CharEd_Gr5-8

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City of Chicago

Richard M. DaleyMayor

Chicago School Reform○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Board of Trustees

Gery J. ChicoPresident

Avis LaVelleVice-President

Norman R. BobinsMember

Tariq Butt M.D.Membert

Michael N. MayoMember

Clare MuñanaMember

Gene R. SaffoldMember

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Management Team

Paul G. VallasChief Executive Officer

Cozette M. BuckneyChief Education Officer

Blondean Y. DavisChief of Schools & Regions

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Table of Contents

Acknowledgments .............................................................................................. iv

Executive Summary ..............................................................................................v

Preface .............................................................................................................. vii

Introduction ....................................................................................................... 1

Overview and Background Information

What Is Character Education ? ................................................................. 2Why Character Education? ....................................................................... 3Character Education Is Everybody’s Business .......................................... 5Principles of Effective Character Educaton .............................................. 8100 Ways To Promote Character Education ............................................. 9

The Chicago Model

The Need… The Goal…The Mission .................................................... 14

Vision Statement and Mission Statement .......................................................... 16

Conceptual Framework ..................................................................................... 16

About the Curriculum ....................................................................................... 16

Implementation Strategies ................................................................................ 18

Classroom Lessons

Grade 5 .................................................................................................. 19Grade 6 .................................................................................................. 96Grade 7 ................................................................................................ 165Grade 8 ................................................................................................ 256

References

References for Character Traits ........................................................... 315References for Teachers and Parents .................................................. 323Local Resources for Character Education ............................................ 324National Character Education Organizations ....................................... 324

Teacher Feedback .......................................................................................... 329

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Carl BellTammy BermanRichard BoozePatricia BuckneyMarva CampbellDiane ChandlerDennis ClodiMarva CollinsPatricia McPhearson DavisJames DeanesClay EvansMirna Fragoso

Renee GarrickPatricia GarrityCheryl GholarRene GreenleafJennifer GwilliamLeon HendricksLouanne HollandNancy JonesRudy LubovBarbara McCarry O.S.B.Mary McPherson

Michael PflegerJuan RangelEmma RedmondErnestine RiggsJean SwansonFrank ThomasOlivia WatkinsEarl WatsonAnn WeeksHenry WilliamsonJanette Wilson

Production Committee

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AcknowledgmentsWe wish to thank the many individuals, public and private school educators, community-basedorganizations, civic groups, governmental agencies, and the faith community for their input, dedica-tion, and commitment to this undertaking. Without their assistance, support, and unselfish contribu-tions, this initiative would not have been possible.

The staff of the Chicago Public Schools wish to express their deepest gratitude and appreciation.

The Committee on Character Education and ValuesPatricia McPhearson Davis Leon HendricksCo-Chairperson Co-Chairperson

Advisory Committee

WritersMadonna ArredondoJoyce BrownRosa BrownSharon DalyJulius FrazierCheryl GholarNeva Golman

Edna HartMelanie HowardLinda KateebMary McElroyMary McPhersonPatricia PikeEmma RedmondErnestine Riggs

EditorsRoberta JonesMary M. McNicholasFred Hunter

Graphic ArtistTom Schrey

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Executive Summary

Where better for students to learn about such things as honesty, diligence, fair play, and properconduct than in school? Where better to learn courtesy and respect for others than in school? It justmakes sense.

The Chicago Public Schools Character Education Curriculum represents an opportunity to teachfundamental values by weaving them into the instructional lessons for all students, kindergartenthrough 12th grade. Children learn how to act by how they are treated; they learn right from wrong bywhat is rewarded or punished, and which values are held in high regard from history and experience.Once these lessons are learned, they last a lifetime.

The Character Education Curriculum is comprised of ten character traits which can be integrated intothe four fundamental areas of learning: Language Arts, Social Science, Science, and Mathematics. Thiswill enhance academic learning and foster a positive school and classroom climate.

The following are the ten Character Traits with definitions:

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1. Caring:Concern for others based on regard for their needs and feelings

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2. Courage:Bravery in the midst of a difficult situation

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3. Courtesy:Thoughtful consideration of and kindness to others

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4. Fairness:Unbiased and impartial standard of what is right and proper

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5. Family Pride:A sense of dignity and worth for the basic unity of society consisting of one ormore adults and children

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6. Honesty and Truthfulness:Sincere trustworthiness marked by integrity

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7. Kindness and Helpfulness:Extending oneself to help others

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8. Respect:High esteem for self and others

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9. Responsibility:Reliability and dependability in keeping promises and commitments

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10. Work Ethic:A dedication and commitment to completing work and tasks successfully

The traits are presented in three guide books: Book I: grades K-4; Book II: grades 5-8; Book III:grades 9-12. Each grade level contains instructional activities. Each book includes activities thatencompass the content and interdisciplinary areas of language arts, reading/English, social studies/history, science, and mathematics. There is a focus on each of these areas, as well as integrationacross subject lines.

The Character Education Curriculum is a cooperative effort of Chicago Public Schools educators,parents, and community leaders to incorporate character development within our existing curriculumand objectives. It is designed to be user-friendly, allowing teachers the flexibility to use the lessons asstand-alones or to integrate them into comprehensive lesson plans. Provisions are made for someparent involvement and community support as an extension of classroom lessons.

The success of this curriculum depends on the cooperative effort of the Chicago Public Schools,parents, and community. The material becomes familiar when the values identified as “jewels” ofcharacter development are read, analyzed, and actualized in practice and performance. This willdevelop in our students an ability to identify and utilize the values within the classroom, as well asthroughout their lives.

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Preface

If we work marble, it will perish; if we work upon brass, time will efface it; if werear temples, they will crumble into dust; but if we work upon immortal minds andinstall into them just principles, we are then engraving upon tablets which no timewill efface, but will brighten and brighten to all eternity.

– Daniel Webster

Schools that are frameworks for constructing meaning for living and a bridge to understanding thevalue of a fulfilled life enable students to become proactive achievers, discovering what it means to beinspired to learn. They are taught to celebrate their gifts and become the best of who they are. Clearly,education is one of our most precious resources. As we continue to evaluate our goals, it is importantto set forth curriculum standards that include the fundamental tenets of character development.During our tenure as educators, we must thoughtfully reassess the reality of our direction so we canbe assured that we were a generation of educators who were the caretakers of the right details.

One of the most compelling responsibilities on the human landscape of life is to live and write oursuccess stories--

stories that tell of who we are and where we are going on the journey. We write our stories by livingthem. The dialogue between where we are and where we want to go is the voice that builds hope forthe future. Yesterday’s decisions often become today’s destiny. The future carries no guarantees, onlypossibilities. What will we do with the possibilities that are ours? What do we hope for in our young?

Hope gives undaunted strength in a world of promise, even to students who are growing against theodds. Hope inspires one to work toward the reality of a dream. It builds confidence in new beginnings.Nothing can be achieved without hope. No builder ever laid a brick without hope. No poet ever put apen to paper without hope. No painter ever put a brush to canvas without hope. No teacher evertransformed a life without hope.

Our young look to us for wisdom, hope, and the meaning of life. Character education enables studentsto gain insight into what is important and what is not as they seek to achieve and fulfill their goals.Students expand their capacity for understanding the qualities of honesty and truthfulness, kindnessand helpfulness, caring, courtesy, courage, responsibility, respect for self and others, fairness, workethic, and family when encouraged to live their lives in an ethical manner. A call for character is a callto continue efforts to assist students in becoming the best of who they are. While orchestrating theirdance to the ebb and flow of life, we must ask ourselves what will the rhythm and lyrics of their livessay about who we are, and what will we enable them to accomplish on the journey?

The strength of human character is often anchored in the collective behavior, vision, and voice ofthose who are in a position to raise or lower the bar entitled Standards of Excellence. As we explorewith students how to achieve, we open the doors of opportunity for students to realize their dreams.

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Each day we articulate a vision, a hope, a dream, or a message of our expectations or lack of them.Our hearts tell students through word and deed what we believe about who they are. Throughcharacter education, we will teach them that there are choices and challenges on the road of life. Wewill assist them in exploring the fact that they live in a world where many decisions will be theirs tomake. Students will more clearly understand that if they grow in character as they grow in size, theywill be able to make sound choices. Life will require them to live with the choices they make. There-fore, through character education, students will gain experiences that will lead to balance, harmony,and perhaps the development of new behaviors when necessary.

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Introduction

Character education enhances the development of knowledge, skills, and abilities that enable thelearner to make informed and responsible choices. It involves a shared educational commitment thatemphasizes the responsibilities and rewards of productive living in a global and diverse society. TheCharacter Education Curriculum is an exciting move toward developing skills that honor theinterconnectedness of life. Teachers will find a repertoire of methods and approaches that incorporateand respect a multiplicity of learning styles.

Lessons in character building enable students to come face to face with various realities of life.Students are encouraged to think critically and then act responsibly. Instructional materials, methods,and strategies, when developed into interdisciplinary curricular themes, demonstrate that multipleperspectives can enrich understanding of problem solving and encourage positive relationshipbuilding. As students engage in learning activities where character education is integrated across thecurriculum, they learn to respect human life and to treat others with respect.

Character education is not an add-on to the existing curriculum. To be effective, it must be integratedacross the curriculum, thus becoming a viable instructional tool upon which a school canoperationalize its vision and mission. The basic tenets of thought in character education centeraround the development of the whole child in an educational climate that nurtures academic success.It is an innovative approach that seeks to strengthen both the affective and cognitive areas of learning.Students are encouraged to use their metacognitive skills to learn and internalize acquired knowledgeand information. Students engage in a variety of experiential activities that include cooperativelearning, role playing, creative thinking, problem solving, and conflict resolution strategies.

The implementation of character education enables students to clearly understand the meaning ofsuccess and what will be expected of them as they mature and become responsible citizens. Studentsanalyze and explore a variety of approaches to problem solving that are age/grade level appropriate. Bygathering available information and considering possible choices, as well as the benefits and conse-quences of those choices, students make informed decisions. Authentic learning can be observed aspositive interactions and pro-social behavior increase.

The community and all students benefit from character education. Students in regular, gifted,bilingual, and special education programs benefit from the integration of character education intotheir daily lives. When given the opportunity to make decisions or set goals, students will have thenecessary tools for applying the concepts of character building to situations in school, at home, or inthe broader community. The shared goals of individuals who have a commitment to quality andexcellence in developing youth contribute to the ethical growth of the entire student body.

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What Is Character Education?

Once in public education, we focused on teaching the basics of knowledge along with the charactertraits that formed the whole person. We realized that there was something beyond the knowledge onepossessed for one’s discipline that made the person productive, law-abiding, and happy. This compo-nent was the teaching of character that shaped what it meant to be a human being. With characterdevelopment as an integral part of the student’s learning, our schools developed individuals who wereknowledgeable in their studied disciplines and possessed the moral and ethical ability to criticallyreflect upon how they used that knowledge in their lives.

Character education provides the most important and basic underpinning in the total education andformation of the human being. Its need is both a legacy and challenge to public education. As far backas the late 1700’s educators realized that knowledge without either virtue or character comprised theincomplete individual. Knowledge to be used for public services and knowledge without character wereconsidered dangerous. Character referred to a person’s respect for things beyond him (her) self or asense of meaning to our being. It is beyond ethics. It reaches to the more important question ofpurpose and meaning to things, whether hard work is worth it, whether life is worth living. From itsearlier beginning, public education realized the vital link between academic knowledge and characterdevelopment.

The current challenge for continuing character development is even greater than its legacy. Indetermining ourselves a pluralistic society unable to agree on a common set of values for teaching, wejettisoned character development from our curricula and our schools. We took from our students thetraining that helped them think critically on the choices they make in their lives. We removed fromour students the ability to know, to discuss, to understand, and become formed in societal norms ofright and wrong. At the same time, the popular culture of movies, music, and television attacked thosevery norms. Because our schools were silent on matters of character development, the values of thepopular culture became the values of our students. The resultant effects were sharp, almost epidemic,rises in teen pregnancy, violence, hate crimes, gangs, and suicide among our students.

Character education is something more in the lives of people that helps them decide whether life isworth living. It helps them focus on how to live productively in peace and harmony with their neigh-bors. It forms the total human being so that persons are able to critically reflect on their lives andactions. Such teaching engenders a respect for civility and law. Character development fosters in eachindividual a respect for persons and their property. Above all, it teaches the person to live as aresponsible member in society. Character education does not split the atom, but it helps those who doput the resulting power to responsible use. Character development does not write the words of songsand movies. Instead, it helps those who do refrain from profane and violent disrespect of others.

No influx of technology into the schools can make up for the absence of character developmentteaching. This is not a problem we solve with more and better computers. No sudden informationsurge can replace the void of values that currently exists without character development as part of thecurricula in the total education of the student. Educators must once again begin the teaching ofcharacter development. For as Neil Postman writes, “First, I’ll cite my friend, Alan Kay, sometimes

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called ‘the father of the personal computer’, who likes to remind us that any problems that schoolscannot solve without machines, they cannot solve with them. Second, if a nuclear holocaust shouldoccur, if children are starving, if crime terrorizes our cities, marriages are breaking up, mentaldisorders are increasing, and children are being abused, none of this happens because of lack ofinformation. It happens because we lack something else. It is the ‘something else’ that is now thebusiness of schools. ”

The Character Development Initiative of the Chicago Public Schools represents not only a statement ofour beliefs about the education of children, but also a declaration of purpose which guides our actionssimilar to that of the Declaration of Independence: “We hold these truths to be self-evident, that allmen are created equal, that they are endowed by their Creator with certain unalienable Rights, thatamong these are Life, Liberty, and the Pursuit of Happiness.”

