitution rule may be modified at theyouth level.

IV. Players' EquipmentAll players must wear shoes, socks,shinguards, shorts, and a shirt with anumber. All players on a team mustwear the same color shirt. Each

A soccer game is usually 90 minuteslong, with two 45 minute halves and a5 minute halftime in international play(10-15 minutes are allowed at otherlevels of play at the discretion of thereferee or rules of competition). Timeis never stopped. The referee mayadd time to the game at his/her dis-cretion for time wasting or injuries.

The referee will signal the end of thegame by blowing the whistle. A refer-ee may suspend a game at any time if:

weather conditions have madeit too dangerous to continueplaying;

a player is seriously injured;

the crowd becomes out of con-trol; orthere are less than 7 players oneither team.

If a suspension occurs, neither team

101

wins, regardless of the score, and adetermination will be made if thegame is to be replayed.

VIII. Start of PlayA coin toss determines either who will

kick off or defend which goal. The ref-

eree signals the start of the game byblowing the whistle. The kickoff ismade with a placekick at the centerspot. All 11 players must be on theirown half of the field, and the team not

kicking off may not have any playersin the center circle. The referee is the

timekeeper and will start time oncethe ball has been kicked forward andhas rolled its entire circumference(about 27 inches). The player kicking

off the ball may not touch it againuntil another player has played theball. The other team will kick off thesecond half and the teams will switch

sides so field or weather conditionswon't be an advantage or disadvan-tage to only one team. If play isstopped by the referee and the balldid not pass over touchline or goalline, the referee will drop the ballbetween a player from each team atthe place where the game was sus-pended. The ball must touch theground before the players can play it.

IX. Ball In and Out of PlayThe ball is out of play when it haswholly crossed the goal line ortouchline or when the game has been

stopped by the referee.

123

124

SOCCERThe Game Rules (cont.)

X. Method of ScoringA goal is scored when the ball com-pletely passes over the goal line intothe goal.

Xl. OffsideOffside is when an attacking player inthe opponents' half of the fieldreceives a pass from a teammatewhen there are fewer than twoopposing defenders (including thegoalkeeper) between the playerreceiving the pass and the goal.

4. Charging the goalkeeper

5. When playing as a goalkeeper

a. takes more than four stepsin any direction

b. releases the ball into playand picks up the ball againbefore it is touched byanother player

c. time wasting by not puttingthe ball into play

d. picks up the ball with hishands after it was passedback to him by one of histeammates

XII. Fouls and Misconduct A player shall be cautioned (yellow

A direct free kick is awarded to the card) if he/she:

opposing team at the place where the 1. enters or re-enters the field of

foul or offense occurred when a play- play to join his team without

er intentionally commits any of the the permission of the referee

following nine offenses: 2. persistently infringes the laws

1. kicks or attempts to kick an of the game

opponent 3. shows dissent to the referee

2. trips an opponent 4. is guilty of ungentlemanly con-

3. jumps at an opponent duct

4. charges an opponent in violent A player shall be sent off (red card) if

or dangerous manner he/she:

5. charges an opponent from 1. is guilty of violent conduct orbehind serious foul play

6. strikes or attempts to strike an 2. uses foul or abusive language

opponent or spits at him/her 3. persists in misconduct after

7. holds an opponent having received a caution (yel-

8. pushes an opponent low card)

9. handles the ball

The referee may award a penalty kickfor any of the nine offenses which are Free kicks are called either direct or

committed within the penalty area by indirect. On a direct free kick, a goal

the defense. may be scored directly without being

An indirect free kick is awarded to thetouched by another player. On anindirect free kick, a goal cannot be

opposing team when a player corn- scored until the ball has beenmits any of the following five offenses: touched by another player from

1. Dangerous play either team.2. Charging fairly, i.e., with the

shoulder, when the ball is not XIV. Penalty Kickwithin playing distance of theplayers concerned and they are The ball is placed 12 yards from thenot trying to play the ball goal at the penalty mark or spot and

3. Obstruction only the goalkeeper may defend. One

XIII. Free Kick

102

player is allowed to take the kick andthe remaining players must standoutside the penalty area.

XV. Throw-InWhen the ball entirely crosses thetouchline, a throw-in is taken at thepoint where the ball went out of play.The team who did not last touch theball throws the ball in to begin play.For a player other than the goalkeep-er, this is the only situation in whichuse of hands is allowed.

XVI. Goal KickA goal kick is given to the defendingteam when the attacking team touch-es the ball last and it entirely crossesthe defending team's goal line. Theball may be placed anywhere in thegoal area.

XVII. Corner KickA corner kick is given to the attackingteam when the defending teamtouches the ball last and it entirelycrosses their goal line. The ball isplaced at the nearest corner to wherethe ball went out of play.

