TEACHER GUIDE

Arnold Palmer Portrait Interactive:“Gratitude,” a unique portrait
by California artist James David
Chase, will be the focus of theArnold Palmer Room at the USGA
Museum. A touch-screen database
will allow visitors to explore theportrait in a variety of ways, as wellas learn how the work was created.
It took Chase 14 years to complete
the portrait. Writing words at atenth their normal size required
phenomenal patience. He averaged

USGA

just eight words per hour.

P r esen t ed B y: United States Golf Association

TEACHER GUIDE

Character of a Champion: The Arnold Palmer Story

TABLE OF CONTENTS

		

PAGE

INTRODUCTION .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 3Standards .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 4LESSON 1

A Living Legend — Self-Reliance .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 5

LESSON 2

Rising Star — Concentration  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 8

LESSON 3

King of Golf — Boldness .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 11

LESSON 4

A Brief History of Golf — Famous Names and Places  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 13

LESSON 5

The Face of Golf — Sportsmanship .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 16

LESSON 6

Family Man, Businessman, Athlete — Integrity . .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 18

LESSON 7

Endorsing What Counts — Responsibility .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 20

This teacher guide was written by Elena Toscano and Vicki Whiting. The “Character of aChampion” student supplement was written by Ellen Toscano and Vicki Whiting. Both the guideand the supplement were designed by Dawn Armato-Brehm and production management was byVivien Whittington.
Special thanks go to the sponsor of this project, the United States Golf Association. Special
appreciation also goes to David Normoyle and Douglas Stark of the USGA for their assistance withcurriculum development, fact checking and access to archival materials.

2

TEACHER GUIDE

Character of a Champion: The Arnold Palmer Story

INTRODUCTION

Letter to Teachers
Since bursting onto the golf scene by winning the 1954 United States Amateur,
Arnold Palmer has been one of the most influential athletes of the last half century.
A recipient of the 1971 Bob Jones Award, the USGA’s highest honor, Palmer was
the first man to win three different USGA championships: the 1954 U.S. Amateur,the 1960 U.S. Open, and the 1981 U.S. Senior Open. So profound is Arnold
Palmer’s impact on the game, its people, and the USGA that he was asked in 1975
to serve as the chairman of the USGA’s Members Program.
The stories from Arnold Palmer’s career are important for everyone to know. His
competitive nature, business acumen, golf course architecture design, and charitableendeavors are tools for teaching what is most important about living a full andgiving life.
The United States Golf Association believes that there are qualities inherent in thegame of golf that, when shared with a child, can change a life. Values like selfreliance, integrity, responsibility, and dedication are all values critical to helping
children develop into responsible young adults. They are values that are personified
in the life of Arnold Palmer.
In 2005, the USGA decided to renovate and expand its museum, the nation’s oldest
museum devoted solely to sports. The new addition was named the Arnold Palmer
Center for Golf History to honor the enduring connection that Palmer represents
between the game and the people who play and love it. The exhibitions focus on
USGA champions and memorable moments in championship history. We are mostpleased that the opening of the USGA Museum provides an opportunity to discuss
our many champions, especially Arnold Palmer and his contributions both on andoff the course.
Sincerely,

3

TEACHER GUIDE

Character of a Champion: The Arnold Palmer Story

STANDARDSLANGUAGE ARTS
1. Uses the general skills and strategies of the writing process• Summarize

1

2

3

4

5

6

7

=

=

=

=

=

=

=

=

=

=

=

=

=

=

=

=

=

=

=

• Writing genres=

2. Understands Greek and Latin origins of English words==

3. Gathers and uses information for research purposes
4. Uses the general skills and strategies of the reading process• Cause and Effect

=
=

=

=

=

=

• Identify Main Idea and Supporting Details=• Answer Questions to Demonstrate Comprehension
5. Uses reading skills and strategies to understand and interpret informational text
• Research Using the Newspaper• Vocabulary Word Work

=
=

=

=

=

=

=

=

=

=

=

=

=

=

=

=

=

=

=

=

=

=

6. Uses listening and speaking strategies for different purposes

WORKING WITH OTHERS
1. Contributes to the overall effort of a group

Geography
2. Knows the location of places

=

=

1

2

3

=

1

=

4

5

6

=

7
=

2

3

4

5

6

7

2

3

4

5

6

7

=

=

=

=

=

3

4

5

6

7

3

4

5

6

7

=

=

=

=

=

Historical understanding

1

1.  Understands and knows how to analyze chronological relationships and patterns
2. Understands the historical perspective (cause & effect, timeline, role of individuals)

mathematics
1. Uses reasoning and computation skills to solve problems

1

2

=

2. Graphing=

civics12

1. Understands the roles of voluntarism and organized groups in American social life
2. Understands how certain character traits enhance citizens’ ability to fulfill personaland civic responsibilities