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Why Character Education?

Where better for students to learn about such things as honesty, diligence, fair play, and properconduct than in school? Where better to learn courtesy and respect for others than in school? It justmakes sense.

There is, of course, one better place to learn such lessons--in the home. But in too many homes thoselessons are not taught or are not heeded. Even in families where they are taught, it is important thatthe message be reinforced by the entire school community. Ideally, values should be incorporatedinto the routine of the school day and modeled by the entire school community.

Children learn how to act by how they are treated; they learn right from wrong by what is rewardedand what is punished. They learn from history and literature which values are held in high regard andwhich are cause for shame and disgrace. When reality falls short of the ideal, more direct measuresare in order. The Chicago Public Schools Character Education Curriculum represents a goldenopportunity to step in and assist parents with teaching fundamental values by weaving them into theinstructional lessons for all students. It’s a partnership where everybody benefits. It’s well worth theeffort, because once these lessons are learned, they last a lifetime.

As is usually the case, society’s problems are most visibly reflected in its youth. Ten troubling trends,which appear in large measure to cut across national borders, indicate the dimensions of the diffi-culty:

• youth violence;

• increasing dishonesty (lying, cheating, and stealing);

• greater disrespect for parents, teachers, and other legitimate authority figures;

• increasing peer cruelty;

• a rise in crimes of bigotry and hate;

• use of vulgarity;

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• a decline in the work ethic;

• increasing self-centeredness, accompanied by declining personal and civic responsibility;

• a surge of self-destructive behaviors, such as premature sexual activity, substance abuse, andsuicide;

• growing ethic illiteracy, including ignorance of moral knowledge as basic as the Golden Rule, withthe tendency to engage in behaviors injurious to self or others without thinking them wrong.

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Character Education Is○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Everybody’s Business

The Character Educator has the role of helping students develop socially acceptable behavior patterns. In orderfor the Character Education Curriculum to be effectively implemented, a community of stakeholders, namelyadministrators, teachers, students, parents/caregivers, and community representatives must work in acollaborative effort to achieve the goal. Each one has a viable role and various responsibilities to play insupporting and strengthening the tenets of civic virtue in a global and diverse society.

Role of the Administrator:Address instructional practices that contribute to the intellectual, ethical, and social growth of theentire student body by:

• modeling ethical behavior

• assisting staff and students in understanding the benefits in making informedand responsible choices

• conveying clear expectations regarding the goal of character education

• being cognizant of his/her responsibilities as the instructional leader of the school

• ensuring school-wide implementation requiring that character education be includedin daily lesson plans and instructional practices

• establishing a climate that celebrates the human side of the curriculum

• recognizing the efforts and contributions of teachers, students, parents, and the communityat large

• articulating the school’s mission through instructional practices on a daily basis

Role of the Teacher:• modeling ethical behavior

• assisting in developing better relationships within the classroom and the school

• establishing a climate that celebrates the uniqueness of each student

• being responsible for the introduction and implementation of the character education modules

• integrating the character education modules into the core curriculum

• advancing the elements of character building through an interdisciplinary approach

• facilitating discussions and role-playing activities

• using the questioning strategy to stimulate students’ critical-thinking and problem-solving skills

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• assisting students in understanding more clearly the benefits in making informed and responsiblechoices

• encouraging students to explore a variety of problem-solving techniques as alternatives to anti-socialbehavior

Role of the Student:

• taking the responsibility of coming to school prepared for learning

• participating actively in school activities

• working cooperatively with school personnel and peers

• demonstrating the ability to apply cognitive and affective skills to decision-making and problem-solving

• using reading, writing, and higher-order thinking skills to enhance an understanding of thecharacter education tenets

• cultivating a knowledge and appreciation for purposeful living through literature, art, and thehumanities

• learning the power of choice

• celebrating an appreciation of self and others at home, school, and within the community

• integrating the cognitive skills across the content areas

• demonstrating the ability to utilize metacognitive skills as a means of understanding the role ofethical behavior and good citizenship

Support of the Parent/Caregiver:• providing a loving and supportive home environment

• building positive parent/child relationships

• providing leadership and guidance

• practicing active listening, holding conversations, and showing interest in what the child has to sayand share

• sharing in the task of defining roles and responsibilities for children at home, school, and in thecommunity

• sending the student to school prepared to learn

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• sharing a positive attitude about school

• working with administrators, teachers, staff, and other parents in a cooperative manner

• demonstrating a personal interest and belief in the importance of schooling

• becoming involved in school and community programs which help to improve the academic, social,and emotional well-being of the child

• learning what the child does in school situations as he/she makes critical decisions everyday

• sharing ideas, goals, and values with the child

• letting the child know that he/she is loved and is special

• praising and rewarding the child for efforts and achievements

• relaxing and enjoying the children

• establishing family standards

Support of the Community:• supporting the efforts of the educational community, students, and parents

• establishing education partnerships

• providing a collaborative working climate that is inclusive of all stakeholders

• promoting good school-community relationships

• volunteering to support local school activities, such as career days, college fairs, health awarenessseminars, and guest lecturers

• initiating special projects

• volunteering to become members of task forces and advisory committees

• tutoring students in basic skills, special academic, and technical areas

• providing opportunities for job shadowing and employment

• providing opportunities for service learning

• providing opportunities for mentoring partnerships

• providing facilities and staff to work with students in academic and non-academic activities

• initiating recognition and incentive programs for teachers, students, and parents

• displaying and recognizing accomplishments of teachers, students, and parents on neighborhoodbillboards, on marquees, and in local businesses.

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Character Education

There is no single formula or method for providing effective character education. On the contrary, awide variety of materials, techniques, and strategies are currently in use. However, there are a numberof principles that can be used in planning character education efforts and in evaluating programs andmaterials. The following list is taken from a Character Education Partnership publication prepared in1995 by Thomas Lickona, Eric Schaps, and Catherine Lewis entitled Eleven Principles of EffectiveCharacter Education:

1. Character education promotes core ethical values as the basis of good character.

2. “Character” must be comprehensively defined to include thinking, feeling, and behavior.

3. Effective character education requires an intentional, proactive, and comprehensive approachthat promotes the core values in all phases of school life.

4. The school must be a caring community.

5. To develop character, students need opportunities for moral action.

6. Effective character education includes a meaningful and challenging academic curriculum thatrespects all learners and helps them succeed.

7. Character education should strive to develop students’ intrinsic motivation.

8. The school staff must become a learning and moral community in which all share responsibil-ity for character education and attempt to adhere to the same core values that guide theeducation of students.

9. Character education requires moral leadership from both staff and students.

10. The school must recruit parents and community members as full partners in the character-building effort.

11. Evaluation of character education should assess the character of the school, the school staff’sfunctioning as character educators, and the extent to which students manifest good character.

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100 Ways to Promote Character Education1. Hang pictures of heroes and heroines in halls and classrooms.

2. Institute a student tutoring program.

3. Promote service clubs with real missions for the school community.

4. Be vigilant about preventing and stopping scapegoating of one child by other children.

5. Create recognition programs that acknowledge something besides academic, athletic, or artisticachievement.

6. Seriously and thoughtfully grade student behavior and contribution to the community.

7. Create a code of behavior for your classroom (and school) on which students and teacheragree.

8. Invite parents to observe and contribute to your classroom.

9. Choose a personal motto and share it with your students.

10. Promote a “virtue of the month”; study it and give an award to the student who makes thegreatest progress in that virtue.

11. Share a personal hero and tell the students why he or she is your hero.

12. Regularly weave into your discussion of stories, history, and other subjects the question asking,“What’s the right thing to do?” and follow up with a discussion.

13. Help students to see that the good in students is more than academic success.

14. Treat ethical issues like other intellectual issues--get the facts, gather evidence, weigh conse-quences, make a decision.

15. Structure opportunities for your students to do service in the community.

16. Lead by example. For instance, pick up the discarded piece of paper in the hall. Clean thechalkboard out of respect for the next teacher.

17. Don’t allow unkindness of any kind in your classroom.

18. Don’t permit swearing, vulgar, or obscene language in classrooms or anywhere on schoolproperty.

19. Involve parents in student misbehavior through notes, calls, visits.

20. Write, call, or visit parents to praise their children.

21. Make it clear that students have a moral responsibility to work hard in school.

22. Use ethical language with faculty colleagues: “ I have a responsibility to…”, “The courage of herconvictions caused her to…”, “My neglect led him to…”.

23. Include the study of “local heroes” in your social studies classes.

24. Institute an honor system for test-taking and homework assignments.

25. Create a charity. Collect donations and have the students decide on the distribution.

26. Reinforce the moral authority of parents, urging students to take their moral problems to theirparents.

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27. Have sayings on the wall that encourage good character, such as “Don’t wait to be a greatperson. Start now!”

28. Share stories of ethical conflict, especially ones involving students in their present setting. Don’thesitate to write them and have them struggle to put their views on paper.

29. Celebrate birthdays of heroes and heroines with observance and/or discussion of their accom-plishments.

30. Have students write their own sayings of significance and display on walls.

31. Reward students for bringing in articles about ethics and moral issues. Use them in classdiscussion.

32. Discuss campus “issues of character” on a regular basis (vandalism, good deeds, etc.).

33. Make classroom expectations clear, and hold students accountable for them.

33. Strive to be consistent in dealings with students; avoid allowing personal feelings to interferewith fairness.

35. Admit mistakes and seek to correct them. Expect and encourage students to do the same.

36. Read aloud a “Two-Minute Story” everyday to begin or end the school day. Choose stories thatare brief, yet value-centered.

37. Consider ethical implications when establishing classroom and school policies and procedures;be aware of what messages they send to students.

38. Explain the reasons for a particular school or classroom policy, action, or decision. Helpstudents to understand “why,” not just “what.”

39. Have students discuss the ethical and character-developing elements of being a good student.

40. Teach your students about competition, helping them to see when it is valuable and when it isnot.

41. Talk to your students about why you’re a teacher. Explain how you understand the responsibil-ity and importance of teaching.

42. Let your students know about your community service. Tell them about volunteering in a foodbank, coaching Little League, or teaching religion at your temple or church.

43. Teach students to analyze the media critically. To what extent do their messages encourageliving a life of character?

44. Bring recent high school graduates back to talk about their successful transitions to college,work, or the military. Ask them how good moral habits have helped in their adjustment.

45. Invite local adults in to talk about how they have integrated the concept of character into theiradult lives.

46. Help reinforce students’ empathy. Ask them questions like, “How would you feel if no onewould play with you?” or “How would you feel if someone made fun of your name because theythought it was strange sounding?”

47. When conflicts arise at school, teach students the importance of respect, open-mindedness,privacy, and discretion. Do not allow conversations that are fueled by gossip or disrespect.

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48. Overtly teach courtesy. Teach students how to listen attentively to other students and adults andabout interrupting people.

49. Read and discuss biographies of accomplished individuals. For students in upper grades,encourage them to be discerning, seeing that an individual may have flaws but still be capableof much admirable action.

50. Assign older students to assist younger ones, such as seniors paired with freshmen to showthem the school.

51. Emphasize from the first day of class the importance of working hard and striving for certainstandards of achievement.

52. Encourage high school students to become more active in their community by attending city,town, or school board meetings.

53. During the election season, encourage students to research the candidates’ positions.

54. Encourage high school students to volunteer for voter registration drives, and if eligible, to vote.

55. Teach students how to write thank-you notes. As a class, write thank-you notes to people whohave done thoughtful things for the students.

56. Give students sufficient feedback when evaluating their work. Demonstrate to students that youare making an effort to communicate to them how they are succeeding and how they canimprove.

57. Have older students sponsor a pot-luck supper for their parents. Have students cook, decorate,serve, and clean up.

58. Begin a monthly “gift-giving” from your class. Have the class perform some service to theschool, such as decorating a hallway.

59. Work together as a class or school to clean classrooms or school grounds on a regular basis.

60. Demonstrate your respect for other religions and cultures. Talk to students about the moralimperative to act justly toward others.

61. Stand up for the “underdog” when he or she is being treated unfairly. Use this as a teachingmoment.

62. Have children in self-contained classrooms take turns caring for their class pets, taking themhome on weekends or holidays. Talk to them about the need to care for other living creatures.

63. Start or expand a class or school recycling program. Talk about the general principles ofcarefully using what you have and not wasting.

64. Highlight certain programs in your schools, such as S.A.D.D. or the National Honor Society, thatmay already be emphasizing character.

65. Have students volunteer to clean up their community. With parental support, encouragestudents to build a community playground, pick up litter, rake leaves, grow plants, paint amural on the side of a building, or clean up a local beach.

66. Dust off the school song (alma mater). Teach students, especially the newest ones, the words;talk about their meaning, and include it in every school activity.

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67. If your school doesn’t have a school song, sponsor some sort of contest for students to writeone. As a school community, talk about what kinds of ideas should be included in the schoolsong.

68. Emphasize and teach the significance of school rituals. Talk about the importance of recogniz-ing certain rites as a community and properly acknowledge them.

69. Encourage students to look in on elderly or sick neighbors, particularly during harsh wintermonths.

70. Start a pen pal exchange between your students and students from a distant state or country.Share the information your students learn about their pen pals’ lives. Encourage discussionabout what life must be like living in that community.

