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Drawing a Life Map

Minilesson print.

Life Map

A life map is a visual time line. It traces key moments in your life from the time you were born until the present day. The events and experiences you draw in your life map can make great starting points for writing topics, particularly for personal writing.

Your Turn Create your own life map.

  • Start your life map with the day you were born.
  • Record the dates of key moments in your life in time order.
  • Draw each event to help you remember it.
  • End your life map with the present day.

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From page 37 in Writers Express

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  • 110.4.b.12.A
  • LAFS.2.W.1.3
  • LAFS.2.W.3.8
  • 110.5.b.12.A
  • LAFS.3.W.1.3
  • 110.5.b.13.C
  • 110.5.b.13.D
  • LAFS.3.W.3.8
  • 110.6.b.11.B
  • 110.6.b.12.A
  • LAFS.4.W.1.3
  • 110.6.b.13.C
  • 110.6.b.13.D
  • 110.6.b.13.E
  • LAFS.4.W.3.8
  • 110.7.b.12.A
  • LAFS.5.W.1.3
  • 110.7.b.13.B
  • 110.7.b.13.C
  • 110.7.b.13.D
  • LAFS.5.W.3.8

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Design Epic Life

Goal Setting Worksheet: A FREE Success Roadmap Template

Do you find SMART goals overwhelming? Do you dread the process of goal-setting? You’re not alone.

We all know goal-setting is not as easy as writing or visualizing what you want and attracting it in your life. Yet, most of us don’t take goal-setting seriously.

Today, let me make it easy and simple for you to set goals and create a life roadmap to success on your own. This roadmap process works for any goal – including health, fitness, finance, business, dating, relationship, learning, and other personal development goals .

Here’s the problem: success can easily become a dirty comparison game. When you aim for success without a goal roadmap, you never make enough progress and it becomes a chronic source of overwhelming stress .

Success can be fun when you define it and achieve it on your own terms.

That’s why creating a success roadmap will not only help you get clear, but it will also show you how far you have come . That way, you’ll be inspired to progress and still be grateful for your growth.

Here is a step-by-step method to create your success roadmap to achieve your goals. It’s best to create a separate roadmap for each goal, habit, or area of life. In the end, I’ll give you an example to further help you with your goal setting worksheet.

Step 1: Define The Big Picture

This is the mission and vision of your goal. Go into details about the outcome you’d like to achieve and make sure to include a compelling reason for going on this journey.

The details should be tangible and the reason should ignite a fire in you as you read it.

Our goals often stem from things we don’t want. So another thing you can do is define the undesired outcome you’ll get if you don’t follow through.

Step 2: Define The End Of The Roadmap

Nothing moves people like a deadline. So to make consistent progress, give your roadmap an end. It could be in years, months, weeks, or even days. Once the roadmap ends, you can always create another one to keep making progress.

Tip: If you’re new to goal setting in a particular area, keep the deadline short because you’re still experimenting.

At the end of the roadmap, define 3 specific desired outcomes:

  • Challenging outcome: The desired result
  • Ambitious outcome: Stretch your mind and make the result way bigger
  • Tiny outcome: The smallest criteria for success

Once you define the outcomes, detach from all of them. The purpose of defining the outcomes is to have a direction. So prepare yourself for failure and don’t get paralyzed upon failure because you can enjoy your growth and take away valuable lessons even if you fail.

Step 3: Define The Milestones, Achievements And The Rewards

There are 2 types of milestones or achievements, and you want to define both types:

  • Outcome-based (under your influence, but not in your control)
  • Behavior-based (in your control)

Behavior is mostly in your control while too many factors that are not under your control can influence the outcome, so we’ll keep them separate.

The number of milestones or achievements you want to define is up to you. As a guideline, try not to keep them too frequent or too infrequent.

To celebrate your progress, set rewards based on what you truly enjoy doing and what is congruent with your goals. Spread these rewards as you wish upon reaching the milestones or achievements.

Step 4: Define The Process

Define the actions you need to take to reach the desired outcome. If you’re unsure of the process, you can research or ask people who have reached the goals you want to reach.

Also, define the person you need to become to get what you want. Then, identify yourself with the kind of person who has already reached the desired outcome and let go of the limiting beliefs holding you back.

Step 5: Define The Obstacles

Brainstorm every obstacle you can think of and list them down. The intention is to mentally (or physically) prepare for them.

Even when you define everything you can think of, you’ll most likely encounter surprising obstacles. That’s okay! It’s all part of the process and you’ll get feedback which you can reflect upon in step 7.

Tip: All obstacles are an opportunity for growth, so don’t get discouraged when you see them. Accept them. Love them. Use them.

Step 6: Track Your Actions

Define how you’ll track the daily or regular actions you defined in step 4. To track, you can use the good old pen-and-paper or any fancy app you like.

To make it easier, you can:

  • Set reminders
  • Put it on your calendar
  • Put it in your daily success checklist
  • Commit to others or join a community (for accountability)
  • Make the steps tiny (if they require a lot of willpower)
  • Set stakes for not taking the steps forward (if you struggle with commitment)

You can also pick any of these best planners to track your actions and review them. This brings me to the next step…

Step 7: Do A Regular Review

The review can take place daily, weekly, monthly, or yearly. The purpose of this review is to identify what’s working, what’s not working, and what you can do better. Edit the milestones, next actions, or the desired outcomes as required.

This is the time when you’ll come back to the roadmap, give yourself rewards for the milestones reached, and see the big picture so you don’t get lost in the drama of life .

Like tracking, you can use a note-taking app or good old pen-and-paper for the review. But make sure you save and record them in one place so you can always look back.

That’s all. Rinse and repeat for each focus area in your life. Here’s an example to get a better idea of how you can create your own success roadmap:

Example: Weight Loss Success Roadmap

Amy is tired of trying diet plans and running miles on a treadmill. She really wants to lose weight, but she can’t get those pounds to drop even after trying so hard!

Here’s how she’d go about designing her success road map:

Step 1: Define the big picture

She writes “I want to look slim and feel good in my body. I want to get back the body I had. When I look at myself in the mirror, I want to see a smile on my face and feel confident in my mind. If I don’t follow through, I’ll stay unhealthy and look fat, which will result in faster aging and low confidence. I absolutely don’t want that, and that’s why I will make it happen.”

Step 2: Define the end of the roadmap

She makes a roadmap of 3 months, which is a good timeline to make progress, measure results, and pivot as needed. She wants to lose weight healthily and permanently, not vigorously and temporarily, so she defines her desired outcomes:

  • Challenging outcome: Lose 15 pounds by the end of 3 months while enjoying the process
  • Ambitious outcome: Lose 30 pounds by the end of 3 months while enjoying the process
  • Tiny outcome: Lose 5 pounds by the end of 3 months while enjoying the process

She realizes that the outcomes are just directions. Even if she fails, she’d still become much healthier and fit.

Step 3: Define the milestones, achievements and the rewards

She defines her milestones (with rewards in brackets):

Outcome-based milestones:

  • Lost 1 pound (get a book that will help me lose weight and get healthier)
  • Lost 3 pounds (get new running shoes)
  • Lost 5 pounds (watch a movie)
  • Lost 10 pounds (go on a trip)
  • Lost 15 pounds (get new workout clothes)
  • Lost 20 pounds (get a massage)
  • Lost 25 pounds (get a new dress)
  • Lost 30 pounds (click a picture and share it!)

Behavior-based achievements:

  • Started lifting weights
  • Worked out 5 times a week
  • Ate out no more than once a week
  • Overcame craving
  • Started tracking my meals
  • Created a 500 calorie deficit

Step 4: Define the process

She defines the actions she needs to take:

  • Run in nature (not on a treadmill, because she doesn’t enjoy it)
  • Lift weights
  • Stay active
  • Eat healthily
  • Eat an appropriate amount
  • Track and keep a record of my meals and workout
  • Learn to cook my meals that are healthy and tasty, so I can avoid cravings
  • Prepare healthy meals or snacks in advance
  • Say “no” to regularly eating out
  • Read or learn more, so I can be smarter about losing weight
  • Surround me with people on a similar journey

She also defines the type of person she needs to become —“I am a healthy person who eats healthily because I want to. I enjoy working out and taking care of myself and my family.” The transformation may take some time, but it eventually happens when you fall in love with the process .”

She adds the limiting beliefs holding her back — “I need to stop believing that I can’t lose weight or that I’m lazy or that I’m a person who eats like a fat person. I can and I will lose weight.”