=

=

=

=

=

4

TEACHER GUIDE

Character of a Champion: The Arnold Palmer Story

LESSON 1
Arnold Palmer: A LIVING LEGEND — Self-Reliance

LEARNING

Students will:• Define self-reliance• Understand Greek
or Latin origin ofEnglish words• Identify cause andeffect; main idea andimportant details• Use the newspaper
to find examples ofself-reliance; analyze
using newspaper format:
Who, what, when, where
and why• Write a brief summaryof a newspaper article

VOCABULARY• legend – adj. very wellknown. (Latin legenda
things to be read, fromlegere read)• equivalent – adj. equalin function or value(Latin aequivalere be ofequal worth)• honorable – adj.worthyof honor (Latin honor)• discharge – n. a releasefrom obligation (Latin
discarricare unload)

TOOLS NEEDED• Character of aChampion: The Arnold
Palmer Story student
supplement, Cover andpages 2-3
• Lesson 1 Worksheet,
one per student or team
• Today’s newspaper, one
copy per student or team

INTRODUCING THE COVER:

SAY: The cover portrait by artist James David Chase is a unique piece of artwork.
As you read this section, find at least three things that make this portrait unusual.
(Possible answers: made from hand drawn words, words tell story of his life, took
14 years to complete, words match facial features, etc.)
SAY: The artist calls this special technique “Rhetorical Pointillism.” “Rhetoric”
means “using words — either written words or spoken words — to influenceothers.” And “pointillism” means using only tiny “points” (like little dots of ink orpaint) to create the entire picture. So when you put those two words together, what
do you get? You get (drum roll, please!): “Rhetorical Pointillism!”

INTRODUCING THE TOPIC:

SAY:• What does self-reliance mean? (reliance on one’s own powers and resources rather
than those of others, from Latin religare tie together)• In what ways are you self-reliant in school or at home? How are you responsible
to yourself to get things done?
• What other words have the same root as “reliance”? (rely, reliable, reliability)
Before reading: Locate Youngstown, Pennsylvania on a U.S. map. As students read,
identify additional locations: Latrobe, Pennsylvania; Wake Forest, North Carolina;
Cleveland, Ohio; Detroit, Michigan.
Review vocabulary and discuss origin. Ask students to think of other words thatshare the same origin. Tell students they will be on a word hunt to locate the fivewords in the story as they read.
Distribute Character of a Champion: The Arnold Palmer Story, pp. 2-3.
Introduction: Tell students to find at least two reasons why Arnold Palmer isfamous. Do the Math: How much is a million? How many times would you have to
add 100, 1,000 or 10,000 to reach 1,000,000? (A. 10,000; 1,000; 100)Growing Up on a Golf Course: Tell students they will be reading about a typical
American boy who had an unusual childhood that shaped his adult life. As students
read, have them underline the main events that led to Arnold’s future in golf.
Do the Math: If he shot 45 in 9 holes, what was his average per hole?
Young Champion: Ask students to identify examples of cause and effect. Do
the Math: How old was Arnold when he was discharged from the Coast Guard?
(approximately 25 years old)
FOLLOW UP: What examples illustrate Arnold’s self-reliance? (e.g., fixed his
own golf clubs, went to college on a scholarship, set up a Worsham Memorial
Scholarship, worked as a salesman)

5Character of a Champion: The Arnold Palmer Story

TEACHER GUIDELESSON 1
Arnold Palmer: A LIVING LEGEND — Self-Reliance

USE THE NEWSPAPER!

Distribute today’s newspaper — one per person and the Lesson 1 Worksheet.

Refer to the Use the Newspaper burst in today’s reading. Pre-select an article fromtoday’s paper that identifies an example of self-reliance – an individual making a
difference in a positive way. Identify the headline, byline, and dateline. Model how
to analyze the article with a “Who, what, when, where, why and how” chart. Write aquick 5-6 sentence summary from the notes.
Have students work with partners as a “golf team.” Use the worksheet to find otherexamples of self-reliance and positive contributions of individuals; analyze thearticle together. Identify any cause and effect relationships.

EXTENSIONS

1.	Look through the newspaper want ads or other articles to identify types of careers.
Make a list of the kinds of experiences people might have needed while growing up
that led to these career choices.
2.	Have students interview an adult about an experience from their childhood that
influenced their choice of a career or hobby. Write a brief expository summary innewspaper format. Collect student stories for a classroom newspaper.
3.	Can students find any golf news in today’s sports section?
4.	Have students create a picture using “Rhetorical Pointillism.” They might try
drawing a picture of a robin using only the word “Robin,” or try drawing a pictureof a tree using only the names of the various tree parts to form each part of the tree,
for example, using only the word “trunk” to draw the trunk, using only the word
“branch” to draw the branches, and using only the word “leaf” to draw the leaves.