For more information about thegame of soccer and how to play it,you may want to consult your schoolor community library for books onthe subject.

How To Win Every Game

You Play

No joke. Youjcan win everygame you play.

Just follow the 12rules listed below.

Many of these things are diffi-culteven more difficult thanscoring goals or making fan-tastic saves. But if you try tofollow allor at least someof these suggestions, it won'tmatter whether the score endsup in your favor or not. You'llgo undefeated. Here are therules:

Walk over to the otherteam's bench before thegame starts and wish theplayers and the coaches agood game. If you're thehome team, welcome themto your home field and/orhometown.

Try to master at least onenew technique or skill dur-ing the course of the game.

Concentrate on playingyour very best for everyminute you're on the field.

Use every ounce ofstrength and every braincell to get the ball in theopposite goal and to keep itout of your own goal.

When play is stoppedbecause someone on theother team gets hurt, be asconcerned as if it were yourteammate.

While on the bench, try tofigure out what your team isdoing right and what it'sdoing wrong. Watch forwhat the other team is doingright and wrong, too.

When a teammate makes amistake, tell him or her toforget it. When your team-mate makes a great play, lethim or her know you saw it.And when opponents makegreat plays, congratulatethem, too.

If there are parents yellingat the ref or yelling instruc-tions to you and your team-mates, tell your coach toask them just to stick tocheering.

After the game, congratulateyour teammates and shakehands with your oppo-

nents. Seek out the kid onthe other team who you feelhad a great game. Introduceyourself and compliment hisor her play.

Then go over to your coachand say thanks for coach-ing the game.

Finally, thank your parentsfor getting you to the gameand for supporting yourlove of soccer.

("Excerpted from the article PEPTALK by Joe Provey in SOCCERJR. magazine, Triplepoint, Inc.;Copyright 1993.7

103 125

lic Corner Flag

Corner Area

1 yard radius

1 yd

126

THE FIELD OF PLAY

Goal Line I Goal Goal Line Corner flag

Goal Area

Penalty Area

Penalty Mark

Corner Area

Halfway Line

Penalty Arc

Center

Spot

10 yard

; Radius

Halfway Line

Center Spot

Minimum 50 ydsMaximum 100 yds

4

10 yds

412 yds

1 yd6 yds

18 yds

Corner flagI I

I I I

16 yds I 8 yds I 18 yds

Goals are 8 feet high and 8 yards wide

1 C

Corner Flag

The 2-3-5 Formation

1

(k (i11 11

( (k (k .

11 11 I I

11 11 al /1 11

The 3-2-2-3 Formation

2 Defenders

3 Mid-fielders

5 Forwards

14,1

n \

(iv tia \(,,i 3 Defenders

11 i i ri (Stopper in Center)

\ (\II, \II/

. 2 Mid-fielders

(4a (a 2 Deep-Playing

i f 1Inside forwards

i

1®M

3 Forwards

127

The 4-24 Formation

1441

n4 Defenders

1 2 Mid-fielders

+ 4k 4kn ri( i ri

The 1-3-3-3 Formation

128

4 forwards

cwt (k11 11 11

(k (i11 (1 11

1 Sweeper

3 Defenders

1 3 Mid-fielders

10

3 Forwards

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112

History of the World Cup

On May 26, 1928, FIFA announcedplans to run its own competition,separate from the Olympic Games,and the World Cup was born. TheFIFA Congress, led by President JulesRimet, passed a declaration statingthat FIFA would "organize a competi-tion open to representative teams ofall affiliated national associations."The first World Cup tournament wasawarded to Uruguay in 1930.

The World Cup tournament has flour-ished over the last 63 years, attractingnearly every soccer-playing nation toits qualifying phase. The FIFA WorldCup is the world's largest single-sport

event. A cumulative worldwide televi-sion audience of 26 billion peoplewatched the 1990 games in Italy.More than one billion people watched

the 1990 World Cup final on televi-sion, triple the audience that watched

the 1969 landing on the moon.

Today, the World Cup trophy remainsthe single most coveted sports tro-phy in the world. The original WorldCup trophy was awarded to Brazilafter its third title in 1970. The eventhas been contested every four yearssince 1930, except in the war years(1942 and 1946).

