Transcript Learning the FFA Creed - Arkansas State University

Learning the FFA Creed
Session 2
David Agnew
Objectives
1. State the purpose for students saying the FFA Creed.
2. Explain the history and significant points about the
Creed, who wrote and when adopted, types of changes
in the revisions
3. Explain how to teach students to recite the creed.
4. Explain how to handle circumstances that may arise
around the saying of the creed.
5. Explain how to evaluate student performance in saying
the creed.
6. Explain the creed as a CDE
Objective 1:
• Why have students say the FFA Creed?
– To develop an awareness of the major beliefs
of the FFA.
– It is a contest area that you can participate in at
the local, sub-area, district and state level.
– It is required for receiving the Greenhand
degree
• Well then I don't want the Greenhand degree!
• Getting the Greenhand degree is not required but….
– It is required for a grade in this course.
Objective 2:History and
significance of the Creed
• Who wrote the FFA Creed?
– E.M. Tiffany
– four minute video about E.M. Tiffany e FFA Creed) on
YouTube
http://www.youtube.com/watch?v=zQ4xaq9T6s0
•
When was the FFA Creed adopted?
– at the 3rd national FFA Convention -- 1930
• When was it revised?
– 38th National FFA Convention
– 63rd national Convention -- removed the word farming
and rural and replaced with America agriculture or just
agriculture.
Objective 3: Explain how to teach
students to recite the creed
1. Teach about the meaning and history to develop their awareness of
the significance of this document. Explain what a creed is.
2. Discuss the meaning of the different phrases. I.e.
1. What does it mean to have a faith born not of words, What is it to have
belief in our selves and respect for others, Can you believe in less
need for charity and more at the same time, what influence can you
exert in your home and community which will stand solid, etc.
3. Discuss the meaning of selected words. Some 9th grader will not
know the meaning of some words, i.e. agriculturist, tradition,
progressive, efficiently, exert.
3. Have them learn one paragraph a day for a week. Day one,
paragraph - 1, day 2 do paragraph 1 and 2, etc. Give so many
points a paragraph.
4. Make it a contest. Give prizes. Invite in alumni or a speech teacher
to judge, upper classmen, Overall winner represents chapter the
sub-area.
Objective 3: Teaching the Creed
5. YOU THE TEACHER state the creed in front of your
students. Show them that you can do that which you
expect of them.
6. Put the words to the creed on board, erase some the
have them say together as a group, keep erasing more
until they can say it without any words on the board.
7. Cut up parts of a written copy of the creed into logical
parts and have them draw out of hat and the discuss
what it means.
8. A slight change to the previous is to put the students in
groups of three and let discuss what each has drawn
and then let each lead a discussion on the meaning of
that part. This meets the need to have each lead a
discussion.
Objective 3: Teaching the Creed
9.
10.
11.
12.
Cut up parts of the creed (line by line) and have students arrange
in order as practice for understanding the flow of the content. Do
this as a group or individually. It can be a game with the one (or
group) finishing first getting the most points. Or you can make
this a timed event.
Another fun way to do the creed is to make it a group practice
project. Have someone start the creed and then you the teacher
call out names and then the person who’s name you called picks
up where the other person was when you call their name. Let
each person do 1 to 3 lines depending on how much they know.
This keeps everyone listening.
Have an upper class member or officer come in and recite the
creed.
Have a video tape of the national FFA Creed contest and show to
give students a standard to aim for when practicing.
Objective 3: Teaching the Creed
• Example of a creed done by a high school
for educational purposes.
– http://mhsitrt.podomatic.com/entry/et/2007-01-12T10_37_57-08_00
Objective 4: Handling circumstances
arising around response to the creed
• Avoid problems first….
– Describe the beliefs of the FFA as discussed in the FFA Creed.
– Other student organizations have a creed.
– Have you ever belonged to an organization that had a creed?
•
•
•
•
•
Why do we have a creed?
What is its purpose?
Why make students learn it?
How do you teach about the creed?