6

WORKSHEET

Character of a Champion: The Arnold Palmer Story

TEACHER GUIDELESSON 1: Worksheet
Arnold Palmer: A LIVING LEGEND — Self-Reliance

Name_ ___________________________________TEAM NAMES_ _________________________________

Define self-reliance:________________________________________________________________________________________________________________________________________________________________________________
Arnold Palmer became a living legend by using his own skills and resources to make his dream come true.
1.	Find an article in today’s newspaper about someone who demonstrates self-reliance. Use the following chart to record
main ideas and important details in newspaper format.

Headline
Byline			Dateline			Who			
What			WhenWhereWhy			
How
2.	 Use the notes from the chart above to write a 5 or 6 sentence summary about the article.

7

TEACHER GUIDE

Character of a Champion: The Arnold Palmer Story

LESSON 2
RISING STAR — Concentration

LEARNING

Students will:• Define concentrationand give examples fromtheir lives• Understand Greek
or Latin origin ofEnglish words• Understand the positive
correlation between
strong concentration
skills and achieving
a long term goal
• Use three sectionsof the newspaper tomake predictions about
famous names in
the news• Write a brief news
article about theirown amazing feat ofconcentration using
who, what, when, where,
and why format

VOCABULARY• renowned – adj. famous(Latin nom name)• exterior – n. relating
to the outside (Latin
exter outer)• incomparable– adj.
without an equalin quality (Latin
comparare like, equal)• charisma– n. compelling
attractiveness or charm(Greek kharisma
favor, grace)• glorified –adj. appearing
more special than itis (Latin gloria
praise, glory)

INTRODUCING THE TOPIC:• What does concentration mean? (focus all attention on an activity from theLatin: con together + centrum center)• What kinds of things can you do for 10 minutes without interruption? 30 minutes?
One hour? All day? What kinds of things are difficult for you to concentrate on for
one minute?
• Have students use the word concentrate or concentration in a sentence applied
to their own lives. (Example: When I concentrate on studying for exams, I get
better grades.)• DISCUSS: How can concentration contribute to achieving a long term goal?

Review vocabulary. Have students think of other words with the same Latin or
Greek root. Practice skimming. Tell students to quickly skim the article in one
minute and see if they can locate any of the five vocabulary words.
Before reading: Giving students a purpose for reading helps them concentrate on
the text and improve comprehension. Write the following questions on the board:(1) How did Arnold’s physical shape contribute to his success? (2) What happened
in 1957? (3) What was unique about Arnie’s golf swing? Describe it. (4) Who were
the soldiers in “Arnie’s Army?”
During reading: Have students underline or highlight answers to the questions.
After reading: Review answers. Ask for synonyms for the vocabulary words in thecontext of the sentences.

USE THE NEWSPAPER!

Distribute today’s newspaper — one per student and the Lesson 2 Worksheet.

Refer to the Use the Newspaper burst in today’s reading. The article mentions that
Arnold Palmer’s name came up again and again in the newspapers. Direct students
to look in the national/world, local and sports sections of the newspaper to see
whose names are in the news today. Select an article about a famous person. Discuss
why that person is famous and the likelihood that he/she will be in the news again.
Use Lesson 2 Worksheet to record findings. Have students predict what their famous
person might do next.
WRITING: If students could be in the newspaper for their own amazing feat ofconcentration (real or imaginary), what might the article say?

EXTENSIONS

1.	Refer to the “Arnie’s Army” section of the passage. Remind students that thesefollowers were his devoted fans. Have students list things or people they are fans ofincluding computer games, TV shows, actors, singers, sports teams, movies, authors,books, restaurants, food, etc. Look in the TV/movie and sports sections to see if anyof their favorite people are in the news.
8

TEACHER GUIDE

Character of a Champion: The Arnold Palmer Story

LESSON 2
RISING STAR — Concentration

TOOLS NEEDED• Character of aChampion: The Arnold
Palmer Story student
supplement, pages 4-5• Lesson 2 Worksheet,
one per student• Today’s newspaper, one
copy per student

EXTENSIONS (continued)

2.	Play a concentration game. Have students select a photograph or advertisement in
the newspaper. Concentrate on the picture or ad for one minute; then have students
list as many things as they can remember. Try the same activity on a new picture
concentrating for two minutes. Were students able to list more details from memory?
3.	Use the sports section of today’s newspaper to find articles about golf. Compare
the number of golf articles to those about other sports. Which sports get the most
coverage? Graph results.