Step 5: Define the obstacles

She lists all the obstacles she can think of (with preparation plan in brackets):

  • Losing motivation or willpower (take tiny actions and build smaller habits)
  • Feeling lazy or tired (take rest, sleep, eat healthier)
  • Getting cravings (remove the cue — don’t bring them to home, make meals tastier, substitute with healthier alternatives, set specific rules, develop mental toughness)
  • Getting hungry (drink more water, eat more protein and fibrous foods, eat in a smaller eating window, use smaller utensils)
  • Friends inviting over to eat out or office workers offering snacks (tell them in advance, learn to say no, find healthier options while eating out, eat smaller portions)
  • Unexpected life events (do the best, forget the rest)
  • Getting too busy (prioritize, delegate, delete tasks, stop doing a daily activity, do smaller intense workouts, hire a chef or subscribe to a service)
  • Failing to lose weight even after doing the right actions (hire a nutritionist or a personal trainer, learn or read more, track more accurately, change diet or workout approach)

Step 6: Track your actions

She downloads and starts using a calorie tracking app and a workout app to track her food and exercise.

She blocks time on her calendar to prioritize preparing meals and working out.

She joins an online community of people losing weight and reports her wins.

Also, she also set stakes or make habit smaller when she struggles to take action.

Step 7: Do a regular review

She reviews her food intake every day and does a weekly review where she sees the big picture.

She finds out if she’s on the right track by measuring results and actions. She also makes a few changes in her habits (like switching her workout from evening to morning, so she can make sure to get it done). She also acknowledges that she can do better at not bringing in unhealthy foods to home, so she can avoid them. For that, she plans to go grocery shopping when she is full.

She also edits her milestones, achievements, next actions or rewards as needed.

At the end of 3 months, she’s a different person. She has learned a lot, and she’s ready to create another roadmap of success. Then one day, she smiles as she fits perfectly in her favorite dress.

Now It’s Your Turn To Create Your Road Map To Success (Goal Setting Worksheet)

Do you want to download a free goal setting worksheet? Get your life roadmap template below:

How do you create a roadmap for success?

As I highlight in the article, you can apply the same seven steps to create your roadmap for success in any area of life. These steps are: 1. Define the big picture 2. Define the end of the roadmap 3. Define the milestones, achievements and the rewards 4. Define the process 5. Define the obstacles 6. Track your actions 7. Do a regular review

life road map assignment

Prakhar is the creator of Design Epic Life. He teaches and coaches people to actualize their potential, design their epic lives, remember their true nature, and become the best version of themselves. Get started by learning more about his offerings . Follow on Instagram to stay connected.

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Abigail Brenner M.D.

7 Steps to Create a Roadmap for Your Life

How to effectively navigate any major life change..

Posted March 30, 2022 | Reviewed by Ekua Hagan

  • The archetype for life is the journey. The roadmap helps chart the trip through change and transition.
  • A roadmap helps a person visualize their life—where they have been and where they want to go.
  • Learning how to navigate change and transition will help one gain control of life's circumstances.

Since the archetype for life is the journey, a roadmap will help you plan your life moving forward much as you would prepare for a trip. Charting your trip tells you where you’ve been so far, where you intend to go, what obstacles you may face, and the places you keep returning to over and over again.

Our journeys are both inner and outer. The events of the outer journey, the cumulative transitions of a lifetime, will be somewhat similar for all of us who share the human experience. Our personal inner journey is a much more private affair. The roadmap is a reliable context within which to place your very own experiences and transitions.

The nature of life is change and all of us will make many changes and go through numerous transitions as we live life. Nothing stays the same and neither do we. So much colors who we are and who we are to become. Knowingly or not, we move into new and different phases that connect us socially and emotionally to others who are going through the same phase.

But beyond the normal changes we will encounter, there will be those changes and transitions we did not expect, did not prepare for, did not want to happen. How do we cope with encounters and transitions that are difficult, challenging, and often overwhelming?

One way is to learn to be prepared for whatever comes your way. How do you do that? Well, experience will be a great teacher. Once something has happened to you, it will no longer be an unknown. You will have learned something from it. But, it’s a lot easier if you have the tools to handle change and transition so you’re not surprised, so you’ll know what to do.

Here are seven essential steps to help you navigate through any change/transition you may encounter during the course of your life.

Have a realistic expectation. Before you embark on your next big change/transition, map your trip as best you can, knowing that things don’t always work out as you plan or hope they will. Know that things can go smoothly, or there may be delays, detours, and roadblocks. Be realistic about the timetable. Again, things may happen quickly or there may be delays, sudden stops, and sometimes re-routing before you reach your destination.

Review what you’ve learned about change . Each of your trips to a new place in your life has hopefully taught you something. It’s these cumulative events and your responses to them that help you navigate whatever happens to you moving forward. What you’ve learned and how to respond will help you make the best possible choices and decisions.

The exception to that, of course, is an event that places you in imminent danger, such as a life-threatening illness, unexpected personal crisis, or natural disaster, where you have no choice but to take immediate action. In that case, once the necessary actions have been taken and the dust finally settles, you can then go back and review, in order to figure out what the change/transition meant and what to do next.

Create a Life Timetable. This timetable should reflect major life transitions. What events did you initiate on your own? In other words, what inner events caused you to make a change? What happenings were foisted upon you by life circumstances? In other words, what events happened to you from the outside; those events you had little control over? What were your “triumphs?" What were your losses? Pay attention to the main emotions for each of these changes/transitions. How did you react to whatever happened to you?

Do you view each major event in your life in a positive light—you got something out of it? Or, do you fear change because you believe the things that have happened to you have impacted you negatively?

Define your Life Themes. This goes well beyond charting the chronological order of events, the basic facts of your life. Themes are generally easily recognizable—they are recurring and repetitive. Positively, life themes help you define who you are and alert you to your purpose and passion. Developing insight into how you process life and what is most important to you can help you gain more personal control so that you can skillfully steer the course in the direction you want to go.

life road map assignment

Get in touch with your Life Lessons. We all have them. Each of us has our own unique things to experience and lessons to be learned. Not one size fits all. Our lessons come from every single facet of our lives—our background, family, culture, religion, social group, education . Those influencers help us define who we are from birth. Some of us are fortunate enough to have been given life skills early on so that finding our way through life is made easier, while others struggle to find their way. But there is always the opportunity at any point in life to learn and receive guidance from those around you.

Where you choose to take yourself in life and who you choose to associate with will inevitably influence you greatly. Paying close attention to how you respond to life will help you become acutely aware of the life lessons that await you.

Go beyond limiting beliefs. Do you really know what you believe? We often assume we know what we believe to be true—but that’s often not the case. What we think is true is frequently colored by others’ opinions and influenced by those we admire and trust. As much as they may care about us, they may not always know what’s in our best interest. And too, often the actions we take and the choices and decisions we make are based on ideas and beliefs that no longer serve us, if they ever did. So going beyond limiting beliefs may pave the way for changing how you make transitions moving forward. Push through to beliefs that bolster your confidence and support your endeavors.

Accept the unknown. There’s so much we don’t know as we go through life. With as much planning as we’ll do to ensure our desired outcome, there will always be those times when all the planning in the world will not get us the result we want. Who knows why? But it happens. Consider the unknown your friend in life. When you accept what you can’t control, what you can’t do anything about, it becomes far easier to accept what does come and make it work for you.

As Rilke said so well, “Be patient toward all that is unsolved in your heart and try to love the questions themselves, like locked rooms and like books that are now written in a very foreign tongue. Do not seek the answers, which cannot be given you because you would not be able to live them. And the point is, to live everything. Live the questions now. Perhaps you will then gradually, without noticing it, live along some distant day into the answer.”

Abigail Brenner M.D.

Abigail Brenner, M.D . , is a psychiatrist in private practice. She is the author of Transitions: How Women Embrace Change and Celebrate Life and other books.

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Life Road Maps

This teaching strategy was originally designed for use in a face-to-face setting. For tips and guidance on using this teaching strategy in a remote or hybrid learning environment, view our Becoming Ourselves Activity .

In an activity based on the Life Road Maps strategy, students draw a map of someone’s life that highlights the important events and decisions that shaped that person’s identity. This activity helps students better understand historical or literary figures by focusing their attention on the many factors that contributed to a figure’s decision making. You can use this strategy as part of a research project, as a way to review previously studied material, or as an assessment tool. You can also have students create personal “life road maps” to help them reflect on key choices that have shaped their own identities.

This also makes for a useful community-building activity at the beginning of a Facing History class or unit. Use it at the beginning of an identity unit or at the beginning of a course to help create a safe environment in which students feel comfortable sharing and listening to one another.