How might they learn it with the least amount of difficulty?
What do you say of a parent says I don’t want my child to learn the
creed?
• What is some may want to opt out of the creed for religious
reasons?
– This creed does not replace any of your personal or religious beliefs.
Objective 5: Suggestions on How
to Grade the Creed
1. Minus so many points per word missed.
2. Allow x number of points for each paragraph
and subtract points for each word missed.
3. Use a piece of clear transparency film or the
creed on a transparency on a clip board and
then mark mistakes with a water based ink
marker. This helps you not have to write much
and the transparency film is wiped off with a
damp paper towel and you are ready for the next
student.
Objective 5: How to Grade the
Creed
4. Give bonus points or privileges for anyone who
will say an extra paragraph on any day when
using the one paragraph a day plan. You need
to have a plan for what you want the ones to
do who finish in three days on the five day
plan.
5. Have the students say the creed in front of
other students in their class and appoint other
students to listen for errors. let those students
give a report of their findings. This keeps them
involved. Change the groups (2-3) for each
new student who says his/her part.
Objective 6:
Explain the Creed as a CDE
•
•
•
•
•
Local winner
Sub area
District
State
National
Local
Subarea
District
State
National
CREED CDE Rules
• Source: Bulletin 5
– http://www.ffa.org/documents/cde_creed.pdf
Evaluation Criteria
View a Video of an
FFA Creed Contest
• Listen to the creed as if you were the
judge.
• Use the Handout which is the judging
score card to assess each of the one we
hear.
• Now think about how you would help you
student learn to do this as well as these
The FFA Creed
I believe in the future of agriculture, with a faith born not of words but of deeds--achievements
won by the present and past generations of agriculturists; in the promise of better days through
better ways, even as the better things we now enjoy have come to us from the struggles of
former years.
I believe that to live and work on a good farm, or to be engaged in other agricultural pursuits, is
pleasant as well as challenging; for I know the joys and discomforts of agricultural life and hold
an inborn fondness for those associations which even in hours of discouragement, I cannot deny.
I believe in leadership from ourselves and respect from others. I believe in my own ability to work
efficiently and think clearly, with such knowledge and skill as I can secure, and in the ability of
progressive agriculturists to serve our own and the public interest in producing and marketing the
product of our toil.
I believe in less dependence on begging and more power in bargaining; in the life abundant and
enough honest wealth to help make it so--for others as well as myself; in less need of charity and
more of it when needed; in being happy myself and playing square with those whose happiness
depends upon me.
I believe that rural America can and will hold true to the best traditions of our national life and that
I can exert an influence in my home and community which will stand solid for my part in that
inspiring task.
Paragraph 1 of the FFA
Creed
I believe in the future of agriculture, with a
faith born not of words but of deeds-achievements won by the present and
past generations of agriculturists; in the
promise of better days through better
ways, even as the better things we now
enjoy have come to us from the struggles
of former years.
Paragraph 2 of the FFA
Creed
• I believe that to live and work on a good
farm, or to be engaged in other agricultural
pursuits, is pleasant as well as
challenging; for I know the joys and
discomforts of agricultural life and hold an
inborn fondness for those associations
which even in hours of discouragement, I
cannot deny.
Paragraph 3 of the FFA
Creed
I believe in leadership from ourselves and
respect from others. I believe in my own
ability to work efficiently and think clearly,
with such knowledge and skill as I can
secure, and in the ability of progressive
agriculturists to serve our own and the
public interest in producing and marketing
the product of our toil.
Paragraph 4 of the FFA
Creed
I believe in less dependence on begging and
more power in bargaining; in the life
abundant and enough honest wealth to
help make it so--for others as well as
myself; in less need of charity and more of
it when needed; in being happy myself and
playing square with those whose
happiness depends upon me.
Paragraph 5 of the FFA
Creed
I believe that rural America can and will hold
true to the best traditions of our national
life and that I can exert an influence in my
home and community which will stand
solid for my part in that inspiring task.
The End