9

WORKSHEETTEACHER GUIDE

Character of a Champion: The Arnold Palmer Story

LESSON 2: Worksheet
Rising Star — Concentration

NAME ___________________________________________
Define concentration:________________________________________________________________________________
Because Arnold was able to concentrate on every detail of his game over many years, he began to win more and more
tournaments. As a result, his name was in the newspaper again and again. Look through the world/national, local andsports sections of today’s newspaper to find the name of a famous person in each section. Identify why they are in thenews, and what you think they will do to have their name in the news again. Use the chart below to record yourfindings and ideas.

World/National Section

Local News Section

Sports Section

Name

Why is this person in
the news? What did heor she do?
Do you think they will
be in the paper again
soon? Predict what they
will do to be back in
the news.

Your turn! Imagine you have become famous for an amazing feat of concentration. What did you do? Write your own
article featuring you as the rising star. Remember to include who, what, when, where, and why. Use the back of this paper
if you need more space.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________
10

TEACHER GUIDE

Character of a Champion: The Arnold Palmer Story

LESSON 3
KING OF GOLF — Boldness

LEARNING

Students will:• Define boldness• Understand Greek
or Latin origin ofEnglish words• Identify and record
main ideas on a timeline
to improve reading
comprehension• Use the newspaper
to locate examples ofboldness in the local
community, nation
and world• Summarize information
on a graphic organizer

VOCABULARY• popularity – n. liked bymany people(Latin popularis, from
populus people)• imprint – n. a mark
(Latin imprimere
impress, imprint.)• circuit– n. a circularroute (Latin circuitus,
from circumire
go round)• confident – adj.
self-assurance basedon one’s ability(Latin confidere
have full trust)• victorious – adj.
triumphant (Latin,from vincere conquer.)

TOOLS NEEDED• Character of aChampion – The Arnold
Palmer Story student
supplement, page 6• Lesson 3 Worksheet,
one per student• Today’s newspaper,
one copy per student

INTRODUCING THE TOPIC:

Ask:• What does boldness mean? (confidence, courage) List ideas students generate todevelop a shared definition. Ask students to identify the opposite of boldness.
• Think about films or books that portray someone acting boldly. (“Lord of theRings,” “Harry Potter,” “Braveheart,” “Schindler’s List,” “The Diary of Anne
Frank,” etc.) What do these characters have in common?
Review vocabulary. Make a “T” chart to list other words derived from the sameroots (e.g., circuit: circle, circular, circus, circumvent, etc.)
Background: The Masters Tournament, started in 1934 by Bobby Jones andClifford Roberts, is played at the Augusta National Golf Club. It is the first of four
major championships to be played each year in men’s professional golf. These four,
considered the most prestigious annual tournaments, include the Masters, the U.S.
Open, the British Open and the PGA Championship. From 1958 – 1964, Palmer won
the Masters four times.

1.	Before reading: Tell students they will create a summary of events in this passage.
Have student list the following dates: 1958, 1959, 1960, 1961, 1962, and 1964.
2.	During reading: Write the significant event that occurred in the fewest words
possible to capture the main ideas.
3.	After reading: Have students compare lists. DISCUSS: What specific examples
in this selection display Arnie’s boldness? What other words does the author use todescribe Arnie? (greatest, best, ambitious, boldest, unshakable, courage, poise)

USE THE NEWSPAPER!

Distribute today’s newspaper — one per person and the Lesson 3 Worksheet.

Refer to the Use the Newspaper burst in today’s reading. Remind students that
Palmer displayed boldness in his approach to the game under pressure. The
newspaper includes examples of people all over the world who display boldness.
Pre-select an article from today’s paper in the local, national, or world news section.
Identify how a headline identifies acts of boldness or courage. Write the headline. As
you read the article, identify who, what, when, where, and why. Underline the partthat describes boldness.
Review directions on Lesson 3 worksheet. Direct students to find additional
examples in local, national or world news.

EXTENSIONS

1.	Write the letters B-O-L-D-N-E-S-S vertically down the left side of a piece of paper.
Have students refer to one of their articles on Lesson 3 Worksheet and summarize
the main ideas in an acrostic poem format.
2.	Have students look in the sports section of today’s newspaper to find articles about
golf. Who are the champions of today? What character traits do they possess?
3.	Research the history of The Masters Tournament on the Internet.
11

WORKSHEET

Character of a Champion: The Arnold Palmer Story

TEACHER GUIDELESSON 3: Worksheet
King of Golf – Boldness

NAME ___________________________________________
1.	Define boldness:__________________________________________________________________________________________________________________________________________________________________________________ 		People demonstrate boldness everyday in our local communities, the nation, and throughout the world.
2.	Find three articles in today’s newspaper about people showing boldness: one from the local community, one from thenational news, and one from somewhere in the world. Use this worksheet to compare articles. Identify the headline anduse who, what, when, where and why newspaper format to summarize.