71. Use the curriculum to teach character. For example, in language arts class, have studentsassume a character’s point of view and write about it. Regularly ask questions requiringstudents to “walk in someone else’s shoes.”

72. Use constructive criticism, tempered by compassion. Help students do the same with eachother.

73. Emphasize good sportsmanship in sports, games, and daily interaction with others.

74. When making school policy, allow students’ participation and responsibility in some decisions.Have them research the various ramifications of different policies and present their findings tothe administrators and faculty for discussion.

75. Collect interesting, thought-provoking quotes worthy of reflection, discussion, and writing, suchas “the truth never becomes clear as long as we assume that each one of us, individually, is thecenter of the universe” (Thomas Merton). Ask students to do the same.

76. Develop a list of suggested readings in character education that teachers and administrators canuse as resources.

77. Develop a school motto.

78. Institute a character honor roll.

79. Foster the development of students’ self-esteem by providing opportunities for genuineacademic and social challenge and achievement.

80. Include in faculty/staff meetings and workshops discussions of the school’s “moral climate,”and desired goals for the moral life of the school.

81. Develop a “School Code of Ethics.” Refer to it in all school policy and activities. Disseminate itto all school members. Display it prominently throughout the building.

82. Begin an “exchange network” or “bulletin board” through which teachers and administratorscan share their own “100 Ways to Promote Character Education.”

83. Include anecdotes of commendable student behavior in the school newsletter to parents.

84. Start a school scrapbook with photos, news stories, and memorabilia reflecting the schoolhistory and accomplishments. Include all school members in contributing to and maintainingthe collection. Show it off to school visitors.

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85. Publicly recognize the work and achievements of the school’s “unsung heroes--the custodians,repairmen, secretaries, cafeteria workers, and volunteers--who keep things running every day.

86. Assign reasonable amounts of homework that stimulate and challenge students while teachingthe importance of self-discipline and perseverance in learning.

87. Design a school pledge that students recite weekly. Include it in school documents, especiallythose intended for parents.

88. Institute a dress code, explaining its role in promoting an educational environment conduciveto learning.

89. Use homeroom periods for activities that develop community and cohesion among students anda sense of attachment to their school.

90. Create opportunities for parents and students to work together on a school project, for example,a dance, symposium, dinner, or field trip.

91. Be attentive to the physical appearance of the building. Involve all school members in theshared responsibility of general cleanliness and order.

92. Seek ways to involve local businesses in the life of the school, perhaps through mentoringopportunities or partnerships with student groups.

93. Establish a newcomers’ club for newly hired personnel and entering students.

94. Invite local employers to talk to students about the importance of good moral character in theworld of work.

95. Have athletes and coaches collaborate to develop a code of ethics for athlete.

96. Sponsor a public forum on character education in your community.

97. Ask each school organization to design a logo symbolizing a character trait representative of theclub’s mission.

98. Provide a bimonthly occasion for teachers to gather with their colleagues and study a text ofliterature, history, philosophy or their subject area that bears on ethics.

99. Develop for parents a bibliography of books they can read with their children to stimulateconversation about good character.

100. Sponsor an after-school reading club for students, with age-appropriate literature focused onenduring moral lessons.

Reprinted with the permission of the Center for the Advancement of Ethics and Advancement ofBoston University.

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Character Education

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The Chicago Model○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

The Need…The Goal…The MissionCharacter education is a humane approach to learning, living, and engaging core values into one’severy day life. In the development of knowledge, skills, and abilities, character development enhancesthe learner’s capacity to make informed and responsible choices. It involves a shared educationalcommitment that emphasizes the responsibilities and benefits of productive living in a global anddiverse society. Character education prepares students to come face to face with the realities of life,equipped and capable of making ethically sound decisions and responsible choices in a world ofchallenge, opportunity, and change.

The vast majority of Americans share a respect for fundamental traits of character--honesty, compas-sion, justice, courage, generosity, perseverance, self-discipline, responsibility, respect, and caring. Yet,in contemporary culture, many of our youth face great uncertainties regarding issues of right versuswrong, and at an even higher level of decision making, ethical choices that involve issues of rightversus right. Ambiguous actions on the part of youth and an inability to understand or care aboutrelationships or the human condition are in themselves ethical dilemmas. Lessons in characterbuilding provide principles and practices that have the potential to transform ethical ambiguity intoethical clarity.

Students are encouraged to think critically and act responsibly. Instructional materials, methods, andstrategies, when developed into interdisciplinary curricular themes, support the classroom teacher’sefforts to engage students in authentic learning opportunities. Lessons in character development buildinto the existing curriculum time for student self-reflection. The pursuit of understanding valuesthrough examining choices, consequences, and goals provides a framework for students to cultivateknowledge and skills into a purposeful synergism for productive living.

Character education provides a foundation upon which educational communities, youth serviceorganizations, faith communities, and families can come together and share in one voice a commit-ment to the academic, emotional, spiritual, and social well-being of children and adolescents.Together we are the village. Together we are building a generation of youth who will strengthenAmerica. Together we can move our nation forward, beyond the cultural ills and shortcomings of thepast. As we teach our children what it means to live, learn, grow, and become the best of who they are,they will learn from our behavior as adults what is important, what is true, and what is good. Moralintelligence involves more than a recitation of a taxonomy or list of values classified in a specificmanner. Emerson once said, “Character is higher than intellect.” Character involves the choices wemake. The choices our students make with their acquired knowledge from within our schools andbeyond will shape their character and their response to life.

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Students will learn the responsibilities that come with choices as they observe the choices we make.They will choose to pay attention when we choose to meet their needs. They will learn to persevere asthey become inspired by our courage. They decorate our hearts with joy when we make them ourpriority in word and deed. They learn to care when we take time to love, pure and simple. They willgive us their best when we celebrate their gifts and talents. They will learn to respect themselves andothers as we place before them models of respectful behavior through our lives and our relationshipswith them and our peers. Unfortunately, they will disengage sometimes into desperate states ofisolation, aggressive behavior, or into their own sense of truth when we remove our presence andattention from them.

Together we will craft the future. How it will look will depend upon us, our beliefs, our values, and ouractions. Our task is to become fully present and responsible individuals in the lives of our childrentoday. In order for our students to have an intellectual and moral foundation from which to buildproductive lives and healthy relationships, we must demonstrate through our values and the prin-ciples of authentic teaching and learning how to live and celebrate life. Igniting the human spirit ofwonder, compassion, respect, honesty, courage, responsibility, and perseverance, historically, hasbeen the hallmark of true education. Hard work, yes, but hard work is also a virtue and an invest-ment in the survival and civility of a society that plans to have a future.

Twenty-first century schools that set and achieve high standards of excellence academically and inhuman dignity understand the importance of integrating character education into the curriculum. It isa fundamental underpinning for cultivating knowledge and purposeful living. As we choose to make adifference in the moral climate of our schools, homes, and communities, we will gather the collectiveenergy of our youth, their hopes for tomorrow, and their ambitions. Together we can transform ourvisions and theirs into bold new realities.

Character education equips the learner with a moral lens for understanding and interpreting the ebband flow of contemporary life. Thoughtful instruction becomes the navigational tool from whichstudents gain a moral sense of clarity and perspective. Providing directions regarding right and wrongis our task and our responsibility. Moral directions left unattended become goals unattained.

Growing up in a moral vacuum reduces one’s ability to make moral commitments and seek thegreatest good for oneself and others. Through celebrating the richness of civic virtue and core ethicalvalues, we strengthen our collective vision and purpose for living. The moral climate of our nationbecomes the moral landscape of our future. As we seek to engage the global village in higher levels ofknowing and being through the students that we teach, our hopes for this generation and those tocome will reside in our response to the call for character.

Tomorrow is a place in time, not a promise. The doors that lead toward the future are opened andclosed by the contributions we choose to make to our young on the journey. We are our children’s arctoward civility. As we lead by example and teach them truth, our students will not enter the world oftomorrow misguided. They will grow up knowing the value of choice and the wisdom that unfoldswhen intelligence is coupled with integrity, respect, and responsibility. This is our world. However,young voices will open the new century echoing hopes and dreams, light and shadow, belief ordisbelief in a world we are creating for them. Within the hearts and minds of our students lie thefuture. Our commitment is to teach them.

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Vision Statement:

• To affirm and support positive character development in students by modeling, teaching, andreinforcing positive character traits that are universal and which represent standards and expecta-tions of parents, educators, and the greater school communities

Mission Statement:

• To provide interdisciplinary and integrated learning activities for students, instructional lessons, andcritical thinking exercises

• To support teachers, administrators, and other appropriate stakeholders in implementing thecharacter development initiative

• To develop and deliver information for parents, educators, and the greater school communitieswhich will serve to increase sensitivity, cooperation, and understanding

Conceptual Framework

Teach each lesson in connection with other instructional strategies and activities.

Humanize the curriculum through the infusion and use of relevant and meaningful real-life experi-ences and examples.

Incorporate instructional best practices, research-based pedagogy, and purposeful learning activities.

Nurture the creative and spontaneous contributions of thoughts, beliefs, and ideas contributed bystudents.

Keep in focus the goals of character building, the vision of what our young people are capable ofbecoming when provided with sound ethical direction based upon our mission to facilitate theiracademic and ethical growth. Our direct approach to character building in school will increase thenumber of students who will be encouraged to grow in character as they grow in size.

…Teachers are constantly educating children about character through theirown behavior which children witness every day. It’s the small gestures that area huge part of moral instruction.

Robert Coles

About the Curriculum

There is a consensus among educators, parents, and community members on the need to address thenegative influences that are eroding our society. The increased violence, disrespect, poverty, sexualpromiscuity, and substance abuse, as well as the breakdown of the family, are glaring reminders thatwe have serious societal problems that must be addressed through the collaborative efforts of allsegments of the community.

The Chicago Public Schools has not only a golden opportunity but also a responsibility to improve and

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enhance education and development of our children. Education goes beyond the development of skillsof reading, writing and math; it impacts the development of the character of the students. The ChicagoPublic Schools plans to take advantage of this window of opportunity by implementing a CharacterEducation Curriculum for pre-kindergarten through 12th-grade students.

The focus of this initiative is to affirm and support positive character development in our children. Theteaching and reinforcing of these character traits are not unique to any religious or nonreligious moraltradition, but represent a consensus of parents, the community, and educators across all races andcreeds. The purpose is to develop instructional lessons and activities for students, training for teachersand other CPS staff, and information for the community which will serve to reduce racial/ethnic/religious intolerance and increase sensitivity, cooperation, and understanding.

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Implementation Strategies

School-Wide Implementation

In order for students to be productive and contributing citizens now, as well as when they becomeadults, it is imperative that they have an understanding and appreciation of who they are. If schoolsare to prepare students for “citizenship in a democracy, and give them the basis for understanding thecomplexity of the world community,” as stated in the State Goals for Learning, then the approach forthe implementation of this curriculum must be systemic. In other words, it must be implementeddistrictwide and schoolwide, as well as in each classroom.

The School-wide implementation of character education will be ensured as teachers at each gradelevel follow the organization of the modules for each character trait. The following strategies forimplementation include:

• teaching character education lessons across content areas;

• focusing on the core content areas of language arts, social science, science, and mathematics fromgrades K-12;

• presenting the lessons in a spiraling, yet recursive manner to ensure continuity at every grade level;

• using grade, ability, and age-appropriate materials;

• connecting the lessons to state and systemwide standards;

• displaying students’ work in classrooms and on hall bulletin boards that focus on the ten charactertraits;

• developing a parent newsletter or bulletin to inform them of the character traits being taught;

• inviting business and community members into the school to serve as mentors;

• emulating the character traits being taught.

Classroom Implementation

To ensure that every student understands and internalizes the tenets of each of the ten character traitsat the classroom level, implementation strategies will require that the teacher:

• explains and provides examples of the traits through the use of literature, writing, and thinkingactivities;

• models through personal example, actions, and application of the character traits;

• guides the students in taking a proactive role, as they learn how to make moral and ethicaldecisions using their critical thinking skills and lessons learned from the character buildingcurriculum;

• coaches students in applying, analyzing, synthesizing, and evaluating real-life and day-to-daysituations as they make critical decisions.

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Character Trait:

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CaringGrade Level: 5

Setting The Tone

Objective:Encourage students to use their knowledge and experiences to examine their feelings about caring forothers.

Integration of Content/Subject Areas:• Character Education

• Language Arts

• Critical-thinking

Activities:Have the students write the names of people /things they care about on the lines of the idea web.They should be prepared to tell the reason.

Explain to students that when you care about someone, you are concerned about their well-beingand you are attentive to their needs. List ways that people can show that they care about someoneduring a personal crisis.

Have students write journal entries about caring. They can respond to the following questions: Doyou care about yourself? Do you care about others only when you feel that they care about you? Inwhat ways do you show your family and friends that you care about them? Are there ever timeswhen you feel that someone doesn’t care about you? How does it make you feel? Do you feel thatyou could/should do something to make them care?

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Character Trait:

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Content Area: Language Arts

Objectives:• Enhance students’ writing skills.

• Develop students’ concept of caring as it relates to Language Arts.

Strategy/Focus:• To enhance student awareness of quality of caring in teachers, friends, and family

• To promote modeling of caring behavior

• To develop students’ abilities to express feelings, thoughts, and views in writing

Integration of Content/Subject Areas:• Language Arts


Activities:Have each student write a descriptive essay about an adult in your school who should receive anaward because of his/her willingness to show that he/she cares about others. Students shoulddescribe this person and the qualities that he/she exhibits. Students can design a certificate and/oran award. Invite the honorees to class and encourage students to memorize and recite the tributesthey have written.