  • Students Learn about the Individual To use this strategy, students need to have information about an individual and the context in which he/she lived. This could be information gleaned from a film, independent research, or class activities. To prepare students to construct someone’s life journey, have them write a journal entry about pivotal moments or important decisions in this person’s life. Alternatively, they can create a timeline that represents significant events and choices in this person’s life.
  • Brainstorm “Life as Journey” Metaphors Explain to students that they will be drawing a “map” of someone’s life. Before students draw their maps, have them brainstorm things people might encounter when they take a trip or journey. Items on this list might include stop signs, speed bumps, traffic lights, dead ends, detours, highways, tolls, and rest stops. Give students the opportunity to discuss what these items might represent when applied to the metaphor of “life as journey.” For example, a dead end might represent a decision that did not yield the desired result. A green light might represent getting approval to move ahead.
  • Students Construct Life Road Maps Students can construct “life road maps” in small groups or individually. It is best if students have a large piece of paper on which to map out the journey. The journey should represent important decisions and events that have shaped this person’s life. Students can add details to their maps, including factors that may have influenced decisions, such as historical events, important relationships, goals, beliefs, and aspects of human behavior (fear, conformity, prejudice, etc.). As students work on the “life road maps,” you might allow them to walk around the room to survey what their peers are doing. This can be a great way for students to generate new ideas about how to represent an individual’s life as a journey.
  • Share and Debrief Students can share their work through a formal presentation to the class or small group or as a gallery walk . As students review the work of their classmates, ask them to pay attention to similarities and differences among these maps. Prompts you might use to guide students’ reflections and a follow-up discussion include: What factors influence the choices people make? What factors help people move forward and make progress? What factors set people back? As a final activity, you can ask students to write a journal entry or essay explaining what they have learned from this activity. In particular, students can reflect on what is unique about this person’s life and what seems universal.

Personal Life Road Map: Students can follow these same steps to construct a life road map for themselves. This can be something they share with their classmates as a way to help students get to know each other, or it can be a final assignment for an identity unit.

Multiple Perspectives on Someone’s Life: You can assign several students the same person as the focus of a life road map. Students might collaborate on research but still produce their own road maps. The benefit of this variation is that it gives students the opportunity to see how the same information can be interpreted to construct different life stories.

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Students learn about idealism through the life and accomplishments of US statesman and activist Sargent Shriver.

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Pave Your Life Roadmap

Last Updated on 10 March 2020

life road map assignment

Are you trying to figure out what to do with your life?

What to be when you grow up?

This installment of “Sand for Your Inbox” is a special edition. I have handcrafted a proven technique that will help you answer these essential questions. ( No, really! )

Some years ago, I was trying to figure this out for myself. I did a bunch of reading, culled my self-help resources, and created a process to create a Life Roadmap. My Roadmap put me on course to launch Idea Sandbox and make critical decisions in my personal and work life.

Outlined below is the very process I used from start-to-finish.

There is nothing more satisfying than getting in the driver’s seat of your own life and doing the things about which you are most passionate.

Please share your comments in the reactions section at the end of the article.

This process will (1) assists you in identifying what you’re most passionate about and (2) help you incorporate those passions into your daily life. By living your passions, you’ll be a happier and more fulfilled person!

The key steps to crafting your Roadmap are…

  • List Your Passions – Make a list of all the things you are passionate about.
  • Identify Values – Group your passions into themes.
  • Set the Situation – Determine what conditions should exist for you to feel you’re fulfilling your Values.
  • Reveal Action Steps – Identify what daily activities you should be doing to fulfill your Values.
  • Visual Report Card – Draw a graph to visualize and assess your current status. (Don’t worry, no drafting tools required).
  • Take Action / Follow Your Roadmap – Now that you have the keys. Get behind the wheel and follow this plan to drive your life.

Tips as you start:

  • Get yourself a stack of small-sized note cards, or a notebook, or a journal. Whatever works for you to have something you can come back to.
  • Take your time with this project, but give yourself a deadline. You should give yourself time to reflect, but not so much time you forget and don’t follow-up and complete your plan.
  • Don’t try to do this in one sitting. With each step, plan on starting the process and returning with a fresh mind. Letting each stage incubate in the back of your brain will provide you with better results.

Find a comfortable chair here we go!

Step 1. List Your Passions

Objective: Create a list of things you are passionate about.

Make a list of the things you are passionate about. If you’re using index cards, put one passion per card. Keep going until you’ve reached 100 passions.

Ask yourself:

  • What do I enjoy doing?
  • What excites me?
  • What would I love to spend more time doing if I only had the time?
  • If I could only do one thing for the rest of my life, what would that be?

Forget your responsibilities at work, home, or with family. This isn’t a ‘have to do’ list; this is a ‘wish I could do’ and ‘love to do’ list. There are no right or wrong answers – these are all you.

If you know how and like to idea map, they are beneficial for this step.

Step 2. Identify Values

Objective: Discover commonalities and group passions into recurring themes.

Next, review your passions and group them into common themes. Look for recurring topics and lump these together. (This is where index cards come in handy).

The book To Do, Doing Done by Snead & Wycoff has a great list of values, including:

While you may have loads of interests and passions, combining into value groups helps you narrow your focus on what truly matters most.

Don’t worry if it seems you have too many themes for your VALUES. After you’ve created the first round, you can pare down and combine. I had 19 different themes and finally ended up with 10.

My key values are Security, Relationships, Organization, Personal Growth, Fun & Entertainment, Contribution, Entrepreneur, Passion, Creativity, and Health.

Here is an idea map I created to view and group my Values.

Identifying values is critical. They represent activities that you care about most. If you do things that match your values, you will feel more fulfilled.

Step 3. Set the Situation

Objective: Determine what circumstances (new and existing) will allow you to fulfill your Values.

Now we’ll figure out what situation or circumstances you should find yourself that will make you feel like you’re fulfilling your Values. These are performance indicators. Their existence indicates you’re performing in your Values.

Answer this question: If I had a life filled with [ your theme here ], I would: _____________.

The last part of the sentence will reveal these performance indicators.

For example, for my theme “CREATIVITY,” my five performance indicators are:

If I had a life filled with CREATIVITY, I would:

  • Think up new ideas,
  • Solve problems,
  • Create neat ideas that work,
  • Create new ways of doing things, and
  • Express myself with art, music, and writing.

I recommend coming up with at least five (5) answers. It is okay if these match up with your original list of passions. But push yourself. There may be a big difference between what you are doing and what you should be doing.

Step 4. Visual Report Card

Objective: Gauge how well you currently satisfy your Values. Determine which values you should focus on first.

Now we want to compare your values and see which you’re fulfilling and which need focus.

For each value, you’re going to ask yourself: “Self, on a scale from 1 to 5, (5 being the best, 1 being the least), how am I currently doing in fulfilling these performance indicators?”

Repeat for each value and mark your scores on a radar diagram. A radar diagram is a round graph with spokes that measure each piece of information. (It looks like a radar screen). It is helpful to see how consistent or balanced your information is.

The values marked with lower scores need focus. A score of “5” represents the values you are fulfilling. Theoretically, when you mark scores of all 5’s, you’re at the height of following your passions.

You can download a blank template here (PDF), or create your own.

Here’s my completed radar diagram. I’ve shaded my assessment in orange. The green area represents all 5s. So you can see I feel pretty good about my Entrepreneur, Relationships, Personal Growth, and Fun Values, but want to work on my Contribution and Organization Values.

Step 5. Reveal Action Steps

Objective: Determine what you should be doing daily – enabling activities – to satisfy your values.

If this life plan were a business plan, your values would be your objectives and performance indicators your strategies. Now we need to figure out the tactics, the enabling activities—tasks to do daily.

Using your radar diagram as your guide, start with the value you indicated most needs improvement and the corresponding performance indicators.

Figure out what tasks you need to do to bring to life the performance indicator.

Take a look at my value of CREATIVITY as an example.

As I listed earlier, the performance indicators I have identified for this value are:

The last one is the one I want to work on: “Express myself with art, music, and writing.”

I’ve narrowed the focus of this one to art and writing. I’m able to exercise my passion for writing through this newsletter, in my blog posts, and other writings. But, I want to be a better writer. So enabling activities could include one or all of the following:

  • Sign up for a writing class,
  • Get feedback from my English teacher friend,
  • Buy a book on how to improve my grammar.

The art part? I majored in art in college and love drawing and painting. However, I haven’t painted in years. For Christmas, I asked Santa for art supplies. I received an art easel and new supplies to do pen & ink drawings and watercolor. I’ve already started to enjoy using them and feel better.