Article #1:
Boldness in the Local
Community

BOLDNESS

Headline:

When:
Where:Why:

Headline:
Who:

Who:
What:

Article #2:
Boldness in the National News

Article #3:
Boldness in the World

What:
When:

Headline:

Where:

Who:

Why:

What:
When:
Where:Why:

1.	Why are these actions newsworthy?
2.	How are the actions similar?
3.	How are they different?
4.	What conclusions can you draw about people who demonstrate boldness?
12

TEACHER GUIDE

Character of a Champion: The Arnold Palmer Story

LESSON 4
A Brief History of Golf – Famous Names and Places

LEARNING

Students will:• Understand the Latin
origins of English words• Read to locate
information and identify
major events• Use each section of thenewspaper to identify
famous people andcreate questions/answers
for Newspaper Trivia

VOCABULARY• affiliation– n. attachment orconnection (Latin
affiliare adopt asa son)• prosperity – n. success,especially financial(Latin prosperare, fromprosperus doing well)• confidence – n. thebelief that one can rely
on something(Latin confidere
have full trust)• unprecedented – adj.
never done or known
before (Latin un not +praecedere go before• dominate – v. havecommand or control
over (Latin dominari
rule, govern, fromdominus lord, master.)

TOOLS NEEDED• Character of aChampion – The Arnold
Palmer Story student
supplement, pages 7-10
• Lesson 4 Worksheet,
one per student• Today’s newspaper, one
copy per student

INTRODUCING THE TOPIC

Review vocabulary. Select among the following activities:• Have students identify an organization (club, church) with which they havean affiliation, identify examples of prosperity, courage and confidence;
have students identify an event in history (such as the moon landing) that was
unprecedented and identify examples of how one group or team candominate another.
• Use each word in a sentence to demonstrate understanding.
• List synonyms.
Open Character of a Champion – The Arnold Palmer Story to pp. 7-10.
Before Reading — Ask: How much do you already know about the history of golf?
As we read today’s lesson, underline answers to the following Golf Trivia questions.
(Write the following questions without the answers on the board.)
1.	Where did golf originate? (Scotland)
2.	Who is considered the first American golf hero? (Francis Ouimet)
3.	Which golfer defined the Golden Age of sports in the 1920’s? (Bob Jones)
4.	Who were two of the first notable female golfers? (Patty Berg and Babe
Didrikson Zaharias)
5.	Who survived a terrible car accident to play golf again after World War II?
(Ben Hogan)
6.	Who were nicknamed The King and The Golden Bear? (Arnold Palmer andJack Nicklaus)
7.	Who won the 100th US Open Championship at Pebble Beach by 15 strokes?
(Tiger Woods)
8.	Who played golf on the moon? (Astronaut Alan Shepard)
After Reading — Review answers to Golf Trivia
List the following dates: 1913, 1929, 1930, 1936, 1945, 1950, 1954, 1971. Ask:
What major historical or golf event is associated with each date listed? (Answers:
1913: Francis Ouimet defeated Harry Vardon/Ted Ray; 1929: Stock market crashed;
1930: Bob Jones retired; 1936: USGA Museum is founded; 1945: World War II
ended; 1950: Ben Hogan won U.S. Open; 1954: Babe Didrickson Zaharias won U.S.
Women’s Open; 1971: Arnold Palmer earned Bob Jones Award for distinguishedsportsmanship in golf.)

USING TODAY’S NEWSPAPER

Distribute today’s newspaper — one per person and the Lesson 4 Worksheet.

Tell students that they will use today’s newspaper to identify famous people andcreate a Trivia Game of their own. After reviewing the different sections, theyshould use the information to write questions and answers. They should find at least
one article from each section: World News, Local News, Sports, Business, Op/Ed.
Direct students to use Lesson 4 Worksheet as a graphic organizer.
13

TEACHER GUIDE

Character of a Champion: The Arnold Palmer Story

LESSON 4
A Brief History of Golf – Famous Names and Places

EXTENSIONS

1.	Football, volleyball and soccer are typically fall sports. Basketball occurs in thewinter. Baseball is associated with the spring and summer. Identify the “sports inseason” in today’s sports section. Is there overlap?
2.	Famous Pockets! 13 famous Americans are mentioned in this section: Arnold Palmer,
Francis Ouimet, Bob Jones, Jack Dempsey, Babe Ruth, Walter Hagen, Patty Berg,
Babe Didrikson Zaharias, Sam Snead, Ben Hogan, Jack Nicklaus, Tiger Woods andAlan Shepard. Have students select one person to research and prepare a five-minutefirst person oral presentation dressed as their famous person. What might they havecarried in their pockets?
3. Direct students to create a horizontal timeline of their own lives writing highpoints on vertical lines above the timeline and challenges on vertical lines below
the timeline.