Divide students into cooperative groups. Have each group discuss and list things that can be doneto show that they care about the classroom and the school.

Have students write a poem to a family member describing his/her unique ability to care aboutothers.

Have the students critique a school assignment and a chore that is performed at home.

Have cooperative groups develop a rubric to determine points to assess whether students careabout the quality and appearance of their work.

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Character Trait:

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Content Area: Social Science

Objectives:• Enhance students’ creative skills.

• Develop students’ comprehension skills.

• Help students develop their concept of caring.

Strategy/Focus:• To introduce students to local political structure in ward offices

• To promote knowledge of privileges of the democratic process

• To increase students’ information of the value of the court system

Integration of Content/Subject Areas:• Critical-thinking

• Art

Activities:Have students plan and conduct an interview with their alderperson and/or other workers in theirward office. They should ask questions such as “What are you doing for our community to show thatyou care? What programs do you plan to institute?”

Instruct students to do research on the democratic election process. Have students write a shortessay on the importance of voting and the negative impact that can be felt when citizens don’t careenough to vote.

Have students identify the procedures of the court system and list ways that this system is designed tocare for and protect citizens.

Have students write a persuasive essay that will convince an apathetic citizen that he/she should votein an upcoming election.

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Character Trait:

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Content Area: Science

Objectives:• Encourage students’ use of critical thinking skills.

• Help students develop their concept of caring.

Strategy/Focus:• To have students use safe laboratory procedures

• To help students learn classifications of plants and animals

• To encourage recycling in school, at home, and in the neighborhoods



Activities:Have a discussion with students pointing out the safety hazards associated with laboratory investiga-tions. Instruct students to make a list of precautions they should observe which will ensure theirsafety.

Have students classify plants and animals into their major taxonomic groups. Instruct them to makea chart which compares and contrasts the care that is necessary for plants and animals.

Have students list in a journal reasons why they should care enough about the environment to recycle.Instruct them to make a chart in which they differentiate between materials that can be reused orrecycled and those that cannot.

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Character Trait:

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CourageGrade Level: 5

Setting The Tone

Objectives:• Develop students’ understanding of courage.

• Examine careers which require workers to exhibit courage.

Strategy/Focus:• To use prior knowledge skills

• To analyze dangers and rewards of certain occupations

Integration Of Content/ Subject Areas:• Language Arts


Activities:Instruct students to make a journal entry about a time when they exhibited courage. Allow studentsto share their experiences with the class if they wish to do so.

Have a class discussion about courage. Some questions that should be addressed are: What iscourage? Does everyone have it? Do you feel that you are courageous? If one does not have courage,how can one get courage? What can cause a person not to feel courageous? How can a personovercome fear?

Have students think about and list occupations which require workers to be courageous and tell why.Some examples could be: firemen (they must enter burning buildings, climb ladders to rescue peoplewho are panic stricken and frightened, and risk suffering from smoke inhalation); policemen; oranimal trainers. Instruct students to complete the chart on the next page.

Have students listccupations that require courage.

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Occupation:

Dangers: _____________________________________________________________

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Dangers: _____________________________________________________________

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Dangers: _____________________________________________________________

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Occupation:

Dangers: _____________________________________________________________

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Dangers: _____________________________________________________________

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Occupation:

Dangers: _____________________________________________________________

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Character Trait:

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Objectives:• Develop the students’ abilities to resist peer pressure and social influence.

• Develop self-reinforcing strategies and social skills.

Strategy/Focus:• To provide readings such as “The Road Not Taken” by Robert Frost for study

• To assign homework essays or poems about making choices and going against the mainstreamor peer pressure

Integration of Content/Subject Areas:• Social Science

Activities:Have students discuss and analyze social influences reflected in advertisements. Ask students whatmakes consumers want to buy one particular brand of soft drink instead of all the other availablebrands. Accept such possible answers as personal experience, word of mouth, and advertisements.Add the following if the students do not mention advertising: “Advertising is one way that companiestry to influence what people want to do and what they buy. Advertisements create images of howpeople in our society should act and look.”

Arrange the students in small groups. Direct the groups to analyze the contents of at least five differentmagazine or newspaper advertisements in some of the following ways:

Categorize the advertisements into those that appeal to emotions and those that give informationabout the product.

Write your own copy for one of the advertisements using only facts.

Use these advertisements as models and create your own advertisements to promote your favoriteschool activity, such as a sports team, a computer laboratory, or a school lunch.

Have students group the advertisements into the following categories:

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• Product is used by the “in crowd”.

• Product is used by heroes/stars.

• Product produces a feeling of being loved or being romantic.

• Product is different from and better than others in the same category.

• Product is described with information.

Have students discuss what it means to be different. Read the poem “The Road Not Taken” byRobert Frost. Have students write their own poems about making choices that seem to go againstthe mainstream.

Have the students discuss whether they have ever felt uncomfortable or unsure of doing somethingthat friends or relatives encouraged or pressured them to do.

Materials:“The Road Not Taken”

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Character Trait:

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Objectives:• Help students recognize that it takes courage to be committed to a belief system.

• Enable students to discover the courage that was displayed by the Pilgrims, Puritans, andQuakers because of their convictions.

Strategy/Focus:• To differentiate among the beliefs of the Pilgrims, Puritans, and Quakers and locate where the

different religious groups established settlements in colonial America.



Activities:Have a class discussion about colonial America and the role of the Pilgrims, Puritans, and Quakers.

Instruct students to complete the following chart which will show similarities and differencesbetween the Pilgrims, Puritans and Quakers. Have students share their charts with classmates. Classshould discuss the impact that these three groups had on Colonial America.

Have students write a paragraph about their own belief systems. Describe how this belief system hasan impact on America today.

Materials:Chart, map, research materials

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Character Trait:

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Objective:Develop students’ abilities to demonstrate courage by using the scientific process to performexperiments.

Strategy/Focus:To use scientific protocol to perform experiments, including stating a purpose, developing ahypothesis, describing procedures



Activities:Have a class discussion about courage as it relates to scientists. Ask students to describe howscientists can be considered courageous people.

Possible answers:

• They are not afraid to experiment to find answers to questions.

• They don’t give up even when they do not receive support for their projects.

• They sometimes must use dangerous chemicals and explosives in their experiments.

• They must present their projects to large and small audiences.

Have students select a scientist and research his/her contributions. They should speculate about thepossible problems scientists faced as they performed experiments. They should also describe waysthat the scientists displayed courage.

Have students select an experiment that they would like to perform at home. Review scientificprotocols to perform experiments including:

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• stating a purpose

• developing a hypothesis

• describing procedures

• collecting data

• identifying results

Upon completion of this project, have students perform their experiments for the class. Give themadditional points for a positive, courageous stage presence.

Materials: Items for experiments, poster board

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Character Trait:

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CourtesyGrade Level: 5

Setting The Tone

Objectives:• Encourage students to think of ways that courtesy can be demonstrated.

• Enhance students’ awareness of these various ways.

Strategy/Focus:• To help students clarify what courtesy is

• To help students recognize courteous behavior in their everyday lives



• Art

Activities:Have students write a definition of courtesy.

I think courtesy is: ________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

What is an synonym for courteous? ____________________________________________

Have students make a list of 25 ways we can demonstrate courteous behavior. Example: Say “thankyou” when someone does something for you; hold the door for someone. Have students share listswith the class.

Draw two examples of people demonstrating courteous behavior.

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Character Trait:

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Objectives:• Increase students’ awareness of the relationship between their actions and the impact on others.

• Encourage students to think of what they say and do to show courteous attitudes toward others.

• Help students discover the benefits of courteous behavior.

Strategy/Focus:• To help students become more sensitive to the feelings of others

• To help students become more courteous in their responses


Activities:Have students read the following stories:

Story A:

Mrs. Gardner decided to have her class work in teams on an art project. She began assigningstudents to become members of the various teams. When Brian was assigned to his team, hebecame agitated and said loudly, “Oh, no! You mean I have to work with Charles?”

Discussion Questions:

What do you think will happen next?How do you think Charles felt about Brian’s comments?What other choices did Brian have?What would have been a courteous way to respond?

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Story B:Maria is sitting in class reading a long story that her teacher, Mrs. Atkins, has assigned the class.In trying to find a comfortable sitting position, she has absentmindedly stretched her leg intothe aisle. Jose walked past her desk and stumbled over her leg. He did not fall, but he got veryupset. He yelled at Maria, “You tripped me on purpose! Why would you stick those long, skinnylegs out in the aisle anyway?” Maria shouted back, “Why don’t you watch where you’re going?”


How else could Jose have responded? What responsibility does Maria have for the incidentoccurring?How else could Maria have responded to Jose?What courtesy could have helped to avoid the situation?

Story C:Before going to lunch, James placed his magic marker in his desk. When he returned he didn’tsee it, but when he looked across the room, Mark had a magic marker like his. James screamed,“You thief! You stole my magic marker!”


How do you think Mark felt when James screamed at him?What was wrong with James’ reaction?Retell the story from Mark’s point of view. Has anything like this ever happened in your class orto you?What was similar about the situation? What was different?

Story D:Have students write a short story in which one of the characters is discourteous. Then rewrite thestory showing all characters acting in a courteous manner.

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Character Trait:

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Objectives:• Encourage students to think of what is courteous behavior vs. discourteous behavior.

• Help students discover that everyone benefits from courteous behavior.

Strategy/Focus:• To enhance students’ ability to read and write

• To help students develop critical and analytic skills

• To help students apply courtesy in concrete ways in their lives



• Analytical Skills

Activities:Complete the “There’s Another Way” activity sheets. When students are finished, have a classdiscussion and share information.

“There Is Another Way!” Part I

Directions:

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After reading the statement at left, answer the following two questions:

1. How do you think the person being addressed felt?

2. How could the person speaking have said the same thing in a more courteous manner?

Tom, what did you do toyour hair? It looks funny. 1. ______________________________________

_______________________________________

2. ______________________________________

_______________________________________

John, you’re wearing an earring?You look like a girl! 1. ______________________________________

_______________________________________

2. ______________________________________

_______________________________________

Tamara, you got a 5 on your test?You must be stupid! That test was easy! 1. ______________________________________

_______________________________________

2. ______________________________________

_______________________________________

Jason, where did you get that shirt?It smells like garbage. 1. ______________________________________

_______________________________________

2. ______________________________________

_______________________________________

Part IIBelow are 5 situations that sometimes occur. Write a paragraph telling why the behaviorsare discourteous.

1. Harry and Steve are walking down the hall. Harry sees Steve carrying some heavy boxes. Harryenters the room first and slams the door just as Steve reaches the door.

_____________________________________________________________________

_____________________________________________________________________

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2. Barry was walking down the hall. He bumped into Nicole, and all her books fell. Barry keptwalking without apologizing.

_____________________________________________________________________

_____________________________________________________________________

3. Sarah was late for class. She started running down the hall. She slipped and fell, and the childrenlaughed at her.

_____________________________________________________________________

_____________________________________________________________________

4. Thomas was standing in line. He cut in front of an old lady when she was not looking._____________________________________________________________________

_____________________________________________________________________

5. While sitting in the back of a movie theater, Jeff and James began throwing popcorn toward thefront of the theater.

_____________________________________________________________________

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Character Trait:

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Objectives:• Enhance learning related to customs and rituals of other cultures.

• Promote understanding and acceptance of different ways to demonstrate values of courtesy andpoliteness.

Strategy/Focus:• To increase students’ skills related to researching information on specific topics

• To increase knowledge of other cultures and social systems

Integration of Content/Subject Areas:• Research and Reading Skills

• Study of Ethnic/Cultural Populations

Activities:Some cultures in the United States and the world have different ways of demonstrating courtesy andpoliteness toward one another. The ways we express these traits in our families and communitiesmight be very different and, sometimes, exactly opposite to the ways the same traits are expressed inother cultures. The way we greet each other, the amount of eye contact, the degree of physicaltouching are all examples of possible different expressions.

Divide the class into four groups and let them choose an ethnic/cultural population: such asChinese, Mexican, Native American, and African. Have them research and write a brief report onways these groups show courtesy and polite behavior. Have them compare similarities and differ-ences within their own cultural group.

Materials:Reference sources

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Character Trait:

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FairnessGrade: 5

Setting The Tone

Objective:Help students understand the concept of fairness.


• To analyze rules



Activities:1. Have students define the word fairness. Write definitions in journals.

2. Have teachers and students review the Chicago Public Schools Uniform Discipline Code andask them to tell the purpose of the code (to ensure fairness when disciplining students).

3. Students should speculate what could happen if there were no discipline code for students.

4. Direct students to discuss classroom rules/school rules and describe how rules protect andensure fairness for all involved.

5. Have students make journal entries describing situations at home in which students feel theywere handled fairly/unfairly. Explain how unfair situation could be handled differently.

Materials:Copy of CPS Discipline Code, journals

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Character Trait:

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FairnessGrade: 5


Objectives:• Help students understand the concept of fairness as it relates to getting along with others.

• Help students develop strategies to resolve conflicts fairly.