When I brainstorm with clients, I often draw images instead of simply using words. Also known as graphic facilitation. This helps make topics easier to understand AND feeds my passion for drawing… This also influenced how I built Idea Sandbox, and is part of what makes my job so much fun. See how this all comes together?

To help work this step out, I created a document. The below material, along with your radar diagram, constitutes your entire Life Roadmap.

This document, along with the radar diagram, serves as my daily guide.

This link, Life Roadmap Plan , will allow you to download this as a Word template. Enjoy.

Step 6. Take Action / Follow Your Roadmap.

Objective: Perform enabling activities. Use your LifeMap as a guide.

Incorporate these enabling activities into your daily life. Put them on your calendar, to-do lists, whatever. (If you don’t have a system, start one now!)

Use your LifeMap as a guide for making life decisions and see how your choices affect the ability for you to engage in your performance indicators. When life choices create angst, it is because they affect your passion areas, your values.

Be Your Own Career Counselor

What I’ve provided so far will help you do the “things” that will fulfill you… But what if you’re trying to figure out what a fulfilling job or career could be?

That list of passions you built-in Step 1 contains all the specifications you need in finding a job you’ll find rewarding.

The hard part is to ignore who you “think” you are today and dig into what you’ve written. Your passions outline your job description. You just need to translate

For example, my list of passions includes that I enjoy:

  • helping people, serving as a leader, passing knowledge onto others, finding inventive ways to simplify complex ideas.

What types of jobs would allow me to do these activities? I can come up with

  • Teacher, Politics, Counselor, Sports Coach, Life Coach, Corporate Trainer.

If I take a look at my other passions and other factors, I don’t think I’d like to deal with bureaucracy, so politics may not be the role for me. I’m not a huge sports fan, so the sports coach probably won’t suit me. But, I’d have a blast teaching kids or helping them make better choices, and life coach and corporate trainer are worth exploring.

While working on this piece, there are two other resources you should consider checking out:

  • Myers-Briggs Type Indicator (MBTI) – You may find Myers-Briggs helpful, the MBTI tool is online. For a $60 investment in yourself, take the assessment. The feedback will also help you gauge what you may enjoy.
  • Now, Discover Your Strengths by Clifton & Buckingham – This book focuses on maximizing your strengths rather than trying to “fix” your weaknesses. When you buy the book, a code printed on the front cover gives you access to their Strength Finder website. (Also check out, Strengths Finder 2.0 )

That’s the program! It is intense, but your return on investment is colossal. Follow these steps, be honest with yourself, and I can guarantee you will have results.

Send me an e-mail if you have any questions.

I wish you the best!

You pave Your Life Roadmap with a series of VALUES formed by groups of PASSIONS that manifest themselves through PERFORMANCE INDICATORS and brought to life through your ENABLING ACTIVITIES.

Sources/Resources: Here are the resources I initially used to build this process:

  • The Franklin-Covey method of defining Values, Roles, and Goals.
  • To Do, Doing, Done by G. Lynne Snead and Joyce Wycoff
  • First Things First by Stephen Covey
  • Franklin-Covey Mission Statement Builder (Although the current version is different from what I originally used).
  • Ben Franklin 13 Virtues – Ben Franklin was one of the first self-improvement gurus (although he didn’t know it yet). In 1726 Ben Franklin created a list of thirteen virtues to guide his life. He used to keep a daily journal to note how he performed in keeping to virtues. (He openly admitted challenges with keeping to them).

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Creativity in Therapy

Inspiring therapists and counselors to be more creative

September 14, 2012 by Carolyn Mehlomakulu

The Road of Your Life

This past week I have been on the road a lot, moving from California to Texas.  With this journey on my mind, I thought I would share about an art therapy intervention to represent one’s life like a road.

Draw the Road of Your Life

I usually give the client a prompt that goes something like this: “Imagine your life is like a journey along a road.  Draw a picture to represent what this road would look like. Think about the the important events that have happened so far and where you hope to be heading.”

This intervention can be used with children or adults. I have often used this intervention toward the beginning of treatment to help gather information about the client’s history and future goals, as well as to help the client put their current situation into context.  I have also used this activity recently with a child to aid in the transition to another therapist. After creating his road art piece, he was able to have a transition piece and timeline that he could use to fill in the new therapist on the major people and events in his life.

Here are some examples of art pieces about life as a road.  Please note that in order to protect confidentiality I never post actual client artwork.  The first two pieces are loosely based on themes and images I have seen in client artwork.  The third piece is based on my own life and transitions.

Have you tried this intervention with your own clients or for yourself?  Please share your thoughts, experiences, and comments!

Draw the Road of Your Life | Creativity in Therapy | Carolyn Mehlomakulu

Want more art therapy ideas? Click here to sign up for the email newsletter .

Carolyn Mehlomakulu, LMFT, ATR is an art therapist in Austin , Texas who works with children, adolescents, and families.  For more information about individual therapy, child counseling, family therapy, and art therapy services, please visit www.therapywithcarolyn.com .

This blog is not intended to diagnose or treat any mental health conditions. All directives, interventions, and ideas should be used by qualified individuals within the appropriate bounds of their education, training, and scope of practice. Information presented in this blog does not replace professional training in mental health, psychotherapy, counseling, art therapy, or play therapy. Although anyone can have a healing experience with art, art therapy requires the direction of a trained art therapist.

This blog includes affiliate links (see full disclosure here ). If you’d like to help support the blog without any extra cost to you, please click through on Amazon links and shop as you normally would. Your support is greatly appreciated!

Related Posts

Scribble Drawings Part 2

About Carolyn Mehlomakulu

Carolyn Mehlomakulu, LMFT-S, ATR-BC is an art therapist in Austin, Texas who works with children, teens, and families. Carolyn also provides art therapy supervision and clinical supervision for LMFT-Associates. For more information about individual therapy, teen and child counseling, family therapy, teen group therapy, and art therapy services, please visit: www.therapywithcarolyn.com. In addition to blogging and working with clients, Carolyn enjoys making her own art, reading, running, enjoying nature, and spending time with her son and husband.

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January 6, 2014 at 1:50 am

I think that is great………hope to use something similar in group…..

February 29, 2016 at 1:28 am

Great idea!

July 23, 2016 at 4:44 pm

You may want to review my research on road drawings. Book: Road to the Unconscious: A Manual for Understanding Road drawings Articles: Utilizing Road Drawings as a Therapeutic Metaphor in Art Therapy and Signs of Suicide: Utilizing Road Drawings with Inmates on Suicide Observation at a County Jail.

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August 15, 2023 at 6:12 am

Found this as I was looking for a “Road” exercise to use in my Art Therapy group, we are starting, at a Hospital in Northen Sweden.

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  • Resource Library

Digital Storytelling Storyboard

Roadmap of life, roadmap of life rubric, tl my vision for life, road map of life.

Road Map of Life

This is a plan with resources for students to create a digital story roadmap of their life.

Utah State Core

FCS Exploration B, Strand 5, Performance Objective 

Create a road map of life that analyzes the influence of personal values and goals related to college/career pathways.

Materials/Apps/Sites

Adobe Spark: https://spark.adobe.com/sp/ 

Chromebooks or other electronic devices for students

Background for Teachers

FCS Exploration B, Strand 5: Students will exercise the social and emotional skills related to Human Services

Student Prior Knowledge

Students should have already had lessons in all the standards. This is meant to be a final project at the end of the unit. Students should have created a Bucklet List, but if they have not, it can be included as part of the project.

Intended Learning Outcomes

Students will create a road map of life that analyzes the influence of personal values and goals related to college/career pathways.

Instructional Procedures

Planning: 10-15 minutes

Hand out the Roadmap of Life instructions. Students can start brainstorming their ideas on the instruction sheet. They should have at least 20 life events written down. If they haven't already done a Bucket List, they can make one right now.

Storyboarding: 15-20 minutes

Have the students get on their devices. Provide a copy of the Digital Storyboard for students to fill out electronically. The storyboard can also be printed and used by the students on paper. They should include a picture/video and the audio script for each life event.

Roadmap of Life Video: 30-40 minutes

Once their storyboards have been created, the students should use those storyboards to create their videos on Adobe Spark (or another similar video software). They should have a picture and audio script for each life event. 

Assessment Plan or Rubric

You can use the following rubric to grade students projects.