14

WORKSHEETTEACHER GUIDE

Character of a Champion: The Arnold Palmer Story

LESSON 4: Worksheet
Trivia Game

NAME_ __________________________________________
Find articles in different sections of today’s newspaper identifying people in the news.
Write a question for a trivia game from each section. Use the graphic organizer below to analyze the article.

SectionQuestion

AnswerExampleIn the Sports section, who won the 100th US OpenChampionship at Pebble Beach by 15 strokes?

Tiger Woods

Front Page

World News

Local News

Business

Sports

Editorial Page

Comics15

TEACHER GUIDE

Character of a Champion: The Arnold Palmer Story

LESSON 5
THE FACE OF GOLF — Sportsmanship

LEARNING

Students will:• Define sportsmanshipand apply it to theirown lives• Understand Greek
or Latin origin ofEnglish words• Practice note-taking
to improve reading
comprehension using
a “T” chart• Practice summarizingin ten words or less
• Use the sports section
to find examples ofsportsmanship

VOCABULARY• manufacture – v. makeor produce (Latin manu
factum made by hand)• attract – v. to draw inby making somethinginteresting (Latin
attrahere draw near)• amateur – n. a person
who plays a sport
without pay (Latin
amar love)• endorse – v. declare
one’s approval (Latin
indorsare, fromdorsum back)

TOOLS NEEDED• Character of aChampion – The
Arnold Palmer Story
student supplement,
pages 11-12• Lesson 5 Worksheet,
one per student• Today’s newspaper, one
copy per student

INTRODUCING THE TOPICAsk:• What does it mean to be a “good sport”? (NOTE: The word “sport” is from Middle
English, short for disporten to divert [amuse oneself] disport. Sportsmanshiprelates to conduct becoming to one participating in a sport having to do with
fairness, respect for one’s opponent and graciousness in winning) [Merriam
Webster Online Dictionary].
• Tell me about times in your life when you experienced good or bad sportsmanship?
How do you display good sportsmanship at the end of a game when you win?
When you lose?
Review vocabulary. Have students use words in a sentence that ‘shows’ the meaning.
The Face of Golf: Before reading: Tell students to identify how technology helped
Arnold Palmer’s name to become a household word. Ask: Why do people want tobuy products that famous athletes endorse? What responsibility does an athlete haveto his fans when endorsing a product?
Hats Off! After reading: Ask students to brainstorm other examples of goodmanners. (Holding a door open for someone behind you; not interrupting whensomeone is speaking; not speaking with food in your mouth, etc.) Ask: Why aremanners important?
Bringing Thrills to the Viewers: Before reading: Ask students to share theirexperiences with a “come from behind victory”.
Ask: From reading this series, what other things did Arnold do that demonstrated
good sportsmanship? (e.g., was polite to his fans; respected the rules of the game;only endorsed products he believed in; did not lose his temper on the course)

USE THE NEWSPAPER!

Distribute today’s newspaper — one per person and the Lesson 5 Worksheet.

Refer to the Use the Newspaper burst in today’s reading. SAY: Arnold’s golfmanners were admired by his fans and fellow golfers. Athletes have opportunities
every day to model good sportsmanship whether winning or losing. It is challenging
to be gracious in the face of defeat, but equally important to celebrate victory withrespect for the losing team or player.
Direct students to look through the sports section for examples of good and poor
sportsmanship and record findings on Lesson 5 Worksheet.

EXTENSIONS

1.Write a letter to someone in the news who has demonstrated good sportsmanship.
Tell why you admire his or her actions.
2.Identify one article in the sports section about an athlete who has demonstrated
poor sportsmanship. What advice would you give this person? Write a letter withyour advice.
3.	Select a sport and write ten rules for good sportsmanship.
4.Write the letters: S-P-O-R-T-S-M-A-N-S-H-I-P down the side of a piece of paper.
Then describe an example of sportsmanship that begins with each letter.
(e.g., S = Shake hands at the end of a game)
16

Character of a Champion: The Arnold Palmer Story

WORKSHEETTEACHER GUIDELESSON 5: Worksheet
THE FACE OF GOLF — Sportsmanship

NAME ___________________________________________
1._Finish the following sentence about sportsmanship in a way that shows rather than tells the meaning of the word:
Good sportsmanship is displayed when ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Sportsmanship is equally important whether winning or losing as it demonstrates respect for the game and the opponent.
Most important, good sportsmanship shows the strength of character of the athlete.
2.Find several articles in today’s sports section that demonstrate sportsmanship by what athletes do (Actions) or by what
they say (Words). Identify the article and athlete. Record your findings below.