Strategy/Focus:• To resolve conflicts• To use prior knowledge• To put events in sequential order



Activities:Have a class discussion about the concept of friendship. Ask students to think about their bestfriend(s) and describe what makes the friendship unique. Ask students to think about a time whenthey had an argument or a disagreement with their friend. Have them describe the series of eventsthat led to the problem/disagreement and describe how the conflict was resolved. Allow students toshare their stories with the class if they wish to. Ask students if they felt that the conflict was resolvedfairly. Have them describe and list the strategies that were used to reach a fair solution.

Have students role-play the following and decide upon a fair resolution.

A. A store owner has a policy that clothing can be returned if a receipt is presented. Susie isreturning a dress. She presents the receipt, and Mr. Reed believes that the dress has been worn,so he refuses to exchange it or give a refund. Susie declares that she never wore the dress, andshe wants a refund. How can this situation be resolved fairly?

B. Mrs. Wilson is pulled over by a state trooper as she is speeding down the highway doing 80

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miles per hour. As the officer writes her ticket, she asked to be excused because she received acall at work that her ill child seemed to be getting worse. The officer explained that he couldunderstand her concern; however, she was endangering her life, as well as the lives of others bydriving too fast. She is driving on a ticket and her license will be suspended if she receivesanother ticket. How can this situation be resolved fairly?

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Character Trait:

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FairnessGrade: 5


Objective:Help students to recognize the role of the court and the role of judges, lawyers, and courtroompersonnel in ensuring fairness to citizens.

Strategy/Focus:• To use prior knowledge

• To analyze situations

• To defend point of view



Activities:Plan a mock trial. Select students to be lawyers, defendants, court reporters, or the judge. Havestudents research and write a paragraph describing the job of each as it relates to guaranteeing a fairtrial.

Select students to role-play the following:

Situation 1:A landlord wants to evict tenants because the rent hasn’t been paid in four months.

Situation 2:A ten-year-old girl is caught shoplifting in a store while her mother is in the dressing room. A signposted at the entrance of the store reads: “Shoplifters will be prosecuted.”

Situation 3:

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Martha’s friend offered her $50 to hand a sealed box to a lady on her block. Before she coulddeliver the box, the police approached her, opened the box, and to Martha’s surprise the boxcontained an illegal substance. The police took her to the station, and she may be charged withpossession of an illegal substance.

Situation 4:Ronald was riding on his newly acquired bike when a boy and his father yelled for him to stop.Although Ronald had purchased this bike two weeks ago from a friend, the father is pressingcharges against Ronald. Apparently, Ronald’s bike had been stolen from the man’s garage twoweeks earlier.

Situation 5:Martha’s class always lines up alphabetically. She has a last name that begins with Y. She can’tsee well at assemblies because she sits in the back. She is the last one to get lunch. Is that fair?What could be done?

Following each role-play, discuss why or why not the outcome was fair.

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Character Trait:

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FairnessGrade: 5

Content Area: Mathematics

Objective:Teach students to perform math calculations to ensure fair transactions.

Strategy/Focus:• To solve word problems relevant to student experiences that involve fractions and decimals.

• To multiply a unit fraction by a whole number.



Activities:Have a class discussion about the function of math in our daily lives. Ask students what can happento them if they want to purchase an item and are not sure how to calculate the costs associated withit. (They can be cheated.)

Have students calculate the following to see if the people have received a fair transaction:

1. Julie considered purchasing two reggae albums at $7.98 each, three classical albums at $6.98each, and three gospel albums at $6.49 each. If she purchased the reggae and classical albumsonly, how much would she pay?_______ ($36.90) plus tax. If she paid $45.00, would it be afair transaction? _____ (No)

2. Mrs. Cooper decided to sell her used sofa since she was moving to a smaller house. She paid$750 for it when she purchased it and decided that it would be fair to sell it for ½ of the originalprice. How much will the sofa cost? ½ x 750= ______. ($375)

3. Mrs. Johnson owned a bakery outlet. Since most products were being sold on the expiration date,she knew that it would not be fair to charge the retail price. Why was this the case? How muchwould she sell the following items for if she discounted them 40%.

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Item Regular Price 40% Discount

bread $2.25 _________ ($1.75)

cookies $3.98 _________ ($2.39)

bagels $2.98 _________ ($1.79)

buns $1.25 _________ ($.75)

4. Robert wrote a letter to his bank because he felt that he had been treated unfairly. He has abalance of $150 in his savings account. The bank was supposed to pay him 3.5% interest on hismoney; however, they only paid him 2.5%. How much did the bank pay him in interest at2.5%?____ ($3.75) How much money do they owe him? ($1.50)

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Character Trait:

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Family PrideGrade Level: 5

Setting The Tone

Objectives:• Help students explore their concept of family.

• Help students examine their role in their family.

Strategy/Focus• To use prior knowledge and experiences



Activities:Have a class discussion on the topic “What is a Family?” (Accept all responses.)

Ask students their interpretation of the saying, “Home, the place where we grumble the most andare treated the best.”

Have students think about his/her role as a family member. Students can list their responsibilitiesand share them with the class.

Have students evaluate and list the roles of the following people within their household: student,parent(s), sister(s) brother(s), others.

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Character Trait:

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Setting The Tone

Objective:Help children recognize that each of them comes from a family, tribe, neighborhood or community,racial group, and perhaps also a religious group that can be honored.

Strategy/Focus:• To encourage expression through oral activities

• To integrate listening and speaking skills

• To promote critical thinking skills (classification, analysis, synthesis)

Integration of Content/Subject Areas:• Multiculturalism

• Diversity

• Social Science

• Art

Activity:Have children brainstorm kinds of groups, such as families, clans, tribes, neighborhoods, troops, andso on. Encourage children to make drawings representing their groups. How are some of thesegroups different from each other? How are some of these groups alike? How do the groups help theirmembers? Which groups are part of larger groups? Which groups have smaller groups in them?

Materials:Paper, art utensils

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Character Trait:

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Objective:Enhance students’ abilities to develop coping strategies that can be used when problems arisewithin the family.

Strategy/Focus:• To use text to predict outcomes

• To use descriptive, narrative, or expository writing



Activities:Have the students think about a time when they had a problem or encountered a difficult situationand discuss the role of family members during this time. Did family members meet your expecta-tions? Describe how they did/did not.

Have students read the story William, and speculate how William will react to his family’s decisionto move. Ask students to predict the outcome and write an ending to this story (one or twoparagraphs). Students should read their story endings orally and be prepared to justify the reasonfor their predictions.

“William”

William’s mother and father had an important announcement to make. During dinner, theyexplained to William that the family would be moving to Los Angeles, California. William’s fatherhad found a good job there and would be starting his new job the first of the month.

It took William a few minutes for the news to sink in. He was the president of the StudentCouncil, and he had received “The Most Valuable Player Award” from the school basketball

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team. He knew that he would miss his friends, teachers, and schoolmates very much. Hedropped his head and walked away from the table.

Have the students select and complete one of the following:

• Write a letter to William convincing him that the move to California will be a wonderful experi-ence.

• Write a narrative essay which shares William’s fears and anxieties about moving.

Divide the students into cooperative groups to critique the way William’s mother and father handledthe situation. Each group should list common problems that can arise and suggest ways that parentscan best communicate about situations which involve major changes for family members. Groupsshould also discuss and list ways that children can support and assist parents when unexpectedsituations arise within the family.

Have the students list and suggest coping strategies that can be used when conflicts arise within afamily. Allow students to role-play and resolve the following situations in a positive manner:

A. A sibling wore clothing that belongs to you.

B. A sloppy sibling is constantly messing up a bedroom that you share.

C. A sibling borrowed money from you and refuses to pay it back.

D. A parent can’t find something and always blames you.

E. Several members in the family can’t get along.

(“William” revised from Board of Education Criterion Reference Test

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Character Trait:

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Objective:Help children recognize that each of them comes from a family, tribe, neighborhood or community,racial group, and perhaps also a religious group that can be honored.

Strategy/Focus:• To improve expression through writing

• To study relationship between family and respect

• To enhance feeling of family pride

Integration of Content/Subject Areas:• Art

• Social Science


Activity:Have each child design a plaque to honor his or her group. Encourage children to share theirplaques with the class and to describe the special things about their group. To honor something isto accept and respect it and to have pride in it. The social, cultural, racial, and religious groups towhich one belongs are important sources of meaning and support. Being a part of a group isespecially important for children from families with alcohol-related problems. The circle is animportant symbol for Native Americans. Here is a quote from Deganwidah, a Mohawk leader whomasterminded the Iroquois Confederacy: “We bind ourselves together for many purposes, mem-bers of one family, by taking hold of each other’s hands so firmly and forming a circle so strong thatif a tree should fall upon it, it would not shake nor break it, so that our people and grandchildrenshall remain in the source of security, peace, and happiness.”

Materials:Worksheet

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Character Trait:

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Objectives:• Enhance sense of family and stability and unity.

• Promote better understanding of role of family in society.

• Compare and contrast family systems in other cultures/societies.

Strategy/Focus• To increase students’ knowledge about diverse family systems through research

• To develop critical thinking skills


• Critical-thinking skills

Activities:Lead a class discussion on family heirlooms, examining the significance of these items in contribut-ing to the sense of continuity and pride in family.

Ask students to talk to their families to find out about their family heirlooms. Have them writehistories of their family heirlooms, answering the following questions in their stories.

How and when did the heirloom first become part of your family?

What changes have happened in your family since the heirloom became part of your family?

Where do you think the heirloom will be in ten years from now? Twenty years? Fifty years?

What do you think the heirloom would tell you if it could talk? What makes your family heirloom sospecial?

Have the students interview the oldest family member they know. Point out to the students that familyinterviews can bring unexpected pieces of information and strengthen family unity.

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Have the students bring in newspaper articles that illustrate family traditions or show the strength offamily bonds, for example, the number of phone calls made on Mother’s Day.

Discuss family-oriented holidays, such as Mother’s Day, Father’s Day, Grandparent’s Day.

Have the students write their own newspaper article proposing a new holiday--Children’s Day. Besure they include their rationale or reason for Children’s Day and the manner in which it should becelebrated.

Many families are based on a patriarchal order. Define patriarchal. Research a culture where thefamily structure is patriarchal.

Define matriarchal. Research a culture where the family structure is / was matriarchal.

Students should describe customs and traditions that are observed/practiced by the family andshare how these enhance the uniqueness of each family.

Have the students write an essay which answers the following questions: What does your family do tomake you feel that you belong? Do you consider your family to be a “close-knit” family? Whatmakes it a close family? If your family is not close, describe the reason that you think this is the case.What do you think can be done to make your family closer?

Materials:Map, globe, research materials

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Character Trait:

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Objective:Enhance students’ understanding of the monthly expenses that a family encounters.

Strategy/Focus:• To identify needs in a personal budget

• To use the basic operations to solve problems that are relevant to students’ experiences



Activities:Have a class discussion on the topic “What is a Budget, and Why do Families Need One?”

Have students list the expenses that a family would have for one month. Next, have students estimatewhat the monthly cost would be for each item on their list.

Divide students into cooperative groups and encourage them to review and evaluate the items and thecosts which have been listed. Encourage each group to formulate one combined list which showsexpenses that a family would incur for a month.

Have students calculate the number of hours and days per week parent(s) must work in order to payfor the items that have been listed, assuming that a person is earning a minimum wage of $5.25 perhour.

Have students list positive ways that a 5th-grade student can earn money. Calculate and plan thenumber of hours and days per week this student must work earning $5.25 per hour to purchase thefollowing: designer gym shoes, CD/cassette player, video games, and a gift for a special friend.

Have the students write a dialogue between:

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An unreasonable child who wants to purchase a pair of designer gym shoes and the parent statesthat there is not enough money to purchase them now.

A parent who must pay six bills and has enough money to pay only four.

A child who wants to plan a budget for his weekly allowance and a friend who is attempting toconvince him/her that a budget and monitored spending is not necessary.

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Character Trait:

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Objectives:• Help students discover the origin/source of the food that is most enjoyed by their family.

• Help students understand the heating system that keeps their family warm.

Strategy/Focus:• To understand conduction of heat energy in students’ place of residence

• To explain how improvements in agriculture and alternative use of plants affect human lifestyles

• To formulate a data table



Activities:Ask the students to describe and list the foods that are enjoyed by their families.

Explain to students how improvements in agriculture and alternative uses of plants have affectedour lifestyles.

Have students research the origin of foods that are eaten and enjoyed by their families.

Compile a data table which shows the food origin, vitamins derived from food, and how ourlifestyles have been affected by food.

Have students research alternative uses of plants and how we benefit.

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Character Trait:

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Objectives:• Enhance students’ understanding of the family - community relationship.

• Help students discover that many families practice customs and traditions which add to theuniqueness of the family.

Strategy/Focus:• To analyze information obtained from maps focused on political boundaries

• To write essays and letters



• Art

Activities:Encourage students to describe their neighborhoods. Some questions that should be consideredare: How many buildings are on a block? How many families reside within a block, a two-or-threeblock area? Have students draw a sketch of their block, and then a map which shows the route thatthey travel to school.

Have a class discussion on the family’s role and responsibilities within its community.

Encourage students to write essays to describe the roles and responsibilities.

Have students find out in which ward they reside. Draw a map of neighborhood wards.

Instruct students to write letters to alderpersons.

Students should be encouraged to invite their families to visit the ward office.

Have students obtain a copy of a map which shows the boundaries of their residence. CharacterTrait:

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Character Traits:

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Honesty & TruthfulnessGrade Level: 5

Setting The Tone

Objective:Help students evaluate the concepts of honesty and truthfulness as these concepts apply to them.