Version History

Graphic Life Map

Graphic Life Map

  • Resources & Preparation
  • Instructional Plan
  • Related Resources

Students sometimes have difficulty recalling important events in their early lives to write about. This lesson works to resolve this challenge by having students brainstorm as a whole class, in order to benefit from collective recall as they define pivotal moments in their lives. Once items have been remembered, students focus on details of these events by choosing graphic symbols for these moments, people, and places, narrowing their lists to eight to ten items, and then ranking and graphing the items so that the overall connections and patterns are revealed. The graphic life map not only gives students specific events to write about but also includes a graphic for each memory that will help bring the events to life.

Featured Resources

Graphic Map : Using the Graphic Map online tool, students chart the high and low points in their lives. The tool can also be used to graph other items, such as events during a day, chapters in a book, or events in a story.

From Theory to Practice

The NCTE Guideline on Adolescent Literacy states: "All students need to go beyond the study of discrete skills and strategies to understand how those skills and strategies are integrated with life experiences. Langer, et al. found that literacy programs that successfully teach at-risk students emphasize connections between students' lives, prior knowledge, and texts, and emphasize student conversations to make those connections." Students help each other make connections to important life events through collaborative brainstorming. Their lives become the focus of their prewriting, as they graphically map important events in their own lives. Further Reading

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

  • 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
  • 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
  • 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
  • 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

General classroom materials

  • Graphic Map Pictures
  • Graphic Life Map Planning Sheet
  • Graphic Life Map Rubric

Preparation

  • Gather graph paper, rulers, pencils/pens, and construction paper if you don’t have Internet access. If students will create poster-sized displays of their life maps, you will also need supplies such as tag board, poster paper, construction paper, colored markers, and crayons.
  • Prepare enough copies of the Graphic Map Pictures , Graphic Life Map Planning Sheet , and (if desired) Graphic Life Map Rubric handouts for each of your students.
  • For additional resources see the Graphing Your Life page.
  • Test the Graphic Map interactive on your computers to familiarize yourself with the tool and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.

Student Objectives

Students will

  • identify key moments, people, and places in their lives.
  • create an evaluative scale, from high points to low points, ranking the key moments.
  • order key moments in chronological order.
  • choose illustrations and text that relate to the key moments.

Session One

  • Discuss images that people use as symbols for events in their lives. For instance, symbol of birth could be a stork or baby; divorce in family could be a drawing of stick people with a lightning strike down the middle.
  • Pass out copies of the Graphic Map Pictures .
  • Arrange students into eight groups, with approximately the same number of people in each group.
  • Assign each group one of the collections of images on the Graphic Map Pictures handout.
  • Ask each group to review the images in their collection and brainstorm possible life events that the images might symbolize or illustrate. Explain that images can symbolize the life events or be a realistic depiction for the life event.
  • Have students record their ideas on chart paper that can be posted in the classroom during this entire project.
  • As the end of the session draws near, ask each group to pick one image to share with the rest of the class. Suggest that they might choose their favorite image, the image that they had the most ideas for, or even an image that they’d like more suggestions for. Have groups post their chart paper when they are ready to share.
  • When all the groups are ready, have a volunteer from each group share one image and talk in general about the images they looked at.
  • Invite and encourage class additions to the posted lists.
  • Explain that the class will use the lists during the next session to begin work on individual graphic life maps. Ask them to take any time remaining in the session and at the beginning of the next session to browse the lists more closely.

Session Two

  • As students begin entering the classroom, remind them to browse the posted lists of images and the life events that they might symbolize or illustrate.
  • My Life Map
  • As students examine the example life maps, ask them to comment on how the images are used, the amount of additional text that has been added, theway the creators comment on the significance (positive or negative) of the life events on the maps, and so forth. Explain that in this first effort at making life maps with the ReadWriteThink tool, students will use a ranking system for rating the significance of each event.
  • Explain that students will be making their own graphic life maps over the next class sessions. If desired, share the Graphic Life Map Rubric , and discuss the expectations for the activity.
  • If students will have access to computers to create their maps, briefly demonstrate the Graphic Map interactive if possible, so that students will be aware of how the images will be added to their maps. If computers are not available, explain that students will draw their images or find images in magazines (and other sources) that can be used to illustrate their work.
  • To begin the process of creating their life maps, return students to small groups.
  • In their groups, ask students to brainstorm significant life events. Explain that these events can be happy memories, sad memories, scary memories, important places, important people, life-changing events, and so forth.
  • Challenge each group to come up with at least 30 different life events, recording their ideas on chart paper.
  • Circulate through the classroom, providing support and feedback as appropriate.
  • Once groups have compiled their lists, have them post their charts where everyone in the class can see them.
  • Ask a volunteer from each group to present the ideas that the group brainstormed.
  • As students share their lists, invite and encourage additions.
  • After all the groups have shared, have students review the class ideas silently and brainstorm possibilities for their own, individual life maps in their journals or notebooks.
  • For homework, ask that students compile a list of at least 15 items that can be included on their life maps. The lists should be finished by the beginning of the next class session.

Session Three

  • For the rating column, asking that students to give each item a rating from –3 (extremely negative) to +3 (extremely positive).
  • For the image, if students will use computers to publish their work, ask them to choose an image from the Graphic Map Pictures to represent the life event. If students will not use computers, they can generally describe the kind of image that they will draw or paste into place.
  • For the description, ask students to add a brief note that will remind them of the details of the event later.
  • Ask students to begin planning their own life maps, using the information gathered during the the two class sessions and posted by the groups to complete their charts as well as the lists they finalized for homework.
  • Encourage students to work collaboratively, sharing ideas and making positive suggestions.
  • Once students have generally determined their lists, suggest that they sketch out simple graphs of the events to check the ratings of the different items. For instance, if several things are listed as +3 and none are listed as +1 or +2, you might challenge students to look for more differentiation in their ratings.
  • If computers are available, students will publish their life maps using the Graphic Map interactive, relying on the information on their planning sheets.
  • If computers are not available, students will transfer their memories to a piece of tag board, poster board, or construction paper, drawing graphics and adding caption for each item, and connecting their memories with a road or highway.
  • For homework, ask students to finish their Graphic Life Map Planning Sheet s and to come to the next session ready to publish their work. If students will not be using computers, you can also ask them to search for images to illustrate their life events in magazines and newspapers as part of their homework.

Session Four

  • Enter a title and names on the first screen.
  • Click the Next link at the top right of the screen.
  • Select Other on screen 2, and type an appropriate label, such as “life events.”
  • On the next screen, select the “3, 2, 1/ –1, –2, –3” option for rating events.
  • On the subsequent screens, describe each of the 10 events they selected in step 2 of the session.
  • Select a picture to represent the event, and select the appropriate rating (–3 to +3).
  • Give each student a piece of graph paper, and have them graph the 10 events, with the rating going on the vertical axis and the year going on the horizontal axis.
  • Students should join the 10 dots with straight lines.
  • Have students transfer the rough graph onto construction paper.
  • Beside each graphed event, have students write a short description and add illustrations.
  • As students finish their work, ask them to reflect on the process in their journals. In particular, ask students to talk about how they chose the life events and any challenges that they faced in the process (as well as what they did to meet the challenges).
  • After this prewriting activity, ask students to choose an event on their maps as the topic of a memoir or descriptive essay. For a more challenging activity, ask students to use the information on their life maps as a loose outline for autobiographies.
  • If computers and the appropriate software are available,students can use Microsoft Excel to graph the events. Students could also use the Timeline Tool , adding a rating to each event’s description. Students should save the graph or timeline and list of events so that they have ready ideas throughout the rest of the school year.
  • As an alternative, use the ReadWriteThink lesson plan Bio-graph: Graphing Life Events to have students create biographical graphic maps for classmates.
  • Have students explore the Prezi presentation tool and consider creating a more elaborate life map. Note: Students must sign up for Prezi to be able to create their own presentations. See this Creating a Prezi resource for how-to guidance. (See also  terms of use for age restrictions .)

Student Assessment / Reflections

Because this lesson is meant as a prewriting activity, formal grading is generally not necessary. Observe students’ participation as group members and their individual engagement and accomplishment when creating their own life maps. Focus feedback on the success that students have in choosing and rating significant life events. Use comments to shape and encourage the personal memoir or other autobiographical piece that students will write using this prewriting piece. If more formal feedback is required, however, the Graphic Life Map Rubric can shape commentary.

  • Calendar Activities
  • Professional Library

Students share details about their lives with one another using the interactive Graphic Map and share their memories in small groups or with the whole class.

This document provides a research-based resource that acknowledges the complexities of reading as a developmental process and addresses the needs of secondary readers and their teachers.