Headline

AthleteActions DemonstratingSportsmanshipWords DemonstratingSportsmanship1.	Do professional athletes have a responsibility to display good manners and sportsmanship?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

17

TEACHER GUIDE

Character of a Champion: The Arnold Palmer Story

LESSON 6
FAMILY MAN, BUSINESSMAN, ATHLETE — Integrity

LEARNING

Students will:• Define integrity andidentify examples• Understand Greek
or Latin origin ofEnglish words• Use a “T” chart
to identify quotes
or actions that
demonstrate integrity• Recognize integrity inadvertising using thenewspaper• Identify additional
character traits

VOCABULARY• adamant – adj. refusing
to be persuaded orchange one’s mind
(Greek adamas
untamable; invincible)• terminal – n. departure& arrival building at an
airport (Latin terminus
end; boundary)• conjunction – n. two or
more events occurringat the same point in timeor space (Latin jungere
to join; con with)• bicentennial• – n. the two-hundredthanniversary (Latin bi
two; centum hundred)

TOOLS NEEDED• Character of aChampion – The Arnold
Palmer Story student
supplement, pages
12-13• Lesson 6 Worksheet,
one per student• Today’s newspaper,
one copy per student

INTRODUCING THE TOPIC:

Ask:• What does integrity mean? (NOTE: From Latin integer – untouched) Whensomeone has integrity, their convictions are “untouchable.” They are not able to be
persuaded to do something that is not right.
• Integrity means doing something right because it is right even when no one
is watching. Have students give examples of situations where they might
demonstrate integrity or use the following:• No one sees you accidentally drop a jar of pickles in a supermarket.
What do you do?
• Your mother leaves a note telling you to finish your homework before
playing video games. What do you do?
• Your parents told you not to take the car but left the keys in the ignition.
What do you do?
• How much do you value integrity in friendship? In your family?

Make a “T” chart on the board. On the left side write Actions, on the right side
write Words. As students read the article with you, ask them to identify actions orwords of Arnold Palmer that demonstrate integrity.
Have students identify other character traits Arnold demonstrated in this section
including: commitment (family man); honesty, responsibility, ethics (had to believein the product to endorse it); determination (worked at a young age); confidence (hitthe ball over the ditch for Mrs. Fritz).

USE THE NEWSPAPER!

Distribute today’s Newspaper — one per person and Lesson 6 Worksheet.

Refer to the Use the Newspaper burst in today’s reading. Remind students that
Arnold demonstrated integrity by not endorsing products unless he believed in the
product – even if he was offered a lot of money. Ask students if they ever purchased
something that did not live up to its advertisement? This could include a movie,
video game, book, cell phone, clothing, shoes, etc. Look through today’s newspaper
for advertisements. Identify the persuasive claims made in the ads. Do the claims
seem honest? Are there possible exaggerations? What additional information would
a wise consumer need before purchasing?
Direct students to use Lesson 6 Worksheet with this activity.

EXTENSIONS

1.	Have students locate articles in today’s newspaper about people demonstrating/not
demonstrating integrity. What other choices could those not demonstrating integrity
have made?
2.	Write a letter to someone in the news who has modeled integrity. Tell him/her why
it is important that people of influence act with integrity.
3.	Write a “Dear Abby” column citing examples from the news where people have notdemonstrated integrity and offer advice to improve their actions.
4.	Write the word I-N-T-E-G-R-I-T-Y in the middle of a piece of paper. Think of ninewords that describe integrity and can be written as crosswords sharing the same
letter. For example, the word ‘hoNesty’ can be crossed with the letter “N”
in iNtegrity.
18

WORKSHEET

Character of a Champion: The Arnold Palmer Story

TEACHER GUIDELESSON 6: Worksheet
FAMILY MAN, BUSINESSMAN, ATHLETE — Integrity

NAME ___________________________________________
Define integrity:______________________________________________________________________________________________________________________________________________________________________________________
Arnold Palmer modeled that people of influence must act with integrity when endorsing products for consumers. People
believed that if Arnold’s name was associated with the product, then the product lived up to its claims. The phrase “truthin advertising” means representing a product honestly so the buyer is not deceived.
Find advertisements in today’s newspaper. Identify the ad, section and page in the first three columns. Underline words
or phrases used to describe the object and write them in the fourth column. Finally, write a question that a consumer
might ask to check for “truth in advertising”.