Strategy/Focus:To use prior knowledge



Activities:Have a class discussion on the importance of honesty and truthfulness.

Instruct students to reflect and make entries in their journals about times when they were honestand the result of their honesty. Have students write about a time when they were dishonest. Theycan compare and contrast the results of each.

Have a class discussion on the benefits of being honest and truthful even when others around you are not.

Have students complete the “Self-Evaluation Form” on being honest and truthful.

Upon completion of the chart, have students review and assess their responses by answering thefollowing questions:

Are you pleased with your responses to the survey questions?

If yes, which ones are you most pleased with?

If no, which ones are you not pleased with and why?

Can you think of actions that you could take to make you a more honest and truthful person?

(Record them in your journal and set goals that will assist you in accomplishing positive results.)

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Honesty & TruthfulnessSelf-Evaluation

Instructions:Place a check in the box under the column which best describes your feelings.

Always Sometimes Seldom Never

1. I consider myself to be an honest person. ❑ ❑ ❑ ❑

2. My friends consider me to be honest. ❑ ❑ ❑ ❑

3. I feel that stealing should be considered wrong. ❑ ❑ ❑ ❑

4. I am concerned about the way others think of me. ❑ ❑ ❑ ❑

5. It would bother me if others thought that I was adishonest person. ❑ ❑ ❑ ❑

6. I tell the truth. ❑ ❑ ❑ ❑

7. I feel that my reputation could be damaged if I tell lies. ❑ ❑ ❑ ❑

8. People who are dishonest usually are not successful. ❑ ❑ ❑ ❑

9. My friends tell lies. ❑ ❑ ❑ ❑

10. If I am not truthful, I really feel bad. ❑ ❑ ❑ ❑

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Character Traits:

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Objective:Help students compare and contrast honest and dishonest individuals.

Strategy/Focus:To listen attentively and critique the work of others



Activities:Have students think about people they consider honest. They should make two columns on a sheetof paper, labeling column one “Honest People” and column two “Description”. Instruct studentsto list the names of people they consider honest under column one. In column two, tell why theyare considered honest. Students should share their answers with the class.

Honest People Description

Mary Ware My aunt. She always tells me that I should tellthe truth, even if I receive a punishment,because telling the truth is very important.

Have students think about people who are dishonest. After they have created a fictitious name, theyshould pretend that they work for a newspaper, write an ad that warns citizens about these persons,and explain why they should be aware of them. Classmates can critique the criteria that are used tolabel them dishonest.

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Have students write a dialogue, then role-play the following:

A. A boy is attempting to convince a friend that he shouldn’t steal.

B. A girl is attempting to convince her friend that she should confess to putting graffiti on a busbefore an innocent person is charged.

C. A mother is attempting to convince her children that telling the truth is better thantelling lies.

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Character Traits:

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Objective:Help students understand that serious consequences and deceptions can occur when people arenot honest and truthful.

Strategy/Focus:To describe and explain why certain factors (conditions, actions, involvements) contribute tocooperation or cause conflict among groups or countries; give current examples.



Activities:Have students critique the role of honesty and truthfulness, or lack of it, in the following situations.Tell how this impacted life in America. They should complete the chart.

A. Native Americans and their loss of land and freedom

B. Expectations given to slaves regarding the purchase of their freedom

C. Reports regarding the Vietnam War to the public

D. Others

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Act Effects

Honest And Truthful Dishonest

The Native Americans were deceived by the Europeans. The Native Americans helpedEuropeans by sharing food, furs, and survival skills with them. Europeans stole land and killedNative Americans. Native Americans lost land that belonged to them.

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Character Traits:

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Objective:Help students develop their concepts of honesty and truthfulness as they relate to mathematics.

Strategy/Focus:• To use more than one way to find an answer to a problem

• To use whole numbers, fractions, and decimals to solve problems



Activities:Have students write a response to the advice column for the following scenario:

Dear Help Line:

I was standing in line at the grocery store when I saw seven $100 bills fall from the pocket of acustomer as she reached to take groceries out of her cart. My first instinct was to inform the ladythat she had dropped the money; however, the longer I stared at the money, the more I thoughtabout how much I needed it.

As the lady exited the store, I casually bent down, picked up the bills, and pretended to take themoney from my wallet. “Mary Lewis, you have a phone call. Please come to the office,” an-nounced a voice over the store intercom. As I waited for the clerk to return to the counter, Ibegan to mentally calculate how I could spend the money. (Ask students to complete thecalculations.)

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I tried to estimate how much I would spend if I used:

A. A fourth of the $700 to purchase a mountain bike.______

B. Of the remaining amount, $80.54 could be used to pay school fees. How much would be left? $______

C. Of the remaining amount, $250.00 could be used to pay the rent for my mother.How much would be left? ______

D. Half of the remaining amount would be used to purchase clothes.How much would be left?______

“May I help you?” asked the clerk as my calculating came to a screeching halt! A tremendous feelingof guilt swept over me, and I decided not to use the money to purchase my groceries. Since I knewthe lady is a frequent shopper at the store, I could get her address and take the money to her.Perhaps I should keep the money because I have no job. I consider myself to be an honest person.

What should I do? Since the woman was careless, would I be dishonest if I didn’t return the money?

Sincerely,

Confused

Divide students into cooperative groups and instruct them to analyze this situation and write aresponse to this person which reflects the group’s feeling. Each group should critique the responsesas they are shared with the class.

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Character Traits:

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Objective:Help students understand the necessity for scientists to be honest and truthful regarding productsthat are used by the public.

Strategy/Focus:To critique products that are used by the public

Integration Of Content/Subject Areas:• Language Arts


Activities:Have a class discussion about the importance of the public awareness regarding: safety factorswhich relate to newly prescribed drugs; effects of various products on the ozone layer; the properdisposal of toxic waste. Students should write a paragraph describing how the public benefits byknowing facts related to these issues.

Ask students to speculate about what could happen if scientists did not report the truth aboutproducts. Have students research the function of the Food and Drug Administration.

Instruct students to describe some possible problems which could happenbecause of lack oftruthfulness about the use/effects of various products.

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Character Traits:

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Kindness & HelpfulnessGrade Level: 5

Setting The Tone

Objective:Help students understand the concepts of kindness and helpfulness.

Strategy/Focus:To use prior knowledge skills


• Language Arts

Activities:Ask students to make a list of things in their journal that they have done which they consider to bekind and helpful acts.

Have a class discussion about how being kind and helpful can help others, as well as ourselves.

Have students divide into cooperative groups to discuss and write their interpretation of the following:

“Helping others, that’s the main thing. The only way for us to help ourselves is to help others andlisten to each other’s stories.” (Henry Drummond)

Allow each group to share their interpretation with the class.

When Henry Drummond says, “... listen to each other’s stories...”, he implies that all of our storieshave some unique qualities. In what ways can ethnic difference change our stories ? (Teacher shouldgive information to students about ethnic differences.)

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Character Traits:

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Objective:Help students differentiate between acts that are kind and helpful and those that are not.

Strategy/Focus:To critique information and collect data



Activities:Ask students to recall acts of kindness and helpfulness from television programs this week.

Have students keep a log of their favorite television programs for over two days. They shouldcomplete the charts and analyze the data.

Have students share their results with the class and have class discuss them.

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��

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Part 2

Instruct students to keep a log of television programs watched over two days. Have them completethe chart:

On a separate sheet of paper, have students critique these acts and write a paragraph describinghow the story may have been different if the behavior were different. Students should compare anddiscuss information.

Materials:Copies of charts, notebook paper

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Character Traits:

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Objective:Help students understand that citizens must extend themselves beyond the “call of duty” in orderfor America to remain strong.

Strategy/Focus:To infer and predict outcomes based on evidence given

Integration of Content/Subject Areas:• Social Science

• Language Arts

Activities:Have students research World War II or the Vietnam War and write two paragraphs which shouldinclude the countries involved, the dates, and problems. Explain to them that their relatives (grand-parents, great-grandparents) may have fought in the wars. Encourage them to interview war veteransand present oral reports which will reflect the important role that their relatives played during WorldWar II or the Vietnam War.

Have students read “Americans Rally Together” and answer the questions that follow.

Anna wiped the perspiration from her brow, exhausted after another 10-hour day at the defense plant.The year was 1943 and Anna, like millions of other women in the United States, was part of thenation’s massive effort to triumph in World War II.

Anna was employed as an assembly-line worker at an aircraft manufacturing plant. The long hoursand hard work at the factory never dimmed her effort, nor did the fact that many foods and otherproducts were being rationed. Despite the hardships, Anna knew it was a time when all Americanshad to sacrifice, to rally together, and be strong. Thus, as thousands of men served overseas forAmerica’s safety and freedom, Anna and the nation’s other women workers served the difficult andvital war effort at home.

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1. Based on this selection, the author thinks that in World War II, American women

played an extremely helpful role.

probably could have worked harder.

should have been fighting overseas.

won the war for the United States.

2. Have students write definitions in their journals for the following words:

defense plant

assembly line

rationed

sacrifice

Ask students to predict what could have happened if the women had not helped and sacrificed thetime to work in the defense plants.

Have students write about a time they sacrificed to help someone and describe the outcome. Theyshould describe how they felt, as well as how others felt.

Extended Activities:Have the students compare the three early civilizations of the Incas, Mayas, and Aztecs and describehow their contributions have helped us.

Have students research and analyze the diverse cultural contributions that have positively influencedthe heritage of the U.S.

Materials:Copies of “Americans Rally Together”

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Character Traits:

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Objectives:• Help students to discover how animals help us.

• Help students understand that being kind and helpful to others helps them as well.

Strategy/Focus:• To make inferences from the context

• To use prior knowledge skills


Activities:Have a class discussion about the different ways animals can help humans. Instruct students to read“The Helpful Hyena” and answer the questions.

“The Helpful Hyena”

The spotted hyena is an interesting animal that lives in Africa. Almost 4,000 years ago in ancientEgypt, they were tamed for pets. Today, however, they are viewed with mixed emotions by anyone wholives near them.

The hyena is viewed by many people as a rather ugly and fearsome animal. Its coat is yellow and greywith dark spots. The head is broad and massive with extremely powerful jaws and teeth well adaptedfor crushing bones. The hyena is a very noisy animal. It is well-known for its weird wails and howlsthat have given rise to the name “laughing hyena.”

The hyena will sometimes hunt and kill live animals, but if a prey animal puts up a fight, hyenasgenerally retreat. However, hyenas are among those rare animals whose diet consists primarily ofdead animal flesh, including bones and skin. They eat the remains of the dead animals after theoriginal hunter animals have eaten their fill. Although hyenas are considered garbage pickers by

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humans, they serve a valuable function in nature because they clean up their environment.

1. Based on this selection, it can be concluded that spotted hyenas

live in most areas of the world.

are valuable but feared and disliked.

are often tamed as household pets today.

eat mostly plants and grass.

2. Based on this selection, it can be concluded that spotted hyenas

are helpful because of their unusual feeding habits.

use their claws to kill prey.

exhibit some of the same emotions as humans.

rarely eat dead animal flesh.

Have students make a two-column chart. In column one, they should list the animal, and incolumn two they should describe how the animal helps humans.

NAME OF ANIMAL HELP FOR HUMANS

Dog Pet, protector

Snail Cleans fish tanks

Cats Pet, gets rid of mice

Have a class discussion about pets. Include these questions: How do you care for your pet? Doesthe way the animal is treated affect its temperament? Encourage students to defend their answers.

Discuss the cliché:

“You get back what you send out.”

Relate this cliché to the way people treat animals, as well as to the way they treat each other.

Materials:Copies of “The Helpful Hyena”

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Character Trait:

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RespectGrade Level: 5

Setting The Tone

Objective:Encourage students to use their knowledge and experience to examine their feelings about theconcept of respect.

Strategy/Focus:To use prior knowledge and critical thinking skills



Activities:Have the students list attributes of a person who is highly respected.

Have the students write journal entries telling whom they respect and why.

Have a class discussion. Ask students the following questions: How does one feel when othersrespect him/her? Is it important to feel respected? If one loses the respect of others, describe howthe respect can be regained.

Materials:Journals

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Character Trait:

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Objective:Promote creative writing about respecting others through the use of metaphors.

Strategy/Focus:To write creatively and use prior knowledge



Activities:Discuss the term and definition of metaphor and how the use of metaphor in literature helps makestories and poetry more interesting and fun to read. Stress that metaphors can be about anything intheir lives or personal experiences.

Discuss the meaning of the following metaphors: She is a stubborn mule. He is the picture of health.The rude boy’s mouth was a garbage can.

Divide the class into groups of three or four students. Have each group create metaphors using ideasfrom school, home, friends, weather. Share metaphors with the whole class and ask for interpreta-tions. Provide models for students.

Read the poem “Song of a Dandelion Pushing Up Through an Urban Sidewalk Crack.”

Call students’ attention to specific lines in the selection (“No other flowers can mimic our style” or“atmosphere”) and others that you think are significant. The students will likely be able to concludethat this poem could be about people, such as the homeless, those who are economically disadvan-taged, or about students who are not considered smart, attractive, or popular.

“Song of a Dandelion Pushing Up Through an Urban Sidewalk Crack”

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We sprout up boldly through the crack to offer beauty that the sidewalks lack.

And spread our sunshine-bright yellow smiles.

No other flowers can mimic our style.

They call us weeds, but we are a gift sent from heaven to brighten and uplift the sad, grayatmosphere.

No other flowers dare to grow around here.