WORLD CUP CHAMPIONS THROUGH THE YEARS

Year 111 Champion Runneerua

1930 Uruguay Uruguay Argentina

1934 Italy Italy Czechoslovakia

1938 France Italy Hungary

1950 Brazil Uruguay Brazil

1954 Switzerland West Germany Hungary

1958 Sweden Brazil Sweden

1962 Chile Brazil Czechoslovakia

1966 England England West Germany

1970 Mexico Brazil Italy

1974 West Germany West Germany Netherlands

1978 Argentina Argentina Netherlands

1982 Spain Italy West Germany

1986 Mexico Argentina West Germany

1990 Italy West Germany Argentina

A total of 141 nations entered the1994 World Cup. By the commence-ment of the first game to be playedon June 17, 1994, nearly 500 conti-nental qualification matches, playedin FIFA's six world zones called con-federations, will have taken place.After two years of these qualifyingmatches, 22 teams will emerge tochallenge defending championGermany and the U.S., the hostnation, for the XV FIFA World Cup.

133

Federation Internationale de Football Association (FIFA)

Founded in 1904 to provide unityamong national soccer associations,the Federation Internationale deFootball Association (FIFA) todayboasts 178 members, on a par withthe United Nations, and is one of themost prestigious sports organiza-tions in the world.

FIFA was established May 21, 1904, byseven national associationsBelgium,Denmark, France, Netherlands, Spain,Sweden and Switzerlandto "pro-mote the game of Association Football(as opposed to rugby or Americanfootball) ..., to foster friendly relationsamong the National Associations,Confederations, and their officials and

players by promoting the organizationof football matches at all levels... andto control every type of associationfootball by taking steps as shall bedeemed necessary or advisable...".FIFA's birth was a result of the grow-ing number of international gamesshortly after the dawn of the 20thCentury. Soccer leaders in Europe feltthat such expanded competitionrequired a governing body and,under the leadership of RobertGuOrin, a French journalist, the sevenfounding members gathered in Paristo shape the future of the sport.

Some nine decades later, soccer isthe world's most popular sport,

World Cup USA 1994

The World Cup Organizing Committee(WCOC) is the non-profit legal entitycharged with staging the 1994 WorldCup championship, under the direc-tion of FIFA, soccer's internationalgoverning body.

The WCOC was established May 6,1987, to prepare the United StatesSoccer Federation's bid to host the1994 World Cup and now continuesits task as the organizing entity.

The WCOC employs more than 300people with executive, operations andmarketing offices in Los Angeles andthe press office in New York City. Ajoint marketing venture involvingFIFA marketing representative ISL,and World Cup USA 1994, is locatedin Washington, D.C., in the samelocation as the organizing commit-tee's government relations depart-

134

ment. In addition to the three centraloffices, WCOC has set up offices ineach of the nine venue cities.

Heading World Cup USA 1994 is AlanI. Rothenberg, chairman and chiefexecutive officer of the WCOC.Rothenberg, a partner in the law firmof Latham & Watkins, also serves aspresident of the United States SoccerFederation, a position to which he waselected August 5, 1990. Scott ParksLeTellier is managing director/chiefoperating officer, and responsible forthe WCOC's day-to-day activities.Elizabeth Primrose-Smith serves asmanaging director/chief administrativeofficer, and is responsible for thedevelopment and implementation ofstrategic and business plans, as wellas managing the administrative andbudgetary efforts.

116

played by more than 150 million reg-istered athletesamong them 10million womenand viewed by bil-lions of fans in stadiums and onworldwide television. In the course ofa year, one million referees officiateno less than 20 million matches.

As soccer's ultimate administrativeauthority, FIFA governs all facets ofthe game: regulating the rules of play,over seeing the transfers of playersinternationally, organizing internation-al competitions such as the FIFAWorld Cup, establishing standards ofrefereeing, coaching and sports medi-cine, and encouraging soccer's devel-opment around the world.

DATES

June 17, 1994July 17, 1994

VENUES

Boston

Chicago

Dallas

Detroit

Los Angeles

Foxboro Stadium

Soldier Field

Cotton Bowl

Pontiac Silverdome

Rose Bowl

New York/New Jersey Giants Stadium

Orlando

San Francisco

Washington, D.C.

Citrus Bowl

Stanford Stadium

RFK Stadium

. I

The U.S. Soccer Federation (USSF), amember of the Federation Inter-nationale de Football Association(FIFA) since 1913, is the nationalgoverning body for soccer in theUnited States. Headquartered inChicago, U.S. Soccer was named thehost national association for the1994 FIFA World Cup in July 1988.

USSF was one of the world's firstsoccer organizations to be affiliatedwith FIFA. USSF has continued togrow through the years, now boast-ing the second largest membershipof the 38 'Class A' members of theU.S. Olympic Committee.

USSF has 50 full-time employeesworking to administer and serve amembership located in all 50 states.USSF is a non-profit, volunteer organi-zation administered by a nationalcouncil of elected representatives.Much of the USSF's business is con-ducted by a board of directors repre-senting three vast administrative arms:

approximately 2 million youthplayers under the age of 19;

200,000 amateur players overthe age of 19;

and its professional divisionwhich oversees the sport at theprofessional level.