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  • Kindergarten K

The First Time in History

I.How Russia is "Different"

I HAVE had typhus in Russia. Four months of the first five I spent there were on a sickbed, and the rest in a dirty, sprawling city in the famine area where the world was dying. Yet I loved the country and when my convalescence in England was over, I wanted to go back. Naturally my friends asked, Why? Why do you love Russia?

It was not easy to answer. Was it for fine scenery? There are great mountains and noble forests in Russia, but the scenery I knew was a barren, curving plain, set with draggled, hungry villages.

Was it for comfort of living? In all those first five months I never tasted the freshness of cold water, nothing but dull, boiled water even in illness. I never enjoyed fresh milk, but only boiled milk, or milk from a can. In my trips out to villages, I slept on floors of peasant cottages; during my brief days in Moscow, I carried my water for washing up three flights of stairs to my room.

When I went to file my telegrams at night in the Foreign Office, I took a pocket electric lamp with me, to avoid falling into the holes in the sidewalks and streets. After my lamp wore out, I felt my way carefully, for there were no more lamps to be bought in Russia.

Was it the people I met? In those first months I knew no big people. I knew nurses and doctors and relief workers and peasants and serving maids and minor officials. What was there in these to make me want to go back?

Picture after flashing picture I remember of those first days in Russia. The Red Army soldier standing on the platform at Minsk, barefoot, holding his rifle by a piece of rope. The Polish official in our train sneered at him as we passed, but I remembered that we also in America had had our Valley Forge.

The boy and the girl who entered our train, members of the League of Communist Youth, taking collections for the famine. The boy had no hat and no shoes; under his shirt and trousers of home-made linen it was clear that he wore no underwear. Yet he held himself with dignity, presenting proper credentials from the city. He was asking nothing for himself, for with his ration of black bread it did not occur to him that he needed anything. He was asking for the victims of the famine.

Dunia, the housemaid in the Quaker flat where I lay ill in Moscow. No beauty of face or form was in Dunia; she was squat and shabby, with draggled shoes and tangled hair. Yet she brought joy into monotonous days; even the bringing of a glass of water was a game of friendliness with her. She was too simple in heart to know much of politics; but she sang little songs about speculators to herself in the kitchen, and about how the workers' soviets put them down.

There was the Cheka worker whom I met on the railway, going up and down Russia, hunting out graft and counter-revolution. All his worldly goods were in his knapsack: a loaf of bread, a teapot, and under these a couple of handkerchiefs and a pair of socks. And two hand-embroidered linen towels, brought from home long ago. I admired them and he insisted on giving me one. What did he need of two? he said.

The little East-side Jew whom I met in Samara, the heart of the famine, and who went with me as interpreter to organize village kitchens. Speaking English with a vile accent and physically most unattractive. Then I learned that he was manager of two little factories which had just reopened, making doors and windows for the repairing of Samara. He was a machinist; he was so proud of the two or three machines he had put together, down in a country where even plain nails were not to be had. Proudest of all he was of the wages of his workers, since he had succeeded in getting the government to put them on piece work. Fifteen dollars a month they got, with board and lodging. He himself, as manager, got rations and lodging, but without the fifteen dollars. For he was Communist, on Communist wages, which at that time were a few cents a month, not worth standing in line to collect. His c wife worked also, his children were fed in a government children's home; but he was eager and energetic and happy to be building Russia.

Puriaieff, chairman of the peasant relief committee, in the village of Novo Semekino, is another whom I remember. Is he alive or dead now from the famine? Tail, and thin and keen, with circles under his eyes from hunger, he refused my proffered bread till he knew I had plenty; then he accepted a chunk to put in his pocket,--to divide at home with his sister and sister's children.

There were red army officers I knew, in training in the highest military school of Moscow. They had divided their rations so that every five men were supporting one Volga child. These children were all collected in one children's home in Moscow, and the young officers, who themselves had nothing but clothes and rations, went over in spare moments to play with the youngsters.

There is so much horror I remember, and so much heroism. The young peasant girl of eighteen who acted as nurse to me in Samara. Born in a German colony on the Volga, she had lived in America eight years and learned to speak English. She was secured to tend me, since everyone else spoke Russian. Somewhere down in the south she had left a family, starving; a father, who was a skilled carpenter and farmer, a mother who was a careful housewife, brothers and sisters who were waiting to hear if she found food. But she had found nothing; the trains were too crowded; she could not even get out of Samara; and now winter had come and she had no coat to go outdoors. She could only wait for spring while her family also waited, two hundred miles to the south in a dying village.

We also waited once, in the Quaker flat in Moscow, waited a whole week for a train that did not arrive from the famine. A passenger of our own was on it; it was the fast express from Tashkent, delayed for a week by blizzards. Then one unforgettable midnight I was awakened by voices, and went hurriedly into the next room to hear what had happened.

Behind a wall of snow and blizzard they had waited, unable to move forward or backward, unable for a whole day to go out of the train. Their locomotive went for help and was also blocked in snowdrifts. Their food gave out and they had not even water; there was no wood for melting even the snow. They marched through the night to dig out their locomotive, and two men died from exhaustion.

Typhus appeared and a car was set aside for isolation. Ice-plows came and a train-load of soldiers dug them out. As they left the famine region and drew near home, they began singing, the sick ones from their berths and the well ones stamping up and down the corridors to keep warm. Silly little songs, folk songs, songs of revolution. So they pulled into Moscow, the fast train, the government express, the train that was specially favored, with two dead, and twenty in the typhus isolation car and all the rest of them, sick and well, shouting and singing.

These were the things that drew me back to Russia, which I saw first in its utterly darkest days. The heroism, the sacrifice, the comradeship, and the joy that went with it. The joy of pioneers who, in the midst of hardship, exult to believe that they are creating something new.

I, too, had this sense that something new was being created. Something that had never been before in human history. I wanted to have a share in it, I wanted at least to understand it. Was it only the comradeship and joy of battle that always come to compensate for bitter times of struggle? Was it only the fellowship of suffering? Or was it really something new in the world!

When I went back in the summer of 1922, it was already to a recovering Russia, which week by week changed rapidly under my sight. In the famine year when I entered, I brought food and bedding with me, and prepared for disinfection at the journey's end. Now, on the fast through trains, there was a struggling attempt to furnish blankets to those who had none, though clean sheets were not yet available for all comers. I received a single sheet in my sleeping-car compartment; it appeared to have been washed but not ironed.

By midsummer all the correspondents were taking side-trips from Moscow. The Health Department patrolled the railways well. There were regions where one could not buy a ticket without inoculation against cholera, but week by week these regions were cleaned up and the restrictions removed. You could go down to Nijni Novgorod to see the worldfamous fair, in a good sleeping-car each way, or, if you chose, by airplane. My friends, Russian as well as foreign, were taking vacations to the Crimea and Caucasus. The Siberian Express had been reestablished and was putting on a dining-car.

In the autumn I went on a trip to the Arctic Circle, visiting mines and sawmills. The trains in this far north were slow and crowded and dirty, but they ran on definite schedule and arrived on time. On the main line, from Petrograd to Moscow, one could not ask for better service. I made the trip four times in six weeks, once in a diplomatic car and three times in ordinary "cars with soft seats" reserved for sleeping. In the diplomatic car I had the luxury of private coupe and lavatory, with tea served morning and evening by a most comradely car conveyer, who refused tips but accepted friendly gifts of cigarettes. Even the ordinary cars now furnished clean sheets and good blankets. There were eight or ten such cars on the train, running every night between the two cities.

All over Moscow there was a fury of repairing. Along the streets. I had to turn out on every block for the repaving of sidewalks, or to dodge the splashing paint from the buildings that were being freshened. My days of work in the hotel room went on to the rasping sound of iron on stone, as they tore up and repaired the hotel corridors. In that one first summer, from April to August, Moscow repaired 100,000 square yards of cobblestone pavements and 10,000 square yards of sidewalks; she repaired six broken bridges and let contracts for forty-two others. She doubled the number of street cars and made line extensions.

They also planted,--a typically Russian touch,--120,000 Square yards of flower-beds in the city's open squares and boulevards. In and out among these there were children playing, and young men and girls strolling late into the summer evenings. On all the street corners were flowers for sale, and cigarettes and little bread-rolls.

Everyone was rejoicing in having much more to eat. Week by week, through the summer, the standard of living improved. I shared an apartment for three months with people high up in the Government Publishing House. In June, the little gifts of white flour and sugar jam, bought in the American Commissary by virtue of my citizenship, were hailed with shouts of delight and made the occasion for a celebrating party. By August these things were tame additions to the food supply, not worth an extra trip to get. In June my hostess and her sisters were borrowing my old clothes on various occasions; we nearly fought over who should wear a raincoat of ancient pattern. By August they were going on vacations to Berlin and had more clothes than I had, since they had restocked after eight lean years.