If you would stop and simply see our beauty compared to the misery ...the dirt and pieces ofbroken glass and useless things that litter the grass,

You would not see us as simply weeds, but as beings that a city needs.

Yes, we smile defiantly anyway, and flash our smile to boldly display what joy can come from thelittle things.

We are a song, and if you listen, we sing.

– Tiffany Gholar

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Character Trait:

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Objective:Help students develop their concept of respect as it relates to mathematics.

Strategy/Focus:To use the basic operations to solve problems that are relevant to student experiences



Activities:Have students discuss the following situation:

Ronald watched anxiously as Mrs. Ross tended the beautiful, brightly colored flowers in her frontyard. His mother had finally come home from the hospital after being there for a month. How he’dlove to present a bouquet of the lovely flowers to his mother! When the dark came he went to Mrs.Ross’ garden. As he picked the tenth flower to add to the lovely bouquet, a “neighborhood watch”officer tapped him on the shoulder and arrested him for stealing another’s property. When heappeared in court, the judge made him pay $50 to Mrs. Ross. Tears filled Ronald’s eyes as he beganto calculate how many hours he would have to work in order to pay the fine.

(Ronald earns $5.25 per hour and he works 3 days a week for 6 hours each day.)

Have the students plan a schedule for Ronald which shows the days and hours he must work to payhis fine. Discuss other things that Ronald could have done without disrespecting the property ofanother person.

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Character Trait:

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Objective:Identify and show respect for those who have paved the way for science-related careers andavocations.

Strategy/Focus:• To recognize international contributions of scientists, representing males and females, diverse

cultures, and handicapped persons.

• To explain how early American inventions changed daily lifestyles.



• Social Science

Activities:Have students research and write a brief description of science-related careers and avocations.They should list the qualifications for the jobs.

Have students note people who have made great contributions to the field of science. Have studentsresearch and give oral reports on nationally and internationally known scientists. They should alsoshare why we should respect the many scientists who were determined to continue to experimentuntil they were successful.

Have the students research how early American inventions changed daily lifestyles. They should namesome inventors and their inventions. They should become aware of the commitment and thedetermination that is exhibited by great inventors and tell why they deserve respect.

Materials:Research materials

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Character Trait:

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ResponsibilityGrade Level: 5

Setting The Tone

Objectives:• Encourage students to use their knowledge and experiences to examine their feelings about the

need to be responsible.

• Encourage students to use their critical thinking skills.

Strategy/Focus:To help students evaluate their own sense of responsibility

To help students assess the importance of responsible persons in their lives



Activities:Instruct students to make journal entries in response to the following questions: Do you consideryourself to be a responsible person? Why? Why not? Can people depend on you to “get the job done”?When you volunteer or are assigned a task, does it matter to you whether you follow through tocomplete the task? Have there ever been times when you searched for excuses so that you wouldn’t berequired to complete a task? How did you feel?

Have students discuss some of the people in their lives who are responsible. Who are they? Whatresponsible actions do they take? How hard is it for them to be responsible? Do they complain? Dotheir responsible actions help you?

Materials:Journals

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Character Trait:

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Objectives:• Help students develop their concept of being a responsible person as it relates to language arts.

• Enhance students’ creative writing skills.


Strategy/Focus:• To use prior knowledge

• To enhance students’ critical thinking skills



Activities:Have the students organize an outline which displays their responsibilities at home and at school.

Have students write and produce short plays which demonstrate young people acting responsibly invarious situations.

Have students role-play the following situation and discuss ways to show responsible vs. irresponsiblebehavior:

It is 9:30 p.m. and Carolyn is doing her homework. She has decided that she would like to make thehonor roll. Her friend Susan comes over to her house, and she wants to watch a newly released videothat Carolyn has been wanting to see.

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Character Trait:

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Objectives:• Help students develop comprehension skills.

• Help students develop their concept of responsibility as it relates to social science.

Strategy/Focus:• To stimulate interest in diverse cultures

• To develop essay writing abilities

• To improve research skills



Activities:Have students describe the interaction between Native Americans and settlers of North America.List the ways in which both groups acted responsibly and irresponsibly. Role-play some of thesesituations.

Have the students compare and contrast the diverse cultures present in the Americas. Instruct themto write a short essay on why we have a responsibility to learn about cultures other than our own.

Have the students make a chart which describes the components and characteristics of the UnitedStates government. Discuss the responsibilities that the government has to the people.

Materials:Poster board, research materials

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Character Trait:

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Objectives:• Teach students to set personal limits and to obey societal laws.

• Explore the social need for rules and laws.

• Compare/contrast rules/laws in other social systems.

Strategy/Focus:To help students gain awareness of rules through research


• History

Activities:Lead students in a discussion on the need for rules and laws. Help them to compile a list of at leastfive places, activities, or situations where laws apply. Ask students to compare and contrast rules andlaws. Emphasize the existence and responsibilities of agencies and organizations in the creation andenforcement of laws. Have students use local telephone directories to create a classroom referencelist of local regulatory and enforcement agencies.

Arrange the class in small groups. Have each group research the laws regarding one selected area ofinterest such as: owning a pet, going fishing or hunting, riding a bicycle, obtaining a part-time job,purchasing safe foods, getting married, mailing a package, reforming curfew laws, attending school,enlisting in the armed forces, registering to vote, obtaining good health care, becoming a licenseddriver, obtaining and selling alcohol, obtaining and selling pharmaceutical medicines. Have eachgroup of students write a report entitled “What You Need To Know About _____”. Tell them toinclude in their reports why the topic was chosen, what agencies are responsible for the enforcementof rules, and what permits or licenses might be required.

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Instruct the students to sketch and/or copy into their journals the wording from all the signs ornotices they see that reflect societal law. Have the students, working in small groups, categorize andcompile information from their individual journals into a group project, displaying the following:public safety (crossing lines, bus stops, no parking), public health laws (washing handsbefore returning to work, no smoking allowed), environmental protection laws (no burningof leaves, no picking of flowers in parks), individual rights laws (no trespassing, no solicitorsallowed). Discuss with students the rationale for the signs and notices, and ask them if signs andnotices always apply to everyone who reads them. For example, is the “wash your hands” signcommonly seen in restaurants meant for the employees who handle food or for the customers?

Have students discuss any personal health limits they have decided for themselves as being the bestway to act, for example, not smoking cigarettes. Emphasize the difference between personal limitsand laws. Ask students the following: How many people does it take to develop a personal limit?What are the consequences of not following a personal limit? Do you think that you will develop moreor fewer personal limits as you grow older? Can you name one personal limit that your familystresses?

Materials:Journals, reference sources

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Character Trait:

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Objectives:• Help students develop their concept of responsibility as it relates to mathematics.


• Develop students’ comprehension skills.

Strategy/Focus:To improve students’ abilities to make good decisions



Activities:Have students discuss how money should be spent in the following situations:

Donald has received his weekly allowance of $20. His mother reminded him that he must purchasehis lunch each day and use the remainder of his money for bus fare. As Donald is walking to the bus,he notices a “SALE” sign in the window of his favorite store. He’s been wanting a particular designerT-shirt for a long time, even though his closet is full of shirts. What should Donald do with hismoney? Explain your answer.

Karen has just won the 5th grade artist-of-the-year contest, and she was awarded a $200 cash prize!Her beaming smile quickly disappears as she thinks about her family’s current financial situation.Her family is struggling to keep food on the table and pay the rent. Karen allowed her sister to wearher favorite gym shoes and they were stolen from her locker. Speculate how Karen will spend hermoney.

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Character Trait:

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Objectives:• Help students develop their concept of responsibility as it relates to science.

• Help students develop comprehension skills.

Strategy/Focus:• To enhance students’ knowledge of their bodies

• To show the importance of eating good food and its effect on the body



Activities:Have students identify and describe the functions of the major organs of the human body, includingthe heart, liver, lungs, and kidneys. Have them put this information in their journals.

Have students list in their journals foods that a responsible student should eat and describe how thebody benefits from these foods.

Have students divide into cooperative groups to discuss the responsibility of the scientist. Each groupshould present and defend its position.

John Duncan has performed experiments for the past 35 years in his lab at the nuclear plant. Whileon the threshold of discovering a solution that could greatly improve the quality of life for all Ameri-cans, he discovers that a longtime friend and colleague has accidently allowed nuclear waste to spillinto the water system. If he reports this, his longtime friend and colleague will be fired, and theentire laboratory could be shut down for an indefinite period of time. If he doesn’t report it, some-one could drink the water and possibly die. In your journal write what you think this scientist should do.

Materials:Journals, research sources

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Character Trait:

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Work EthicGrade Level: 5

Setting The Tone

Objectives:• Develop students’ abilities to set realistic goals.

• Help students develop values and skills for effective decision making.

Strategy/Focus:To improve students’ access to literature on work ethics


Activities:Have students discuss individual responsibility concerning their health. Ask students the followingquestions: Who is most responsible for your health? What specific responsibilities do you have foryour health? Is there ever a time that drugs may be beneficial to your health? When? What professionsare directly or indirectly involved in healthcare? How? Where might you find information regardinggood health practices? Who benefits from your being healthy? How? Have students discuss how boththeir values and their goals affect decisions they make now.

Ask the following questions of students: If you value playing the piano, can you afford to be in afistfight? If you value being a good friend, would you spread gossip? If you value good grades, whatwould you do to prepare for an exam? If you value being good in basketball, what would you do tobecome a good player? If you think you might like to become a lawyer, how might that affect the wayyou view rules or the breaking of rules? Conclude by emphasizing to students that knowing what isimportant to us helps us make choices that fit our values. Thinking about and planning for our futureenable us to make choices that help us reach our goals.

Read the following passage to students:

As we become older, we all face many new freedoms and many new choices, but no one has totalfreedom. Sometimes there are situations that are beyond our control, situations that must be

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accepted and to which we must adapt. The first step in successfully adapting is to recognize suchsituations when they appear. Reproduce and distribute the worksheet “Wisdom To Know TheDifference.” Review and discuss student responses.

Discuss with students the following statement: “A journey of a thousand miles begins with one step.”Tell them that the usual meaning is associated with reaching final goals which can be compared to along journey. In their journals, have students name some goals they have set for themselves. Havethem write some short-term steps and some long-term steps that would help them achieve final goals.

Materials:Worksheets, journals

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Character Trait:

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Setting The Tone

Objective:Help students to develop their understanding of what it means to work hard.

Strategy/Focus:To use prior knowledge skills

Integration Of Content/Subject Areas• Language Arts


Activities:Have a class discussion on what it means to work hard and to be called a hard worker. Encouragestudents to share the details of a time when they really worked hard to achieve goals. The followingquestions should be answered: What were your goals? Did you achieve your goals? Describe what youhad to do that made you feel that you were working harder than usual.

Have the students evaluate the following sayings and write a paragraph which describes the role ofwork ethic in each:

Rome wasn’t built in a day. Nothing comes of nothing.

Have the students compare and contrast habits of students who work hard in school vs. students whodon’t.

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Character Trait:

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Objective:Enhance students’ understanding that many people who are considered hard workers have apositive attitude.


• To infer meaning from context


Activities:Have students read “Trudy”.

Trudy is a strong believer in the power of positive thinking. Even if disaster looms threateninglyoverhead, she thinks it important to anticipate the best possible outcome.

Sometimes, however, Trudy goes a little overboard with her confidence. Even her best friend accusesher of too often “looking at the world through rose-colored glasses.”

Based on this selection, what is the meaning of the phrase “looking at the world through rosecolored glasses.”

a. Seeing everything as good and pleasant

b. Looking on the dark side of things

c. Starting an argument

d. Making excuses for actions

Have a class discussion on the power of positive thinking. Stress to students that positive thinkingallows one to see beyond problems and negative thinking, and it allows one to find the positive evenin negative situations.

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Ask students how thinking applies to the sayings:

Always view the glass as half full instead of half empty.

When life gives you lemons, make lemonade.

Have students evaluate their attitudes by completing the following survey:

My Attitude Determines My Altitude

Please rate the following statements as follows: 5, strongly agree; 4, agree; 3, undecided, 2, disagree;and 1, strongly disagree.

1. You believe in yourself. 5 4 3 2 1

2. You believe that you can achieve anythingyou set out to do. 5 4 3 2 1

3. You believe that going against the odds is important. 5 4 3 2 1

4. You attempt to give your best at all times. 5 4 3 2 1

5. You continue to work toward your goal afterbeing told that the task is an impossible one. 5 4 3 2 1

6. You put on the take-charge spirit of“I can, I will, I must” and then act upon your beliefs. 5 4 3 2 1

7. You continue to act upon your beliefs after discoveringthat others’ beliefs are distinctly different from yours. 5 4 3 2 1

8. You find yourself accomplishing tasks that perhapsothers might not attempt to try. 5 4 3 2 1

9. You find yourself turning stumbling blocksinto stepping stones. 5 4 3 2 1

10. You tend to focus on what you want in life and thengo after it with all of your mental and physical energy. 5 4 3 2 1

11. You feel that you become a weaker personwhen criticized for your beliefs. 5 4 3 2 1

12. There is simply nothing that you can do to improveyour present situation. 5 4 3 2 1

13. You feel that your ideas are not important; therefore, you dismiss them. 5 4 3 2 1

14. You find that you often spend time tryingto “just get by”. 5 4 3 2 1

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Character Trait:

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Objective:Help students understand the concept of hard work by examining the accomplishments of Dr.Martin Luther King, Jr.

