Good v. Bad Decisions
Define a "good decision" in terms of consequences for yourself and others. Include one short example.
A good decision considers consequences for yourself and others and leads to mostly positive outcomes.
Example: Studying for a test instead of cheating because it builds knowledge and avoids trouble.
What is the first step in a typical decision-making process? Give a one-sentence description.
Identify the decision or problem you need to make.
What is an outcome? Give a brief example connected to studying for a test.
An outcome is the result of a decision.
Define "peer pressure" and give one simple example a 9th grader might face.
Influence from others to act a certain way.
Example: Friends encouraging skipping class.
Identify two characteristics that often distinguish a thoughtful (good) decision from a impulsive (bad) decision.
Thoughtful decisions are planned and consider consequences; impulsive decisions are rushed and based on emotions or pressure.
List the four common steps of a structured decision-making process and give a one-word label for each step.
1. Identify
2. Options
3. Evaluate
4. Decide
Explain the difference between intended and unintended outcomes and give one example of each related to sharing a social media post.
Intended: Wanting likes on a post
Unintended: Causing drama or hurt feelings
Name two strategies a student can use to resist negative peer pressure and briefly explain how each works.
Examples:
-Saying no confidently
-Giving an excuse
-Walking away
-Suggesting an alternative
Scenario: A student finds a wallet in the hallway with cash and an ID. List three actions the student could take and explain which action is the most responsible and why.
Turn it into the main office (most responsible)
Try to return it directly to the owner
Keep it (irresponsible)
Explain how gathering information helps improve decisions. Include one specific type of information a 9th-grade student should gather before deciding whether to join a new extracurricular activity.
Information reduces risk and helps predict outcomes.
Example: Time commitment or eligibility requirements for an activity.
A student chooses to skip class to go to a party. List at least three possible outcomes (positive or negative) and classify each as short-term or long-term.
Possible outcomes:
-Fun at party (short-term)
-Missed work (short-term)
-Lower grades or discipline (long-term)
Give an example of something you could say to a friend who is pressuring you to do an unsafe activity.
“I’m not doing that—it’s not worth it."
"I’m good, but you do you.”
Explain how values and long-term goals influence whether a decision is considered good or bad. Give one example involving academic goals.
Values and goals guide choices by helping you prioritize what matters long term.
Example: Choosing homework over hanging out because graduating is a goal.
Describe how weighing pros and cons works. Provide an example comparing two options: doing homework now vs. doing homework later.
Homework now: less stress later, free time later
Homework later: fun now, stress and tiredness later
Describe how consequences can affect reputation and future opportunities. Use an example about leadership or college applications.
Decisions shape how others see you and can affect leadership roles or college chances.
Example: Being reliable leads to teacher recommendations.
Explain how positive peer pressure can influence decisions. Give an example involving studying or healthy habits.
Peers can encourage good choices, like studying together or exercising.
Analyze a situation where a decision that seems good in the short term could be harmful in the long term. Describe the short-term benefit, the long-term harm, and how to change the decision to make it better.
Situation: Putting off a long-term assignment until the last minute
Short-Term Benefit: Less stress today, more free time now
Long-Term Harm: Panic, poor quality work, lower grade
Better Decision: Break the project into smaller steps and start early
Create a short decision-making plan (3–5 steps) a student could use when deciding whether to accept a risky invitation from friends. Include how to check outcomes afterward.
1. Identify the risk
2. Think about consequences
3. Check values/goals
4. Decide
5. Reflect afterward
Explain how to use past outcomes to improve future decisions. Provide a step-by-step way a student could reflect on a past mistake and make a better choice next time.
1. Identify what went wrong
2. Name the consequence
3. Identify the better choice
4. Plan a different action next time
Analyze a complex peer-pressure scenario: a close friend is encouraging risky behavior that would harm the student's goals. Describe a multi-step plan the student can use to handle the situation while preserving relationships and protecting their goals.
1. Pause and think about goals
2. Communicate boundaries
3. Offer a safer alternative
4. Seek support if needed
5. Reflect on the relationship