All through the northern provinces, under the Arctic Circle, where the cool summer made their own harvest a total failure, they were yet rejoicing in having at last enough to eat. Their timber industry had opened, and the central government had lent them food in return for the promise of timber, which they had already cut and were sawing for the foreign market.

By "enough" they meant that at last they had one good meal a day, about five o'clock, otherwise tea and bread in the morning and late at night. This was still "enough," anywhere in Russia. Only the following spring, when I went south through the Ukraine, did I begin to see such things as eggs for breakfast. "But last year," exulted an Englishwoman married to an official in the far north, "last year we had a piece of bread and one herring as our daily ration. Now I can give my husband a really decent meal."

Last year a ration of three pounds of oats per week kept the workers alive in Karelia; but now they were drawing regular wages of sixteen pounds of flour daily, or its equivalent in bacon, tea and clothes. In the winter they were going on a money wage. This had already been standard in Moscow for some months, which was no longer a besieged fortress sharing its last food, but a city with trade relations and a market. The money wage spread more slowly to distant provinces, where bread was still a more useful commodity than money.

Improvements in individual factories were occurring so fast that summer that in June I met a workman who had left a certain automobile factory because they did not give him enough to eat; and in August I met others from the same factory who had plenty to eat and were blowing in money on summer theatres.

I remember the little seamstress who made for me two coats, a fur coat in the first winter and a linen coat the following summer. In the winter of the famine she charged me with fear and trembling less than four dollars for making and lining a complete fur coat. She was so eager to get the work that she sat up till three in the morning to finish it soon and get her pay. She was pathetically anxious for more work and when I told her she ought to charge more, she misunderstood my Russian and protested that she would not think of overcharging. She was on the edge of starvation.

When I visited her four months later she was a different woman. I asked for a linen coat and she replied cheerfully that she could do it for me in a fortnight at a cost of ten dollars. Her room was full of orders and she did not tremble when she mentioned her price. Work had come back and a chance to make a living, with the return of the reconstructive activities of peace.

So clear was the improvement in everyone's living conditions that in the December elections of that year the Communist Party based their election speeches on it. They told what their plans had been and how they had carried them out, and ended: "Look in your own pay-envelope and decide whether you are better off this year than last." ... The Communists got a larger percentage of the votes than at any time before. The first session of the Moscow Soviet, which is a city and state government at once, showed nobody protesting against their programme, as had been the case a year before.

The Communist Party was more firmly in power than ever before,--but how much of their Communism was left? In all the details of life, Russia has made a great stride towards capitalism. Wages are paid in money instead of rations, industry must support itself without drawing from the government funds, shops of private trade are open everywhere, newspapers are full of advertisements, sables and diamonds of "speculators" appear in theatres and cafes, and the new-rich secure apartments of several rooms, while ordinary folk crowd into small bare quarters.

What was left of the equal sharing of the days of war? Was it all just a dream, a communism of poverty which failed? Old friends of the Revolution came back, were shocked at the high prices and fury of speculation in Moscow, and sighed for the lost idyllic days of revolutionary fervour and common division of food. "There is no communism left," they cried.

Foreign businessmen came in to negotiate for concessions. They declared cheerfully that there was no communism left, nothing but a few temporary hang-overs in the way of government interference with foreign trade. Foreign correspondents and relief workers agreed; Russia was tired of communism, they said; it had failed; she had made the first step towards capitalism and was going back to "normalcy" as fast as possible.

It is admitted on all sides; there is no communism in Russia. But the Communists go farther. They say there never was any communism. They say they are farther on the road towards it than ever before; that they are going towards it step by step through the decades. They say that the equal sharing and sacrifice that marked the dark days of war and famine was not communism at all, but merely the necessary war tactics of a besieged city.

They say it is only now, with the coming of peace and the chance to reconstruct, that they are beginning to build communism. They are building according to plans discussed widely and known throughout Russia. It will take years and decades and even generations;but they expect to hold power in Russia for all that time--to build it. No other governing party in the world expects to keep power more than one or two terms of office. But the Communists of Russia, with elections held yearly, expect to carry through plans over a generation.

There will be many mistakes, and graft, and inefficiency. These things everyone knows; they are not hid in Russia. Some mistakes will be due to the backwardness of Russia, the old habits of bribery and laziness in office. Mistakes will also be due to the greatness of the job they have undertaken. For what they are building is something new in history.

That is the claim they make. As a foreigner goes through the streets of Moscow, or down through the great plains of Russia, he sees, at first, little to prove this claim. One marks no outer difference between Moscow and other cities, except the glittering domes of gold and the exquisite domes of blue that cut the heavens, and that tell that Europe is left behind and Asia approaches. The crowds in the streets are more Asian in appearance, with costumes from the Caucasus and from Turkestan. There are swarthy Tartar faces mingled with Russian; there are crooked, cobblestone streets; there is the glory of the Red Square and the Kremlin.

In these things Moscow is, as always, different from Europe. But in other things,--the streets are full of shops with bread and cotton cloth and jewels; the markets are crowded with peasants selling produce; there are great banks with men and women going in to cash checks and draw money. If you read the papers you notice perhaps that the Sugar Trust has been profiteering. You are quite certain that your hotel is profiteering; you know that by the price it charges for meagre accommodation.

State trusts, private traders, peasants,--everyone is out to make money. So life is everywhere, so is it here. It is especially so in the life that is seen by the foreigner; his life is held in a narrow round of cafes, hotels and business places. He sees chiefly two classes of people: government officials, frequently bureaucratic and tangled in red tape; private profit-makers seeking special privilege and concessions, making money in legitimate and illegitimate ways. He hears rumours of graft and sometimes runs across it. Russia, he concludes, is still a backward, semi-Oriental land, lazy, ready to be corrupted.

Yes, Russia is all that. But as you live longer in Russia, and begin to meet workers and students and managers of industry, you notice other things. Not so obvious, but very important.

I went from Moscow to Petrograd. I looked out of my car window on the way and saw a train of cars, newly painted, shining cars in olive green. On the side of those cars, in addition to the usual number, was a design and a motto, with words about the First of May.

Those cars were made by the car-builders, not in their ordinary working-time, but on Sundays and evenings and holidays. They were made as a free gift by Russian workers for the needs of Russian Railroads. They were presented to the government at a May-Day festival. As long as they last they will go up and down the land, carrying passengers, and shouting aloud to everyone who sees them that the railroad workers cared enough about transport to make these cars for nothing, as a present in a celebration.

Is there any other land in the world where that could happen? As I go through the streets of Moscow I see also occasional street-cars, decorated with gorgeous paint and many mottoes. "Red October" is the name of one of these cars; "Lenin" is another. These also were free gifts from the street-car workers to the city of Moscow.

Another unusual incident happens. A group of weavers from a textile factory suddenly decide to make a call on Trotsky, the head of the army. They present him with a banner. They say to him:

"To our dear comrade Trotsky: You with your bayonet guard the gains of the revolution, while we with our shuttles weave the shining web of socialism." ... Then they give him a pay-book and pay-number with the remark: "The workers of this factory enter you up, Comrade Trotsky, as a red weaver, and bring you your pay-book and pay-number." Trotsky embraces and kisses the delegates. Thereafter he is Honorary Red Weaver of that factory; his shift of work is done by glad volunteers in turn, and his wage envelope is turned over to the children's home in which the factory is interested.

There is nothing new that citizens should pay tribute to a popular military leader. But that they should think they honour him by making him a "Weaver," that seems like something new. That they should promise to weave with their shuttles the web of socialism,--that indicates that they think they are doing something. Something besides just making cotton goods in a factory. Something that other workers, elsewhere in the world, don't think they are weaving.

Another incident. The biggest newspaper in Moscow holds a contest, running for many weeks, to determine who are the best managers of industry in Russia. Imagine that for a moment in New York, and you will see how strange it is. A newspaper contest to see whether Rockefeller or Gary or some small factory-manager in Pennsylvania is the "best director." The letters come in from workers under these managers. Other workers answer back, and discuss for and against the efficiency of their boss.

In the end there are twelve who are chosen. A banquet in Moscow is given in their honour. They receive the "Red Banner of Toil" from the government, because they have done so much to help build Communism. The workers' letters also reveal a few especially bad managers; these are investigated and two of them are fired.

This is something new in industry; but equally striking are the standards used by the workers in judging their directors. It shows what is demanded of factory managers in Russia.