Constitutional Rights Foundation

Founded in 1962, the ConstitutionalRights Foundation (CRF) works inpartnership with schools in LosAngeles, California, and across thenation to encourage and strengthenthe preparation of young people forgood citizenship. CRF is a non- parti-san, non-profit organization gov-erned by a 56-member Los Angelesboard of directors drawn from law,business and the community. Thegoals of all CRF programs are to helpyoung people understand:

the structure of our legal, govern-mental and business institutions;

how these institutions interactand what effect they have uponsociety; and

the rights and responsibilities ofindividual citizens in our society.

CRF programs include Lawyer in theClassroom, Mock Trial Competition,Law Day/Youth Summit, Mentoring,Sports and the Law, History Day inCalifornia, Business in Society, YouthTask Force L.A. and Youth Leadershipfor Action.

Sports and the Law engages stu-dents' natural interest in, and appre-ciation of, sports and athletics tostimulate their interest in educationand athletics. The fundamental objec-tive of the program is to fosterresponsible citizenship among youngpeople. The Sports and the Law pro-gram serves a diverse academic andethnic population which includesschools and community organiza-tions throughout the Los Angelesarea. The six basic tenets of Sportsand the Law are rules, teamwork,

iii

The amateur and youth divisions aredivided into 51 and 55 state associa-tions, respectively, with some statesdivided into two associations.

USSF is responsible for supervising aregistration system for thousands ofplayers, coaches and referees, orga-nizing national cup competitions,managing eight national teams thatcompete worldwide, arranging edu-cational courses, staging internation-al matches and processinginternational player transfers.

conflict resolution, self-development,responsibility, and competition. Witha variety of activities both for stu-dents and teachers, Sports and theLaw emphasizes the development ofcritical thinking, decision making andcitizenship skills.

Some components of the Sports andthe Law programs are: "Junior HighJam," Professional Athletes forStudent Success (PASS), CurriculumDevelopment, Teacher Trainings,Newsletter, Classroom Visits, FieldTrips and The Sports and the LawConference.

135

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Basic Mathematics Concepts. Jonesboro: ESPPublishers, 1991.

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Conway, Lorraine. Energy. Carthage: GoodApple Inc., 1985.

Cooper, Kenneth. The World and Its People.Europe Africa Asia and Australia. NewJersey: Silver Burdett, 1984.

Dreams Go Far. Integrated Language Arts.New York: McGraw Hill, 1989.

Elementary School Course of Study. LosAngeles: Los Angeles Unified School District,1990.

Elementary School Curriculum. Los Angeles:Los Angeles Unified School DistrictInstructional Planning Division, 1979.

Energy and Water Conservation. A Way ofLife. Los Angeles: Los Angeles Department ofWater and Power. n.d.

First Step Britain. London: British TouristAuthority, 1992.

Gardner, James. Illustrated Soccer Dictionaryfor Young People. New York: Harvey House,1976.

A Guide to Water Conservation. Los Angeles: LosAngeles Department of Water and Power. n.d.

Holt Science #6. New York: Holt, Rinehartand Winston, 1984.

Language Skills and Use. Teacher's Edition 6.Illinois: Scott Foresman and Company, 1980.

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Learn and Play Olympic Sports. Los Angeles:Amateur Athletic Foundation, 1984.

London from Thomas Cook. Chicago:Passport Books, 1993.

London Plus. British Airways PLC, SpeedbirdHouse, 1993.

McMillan English. London: Collier McMillanPublishers, 1979.

New York Public Library Desk Reference.New York: Simon and Shuster Inc., 1989.

Rogers, Kathleen. Writing to Persuade. Illinois:Fearon Teacher Aids, 1987.

Royal Britain. New York: British TouristAuthority, 1993.

Rucker, Walter. Heath Mathematics 6.Lexington: D.C. Heath and Company, 1988.

Schreiber, Karl-Heinz. The Official YOUTHSOCCER BOOK of The United StatesYouth Soccer Association. Chicago: RandMcNally & Company, 1983.

30 Simple Energy Things You Can Do toSave the Earth. Los Angeles: Los AngelesDepartment of Water and Power, 1990.

Thompson, Merita. Discover. San Diego:Educational Assessment Publishing Company,Inc., 1990.

Times World Gazetteer. London. 1966.

Treasures. Orlando: Harcourt BraceJovanovich, 1989.

Treasures. Language Arts Handbook.Orlando: Harcourt Brace Jovanovich, 1986.

Willet, B.M. A Complete Pocket Atlas. NewYork: Avon Books, 1992.

118

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