Advertisement Section Page

Words/Phrases Describing theAdvertised Object

Question the Consumer Might Ask to
Check for “Truth in Advertising”

Create Your Own Ad
In the space below, design an advertisement for something you might sell in the newspaper, on the Internet, or at a garage
sale. Be truthful!

19

TEACHER GUIDE

Character of a Champion: The Arnold Palmer Story

LESSON 7
ENDORSING WHAT COUNTS — Responsibility

LEARNING

Students will:• Define responsibility
and provide examples.
• Understand Greek
or Latin origin ofEnglish words• Make “Word Webs”• Use the newspaper
to locate articles
or pictures that
demonstrate
responsibility ina variety of ways
• Be responsible to a teamfor newspaper research
and an oral presentation

VOCABULARY• capacity – n. a specified
role or position (Latin
capacitas, from capere
take or hold)• defect – n. a
shortcoming;
imperfection (Latin
defectus, from deficere
desert or fail)• recommendation— n. to put forward
as suitable (Latin
commendare, frommandare commit,
entrust + re again)• survivor – n. a person
who survives (Latin
super— in addition +vivere live)

TOOLS NEEDED• Character of aChampion — The
Arnold Palmer Story
student supplement,
pages 14-15• Lesson 7 Worksheet,
one per student• Today’s newspaper, one
copy per student

INTRODUCING THE TOPIC:

Ask:• What does responsibility means?
(NOTE: From Latin: re back + spondere pledge + ibility able to)• List ideas to develop a shared definition.
• Ask students to give examples that “show” rather than “tell” what responsibility
is. For example, “When I finish my homework without being told, I am taking
responsibility for my learning and future.”• How do responsibilities differ among children, teenagers and adults? How are
they the same?
Review vocabulary. Make “Word Webs”: Write the Latin root in the middle. Drawlines to words that are derivatives of this root. Discuss their relationship to theoriginal meaning (capacity: capability, capacious, capable, capacitate; defect:
defection, defective; recommendation: recommend, commend, recommendatory;
survivor: survive, survival, survivorship).
capacity
capablecapability
Capcapacitate

capacious
Open Character of a Champion – The Arnold Palmer Story to pp. 14-15. Before
Reading: Tell students to underline examples of how Arnold Palmer used his fameand influence in responsible ways and to a personal challenge he faced and how heresponded responsibly.
After Reading: Ask students to share their findings. Cite examples from their own
lives of times when they had to act responsibly to a personal challenge.

USING TODAY’S NEWSPAPER

Distribute today’s newspaper – one per person and the Lesson 7 Worksheet.

Refer to the Use the Newspaper burst in today’s reading. SAY: The newspaper
contains stories every day about people acting responsibly. Look through thedifferent sections of today’s newspaper to find examples of responsibility inarticles or pictures.
Direct students to use the Lesson 7 Worksheet to record findings.

20

TEACHER GUIDE

Character of a Champion: The Arnold Palmer Story

LESSON 7
ENDORSING WHAT COUNTS — Responsibility

EXTENSIONS

1.Use the sports section to find articles about female golfers or athletes. Compare to
the number of articles about male golfers or athletes. Graph results.
2.	Make a list of the different sports articles about men and women. Use a Venn
diagram to compare sports that are shared or unique to each gender.
3.	Note the logo for the Arnold Palmer Hospital For Children. It shows two children
holding hands forming a heart between them. What message does the logo relay?
How important is the use of color in the logo?
4. Search through the sports section to find articles with datelines from different cities.
Write the headline and dateline on a sticky note and locate the state or city on a mapof the U.S.

21

Character of a Champion: The Arnold Palmer Story

WORKSHEETTEACHER GUIDELESSON 7: Worksheet
Endorsing What Counts – Responsibility

NAME _______________________________ Teammates:_ ________________________________________________
Define responsibility:__________________________________________________________________________________________________________________________________________________________________________________The newspaper is full of stories about people acting responsibly to make the world a better place. Work with your team tolook through sections of the newspaper for articles or photographs showing examples of responsibility. See if you can findexamples of responsibility from three or more of the following topics:• Individual responsibility• Group responsibility• Family responsibility• Responsibility to the environment or planet• Responsibility to children or animals• Service to others — volunteering• Responsibility in government• Responsibility in business• Responsibility to the community• Responsibility as part of a team

Use the graphic organizer to summarize and compare your topics.

Topic_________________

SectionTopic_________________

Topic_________________

Page
Photo or Article?
Headline
How does thisphoto/article show
responsibility?
Part 2: Plan a presentation of your findings.

Name of Presenter

1.
2.
3.

Topic(s)Props or Visuals to
Make Presentation Interesting

What did you learn about responsibility to a team through this activity? _________________________________________________________________________________________________________________________________________
22