"Our factory was only working part-time," writes one worker. "Once it stopped for eleven months altogether; after that it produced only half of prewar. Then Archangelsk,--he came. The workers say of him: 'He runs forth like the wind, blowing away disorganisation.' With just words he enthused and united us. He introduced order. He rapidly brought production to 120 per cent. pre-war.

"Comrade Archangelsk does not spare his physical or mental energy for his factory workers. For ten months we see that every day our life becomes better. He repaired housing and the bedrooms of the workers. He repaired the bath-house. He repaired and painted the roofs of the factory and the workers' houses. He improved the co-operative stock-farm. He has arranged courses of general instructions for the factory youth, and himself lectures on technical questions."

Here is another prize-winner, manager of a mine in the Donetz. His workers write of him: "He received the mines in bad condition, condemned to destruction. He brought electricity four miles through frozen earth and operated the machines by it; he replaced the horses by an electric railway. Thanks to him we averted destruction and even increased output, and thus started the gas and coke ovens and chemical mills." ... Is there any other land in the world where they talk so poetically of mining?

Uhanof, manager of the great Dynamo works in Moscow, was another prize-winner. His workers wrote: "When Comrade Uhanof says it, the workers know it will happen. He creates an atmosphere not of slave-like drive, but a critical, businesslike attitude of brotherly responsibility. When the new economic policy was started, he said: 'Not a single spider will get into Simonovka.' He organised with us a co-operative tea-room and dining-room and bakery and grocery. None of these private profiteers can flourish out our way."

Workers who write thus about their bosses are something new. The fact that they write at all is new; the standards they apply are new. These standards indicate that the workers and the directors are working together to accomplish something which all of them want, something not primarily concerned with wages or hours or the usual matters of conflict in industries outside Russia. What is this goal they strive for together? It is clear from the comments. A rebuilt industry; increasing production; order and organisation and efficiency; based on these, a good life and education for the workers. Yes, and something more. The crowding out of all the private business men, through co-operative groceries, bakeries, tea-rooms.

The workers and these bosses are evidently leagued together to build up state-owned industry and co-operative industry and to compete out of existence private business. They are trying to do it by work. It is the same thing that the weavers meant when they promised to weave with their shuttles the shining web of socialism.

Who were the bad bosses? The ones who got fired on account of conditions exposed by their workers? One of them was manager of a railway yard. His workers wrote: "For ten months of his management 2,500 more tons of oil were used than needful; healthy locomotives decreased twenty-five per cent.; accidents increased threefold. Workers began to fear him, saying: 'The union seems unable to protect us from this man.' ... Nothing was done by him to increase production; nothing was repaired. He gave his attention to the whims of the specialists; he talked of taking the children's home and the day nursery to enlarge the size of their private apartments. ... He took no interest in education. For two years and a half he did nothing to improve the life of the workers."

These are the tests that damn or commend a man in Russia. They are sane tests of a world that is building; beside them the tests passed in the rest of the world seem utterly insane. Where else but in Russia would the greatest daily in the country give columns of space for months, where else would discussion go on hotly across thousands of miles of cities and mines and factories, not about sensational sins and crimes in high life, but about men of whom it is said: "They are bringing order out of chaos. They are making life better for the workers round them. They are capable of organising their fellows for the conquest of the world."

Week after week, as you mix with the common people of Russia, you find other ways in which life is different. The workers in mine and factory are criticising not only bosses, but the methods of industry and its relation to government. As you go into their meetings, you discover that they have the sense of being able to change this, and that they are taking an interest in it. The men who sit in government come to the weekly meetings of the factory that elected them (for election in Russia is by working groups, not localities), and explain to their constituents what they are doing. Any time in the year they may be recalled, if the meeting does not like their actions. A new man is chosen and sent in their place any time in the year. This is one of the ways of keeping government close to the actual will of the workers.

Peasants also I saw, thousands of them coming up to Moscow to visit the great Agricultural Exposition. They came free of charge on the government railroads and municipal street-cars; they were housed and fed free of charge in the co-operative houses of groups of city workers. They went to the Peasants' House and found there reading rooms, baths, agricultural information and a legal aid department to connect them with the government. This also is something unknown outside Russia.

Every city factory and government department adopts some country village to which it acts as big brother, sending down lecturers and teachers and books and information. A group of students of my acquaintance adopted a certain township, and in summer went to live and teach throughout its villages, sharing with the peasants the knowledge they had gained.

The students of Russia are a chapter by themselves. The universities are jammed with young men and women, not those who can afford leisure and a college course, but those who are chosen by unions and government departments as especially capable and needing special knowledge. They come for training for jobs already known and go back to use their knowledge for purposes desired by their fellow-workers.

In the summer the students go out on vacation trips which cost nothing and which are planned for the good of the country. They visit coal mines, and the coal miners go to Moscow to visit the students. They make surveys of villages and escort trains of peasants to the Exposition. They go as guests to little Republics in the heart of Asia. The little Republics give them horses and food, and they give in return the first maps and geographies ever known in those uncharted regions.

All these things are incidents, seeming at first disconnected. But after a time you see that they are all part of a vast organised Life that is coming slowly into being. It is a life which has nothing to do with the profiteers; it scorns utterly their life and standards. It is bringing up a new generation to scorn these things also.

I talked to a wealthy woman in a summer resort near Moscow. A new-rich, bejewelled creature, who displayed, towards the end of her talk, a real pathos. She began by damning the government that taxed her highly. She ended almost in tears. "The worst is," she said, "the way our children leave us. My daughter has joined the Communists. It took her three years to do it. They made it very hard for her, as she was the daughter of a bourgeois and they doubted her sincerity. But she stuck to it and joined, and now she will not live with me any more. She has no use for all our ways of living."

There is a lot of "mess" in Russia. Ordinary discomforts of life, the rotten inefficiency of the heating system in winter, offices tangled in red tape, crudities of every kind. There are plenty of things to shock,--profiteers and gambling dens and bootleg whiskey and every rotten thing there is anywhere in the world.

But it is the only place in the world where I get a feeling of hope and a plan. With hundreds of thousands of people living for that plan and dying for it and going hungry for it, and wasting themselves in inefficient work for it, and finally bringing a little order out of chaos for it. America seems cheerful and inconsequential after it. Europe,--the insane nightmare of Europe,--seems impossible to endure.

What goes on now in Russia is much more stupendous than anything which went on under the name Of Revolution in those hectic days when Russia was the land of everything good or bad according to Your point of view. In Russia when they speak of the Revolution, they don't mean one grand and horrible upheaval; that was merely the "October Overturn," the taking of power. Now comes the using of power to create a new world through the decades.

There have been many revolutions in history, each with its tragic dignity, its cruelties, its power released. But never has there been a great organisation, in control of the economic as well as of the political resources of a nation, planning steadily through the prose of daily life a future embracing many lands and decades, learning from mistakes, changing methods but not aims, controlling press and education and law and industry as tools to its purpose.... This is Common Consciousness in action, crude, half-organised and inefficient, but the first time in History.

Strong Reference Archive

IMAGES

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COMMENTS

  1. Life Road Maps Teaching Strategy

    Overview What Are Life Road Maps? In an activity based on the Life Road Maps strategy, students draw a map of someone's life that highlights the important events and decisions that shaped that person's identity.

  2. Road Map of Life Assignment

    Road Map of Life Assignment Using a 11" x 17" piece of blank paper, create your "Road Map" of life. Starting at birth and continue through today, chart major milestones that have occurred in your life thus far. Record obstacles or roadblocks you have encountered.

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    Minilessons Bookmark Minilesson Print Drawing a Life Map © Thoughtful Learning 2015 A life map is a visual time line. It traces key moments in your life from the time you were born until the present day. The events and experiences you draw in your life map can make great starting points for writing topics, particularly for personal writing.

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    Students Construct Life Road Maps Students can construct "life road maps" in small groups or individually. It is best if students have a large piece of paper on which to map out the journey. The journey should represent important decisions and events that have shaped this person's life. Students can add details to their maps, including ...

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    Instructional Procedures. Planning: 10-15 minutes. Hand out the Roadmap of Life instructions. Students can start brainstorming their ideas on the instruction sheet. They should have at least 20 life events written down. If they haven't already done a Bucket List, they can make one right now. Storyboarding: 15-20 minutes.

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  18. Life Map Lesson Plan

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    The heroism, the sacrifice, the comradeship, and the joy that went with it. The joy of pioneers who, in the midst of hardship, exult to believe that they are creating something new. I, too, had this sense that something new was being created. Something that had never been before in human history.

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