Strategy/Focus:• To relate rights and responsibilities of a citizen to rules and laws of the United States

• To identify the procedures of the court system



Activities:Have the students read the selection on Dr. Martin Luther King, Jr.

Dr. Martin Luther King, Jr. was born in Atlanta, Georgia and was raised in the tradition of the Baptistministry. He was an outstanding student in high school, and at the early age of 15, he enteredMorehouse College in Atlanta. During his senior year there, he decided to become a minister. Dr. Kingwent on to earn a degree in theology from Boston University in 1955.

Dr. King began his civil rights activities in 1955. In that year, he led a protest in Montgomery, Ala-bama, against a law that required Blacks to sit or stand in the back of buses. This protest won Dr. Kingnational fame and identified him as a symbol of southern Blacks’ efforts to achieve social justiceduring the 1960’s.

Dr. King was a skilled and persuasive public speaker. His speeches won the support of millions ofpeople throughout the world. In 1963 he delivered one of his most famous speeches entitled “I HaveA Dream” at the Lincoln Memorial in Washington, D.C.

In 1964, Dr. King was awarded the Nobel Peace Prize for leading thea nonviolent Civil Rights

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Movement.

(Selection was taken from CPS Criterion-Referenced Tests-copyrighted 1987)

Have students make a list of each of Dr. King’s accomplishments which are listed in the article andwrite what they think he had to do in order to accomplish that goal.

For example:

Accomplishment Work Required

1. Outstanding high school student Studied, completed assignments

2. At 15, he entered Morehouse College Completed high school in less than 4years, studied long hours.

3. Earned a degree in theology Attended another college, studiedhard, completed assignments

4. Started his civil rights activities Organized meetings, he was brave,studied about laws

Have a class discussion about the Civil Rights Movement during the 1950’s and 1960’s. LocateMontgomery, Alabama, and neighboring states on a map. Next, locate the routes that people traveledwhen they marched in protest of the discrimination against Blacks.

Instruct students to write an essay about Dr. King’s policy of using nonviolent strategies. They shouldexplain how this method of protest demonstrated that the citizens were acting responsibly.

Have the students examine how laws are made and speculate why a law was created which requiredBlacks to sit or stand in the back of the buses. Study the court system and describe the court processthat one must go through in order to have a law changed.

Divide students into cooperative groups and have them write laws that they feel will improve thequality of life in the United States.

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Character Trait:

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Objectives:To help students understand that they must work hard to learn math facts to perform operationswhich will enable them to be successful in life.

Strategy/Focus:• Multiplies a unit fraction by a whole number.

• Rounds numbers to estimate the answer to a given problem.

• Chooses the appropriate operation to solve two-step problems



Activity:Have students read “Your Best Foot Forward” ;Book: The Treasure Chest.Harper Collins Publishers, Inc., c.-1995.

Your Best Foot ForwardWhich sounds longer to you, 569,400 hours or 65 years? They are exactly the same in length of time.The average man spends his first eighteen years-157,000 hours getting an education. That leaves him412,000 hours from age 18 to 65. Eight hours of every day are spent in sleeping, eight hours in eatingand recreation. So there are left eight hours to work in each day. One third of 412,000 hours is thenumber of hours a man has in which to work between the age of 18 and 65. Expressed in hours itdoesn’t seem a very long time, does it? Now I am not recommending that you tick off the hours thatyou worked, 134,000, 133,999, 133,998, etc., but I do suggest that whatever you do, you do it with allthat you have in you. If you are sleeping, sleep well. If you are playing, play well. If you are working,give the best that is in you, remembering that in the last analysis the real satisfactions in life come not

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from money and things, but from the realization of a job well done. Therein lies the differencebetween the journeyman worker and a real craftsman.

– H. W. Prentis, Jr.

Have students answer the following based on the story. They should round answers to the nearestthousandth.

If a person is exactly 65 years old, how many hours have they lived? (569,400) (569,000)

If a person is 18 years old, how many hours have they lived? (157,000)

Describe the operation that is used to calculate the hours between 18 years of age and65 years of age. (Subtraction)

What is 1/3 of 412,0OO hours? (134,000 hours)

In the passage, the author makes reference to a journeyman worker and a real craftsman.Describe the difference between them and how they relate to work.

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Character Trait:

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Work EthicGrade Level. 5


Objective:Enhance students’ understanding of the concept of hard work by examining the contributions ofscientists.

Strategy/Focus:• To describe how technological developments have improved the ability to use appropriate instru-

ments to measure and predict weather

• To use appropriate instruments to measure and predict weather



• Mathematics

Activities:Have students interpret the meaning of:

“Never leave that til tomorrow which you can do today.”

– Benjamin Franklin

Students should examine the contributions of Benjamin Franklin to the field of science and estimatethe number of hours he spent experimenting before discovering electricity. Ask students to justify whyBenjamin Franklin would be considered a hard worker.

Have students write a persuasive dialogue between Benjamin Franklin and a scientist who is frustratedand ready to give up. Students should be aware of the fact that Benjamin Franklin discovered electric-ity when lightning struck a kite.

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Have students look up the details of this discovery.

Have students investigate the science of weather forecasting, listing the names of scientists and theircontributions to this field.

Have students describe how technological developments have improved the ability to forecastweather.

Have students use appropriate weather instruments to measure and predict weather.

Materials:Barometer, graph paper

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Character Trait:

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Setting the Tone

Objectives:• Help students think of themselves as part of a family, community, school.

• Encourage students to think about ways they show caring attitudes and empathy toward people theyknow, as well as people they don’t know.

• Help students discover that caring for others will benefit all and have widespread impact.

Strategy/Focus:• To help students develop critical thinking and analytic skills

• To enhance students’ abilities to read and write

• To help students apply learning to their everyday lives


• Critical Thinking/Analytical Skills

Activities:Introduce the “setting the tone” on caring by explaining that caring for others involves more thansaying you care. If you care for someone, such as members of your family, your community, or yourschool, you will act in ways that reflect your caring. Divide students into groups/teams and ask themto develop a list of ways they show they care about their family and friends. After working in groups,have each group share their lists. Encourage them to discuss how their actions show caring.

Introduce the concept that if we are to have caring schools and communities, we must be concernedabout people we do not know so that we can all get along together. Ask students to recall recentincidents in the news that show how people did not show caring toward people in their community orschool. Question: What impact did this have on the school/community? Again, divide students intotheir groups and ask them to develop ways to show that they care about their school and communityand the impact these actions can have on the people in the school/community.

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Questions:

Who will benefit? How will they benefit ? Discuss the actions they develop in the larger group.

In helping students think and understand the benefits and impact of caring, it is important to getthem to see that the person who acts in a caring manner also benefits and contributes to the greatergood. If they don’t mention this in discussion, ask these questions: Is there a benefit to me whenacting in a caring manner toward others in my family, school, community? What are the benefits?

To culminate this activity, ask students to pledge to initiate one of the actions they developed.

NOTE: Have them write their pledge on the accompanying pledge form and put it on display in theroom. Revisit these pledges on a weekly basis to keep the value constant in their lives.

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Character Trait:

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Objectives:• Encourage students to discover caring values in media, music, literature.

• Enhance student awareness of the various ways that caring is expressed.

Strategy/Focus:• To enhance students’ reading, writing, and critical thinking skills

• To analyze values in media, music, literature

Integration of Content/Subject Areas:• Critical Thinking/Analytic Skills

Activities:Have students select a book, song, or television show where the characters show and express caringattitudes and actions toward others. Have them write a summary of their selection that tells the storyand describes the caring actions of the people involved. Ask them to discuss the lessons we couldlearn from the story and the ways their selection has meaning in their lives.

In class reports, try to get a cross section of music, books, and TV shows. Have students make oralreports and encourage them to ask questions or offer different interpretations if they are familiar withthe selection. Again, ask for the lessons we can learn about ways to show caring toward others and thebenefits and impacts such actions will have in the broader school and community. To connect thislesson to “Setting the Tone”, ask if any of the caring actions in their stories are similar to the actionsthey have pledged to demonstrate in their own lives.

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Character Trait:

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Objectives:• Help students apply the concept of caring to community living.

• Help students examine ways individuals and groups respond to events in the community in a caringmanner.

• Encourage students to participate in service projects for the school and community.

Strategy/Focus:• To enhance students’ abilities to apply caring value to larger world events

• To help students develop reading and interviewing skills

• To develop students’ abilities to think critically about community issues

Integration of Content/Subject Areas:• Reading, Thinking, Interviewing, Interpretation Skills

• Critical thinking/Analytic Skills

Activities:Explain to students that many of the problems that exist in our communities in Chicago, other parts ofIllinois, other states, and in the world at-large provide us with opportunities to respond in caring waysas individuals, groups, government. Many of these problems are directly related to the social issuesof our time ( poverty, homelessness, lack of job opportunities).

Ask students to brainstorm other problems; have them determine the issue they believe to be the mostimportant in their community. Once they agree on the issue, divide them into groups with thefollowing assignments:

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Group 1:

Interview a staff member in a community organization or institution, such as a faith institution, todetermine what they are doing to help address this community problem. Ask for their suggestions onhow students can be involved in their actions. Record the answers for discussion in class.

Group 2:

Research actions that city government is undertaking to address this issue. As a group, brainstormways students can be involved in these actions.

Group 3:

Research an event that occurred in the community that is related to the problem the class is address-ing. List all the ways that individuals, groups, or government responded to this event. List the waysstudents might have participated.

Review the work of the three groups in class, focusing on the many actions that demonstrated caring.Ask the students if they would like to get involved in a service project with any of the groups theystudied. Ask if they want to expand their pledges to include new involvements.

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Character Trait:

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Objectives:• Develop concept of caring to application of caring for the environment.

• Expand students’ awareness of individual and group actions for protecting and caring for theearth’s resources.

• Encourage student participation in caring for their school and community.

Strategy/Focus:• To encourage reading and writing skills

• To develop students’ abilities to analyze and problem solve

• To help students apply environmental issues to their everyday lives

Integration of Content/Subject Areas:• Reading, Writing, and Interpretive Skills

• Critical thinking, Analytic, and Problem Solving Skills

Activities:Introduce concept that this is the only world we have and that its resources are limited. Our air andwater resources are being severely compromised because we are not caring for them properly. Askstudents for examples of the actions that show this. For homework, find newspaper articles orsummarize television reports to document these actions (for example, dumping toxic wastes inrivers, smoking, and compromising the quality of air we breathe in closed spaces) Questions: Whatare the consequences of these actions? Who is responsible for taking care of the environment?Discuss answers with class, the lesson being that we all are responsible.

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What we can do:

Individually As a Class As a School

(Examples)

recycle pick up trash plant flowers

Supporting organizations (Greenpeace) is an example.

Try to encourage students to be as creative as possible. Ask if they want to add to their pledge to showhow they will care for the environment.

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Character Trait:

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Setting The Tone

Objectives:• Have students reflect on various acts of courage and bravery.

• Develop an understanding of what it means to stand up for what one believes.

• Enhance understanding that courage often means going against the norm, the power, the expected.

Strategy/Focus:• To encourage students’ abilities to research, summarize, and interpret information

• To help students identify and link strongly-held beliefs to acts of courage

• To develop understanding of the potential consequences for taking a stand for beliefs


• Social Science

Activities:Most people want to be popular and well-liked. Some think that the way to achieve this goal is to goalong with other people’s thoughts and actions and not “rock the boat.” (Ask students for theirinterpretation of this phrase.) Sometimes, though, we are forced to take a stand, voice opinions, oract on what we believe, and this might cause other people to dislike us, talk badly about us, ignoreus, or not continue friendships with us. Because we don’t want to lose friendships, appear to bedifferent from our group, or stand alone, sometimes we keep quiet when we disagree or let a wronggo unaddressed. Think back to the leaders we discussed in our “Respect” module. In some way,they each acted courageously and held beliefs that were unpopular with a majority of people, but theyproceeded to act with courage. Have students revisit the reports they did to determine if they cananswer the following questions:

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• What beliefs did these persons hold that were different from the norm?

• What actions did these persons take to act on their beliefs?

• What price did the these persons pay for acting on their beliefs?

• How did other people benefit from their courageous acts?

• Do you think the benefits were worth the price they paid?

If students do not have enough information to answer these questions, have them domore research.

Class discussion should focus on the price that people pay (family disharmony, lack ofsupport, misunderstanding from your own people, threats, beatings, jailing, evendeath) and why people continue to stand up for their beliefs in spite of this. The pointof this discussion is to set the stage for students to begin to think about their actions(past, present, and future), the price to be paid, and their responses to the situations.

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Character Trait:

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Objectives:• Demonstrate acts of courage in life events.

• Develop understanding that personal decisions are based on a belief system.

• Promote understanding that acting on beliefs requires courage.

Strategy/Focus:• To promote students’ abilities to express thoughts, feelings, and opinions

• To enhance students’ abilities to make decisions in the best interest of themselves and others

• To enhance problem solving and critical reasoning

Integration of Content/Subject Areas:• Oral Communication Skills

• Reasoning, Interpretive, and Summarization Skills

• Writing

• Problem-Solving Skills

Activities:Begin discussion with students by asking if they have ever witnessed acts of courage from family,friends, or strangers. Give them opportunity to recount the event and tell why they thought this actwas courageous. Ask if there was a price attached and what benefits evolved from this action.Teacher should also share a story to illustrate this lesson.

Ask students if they would be willing to share experiences that required them to choose betweenresponsible behavior and something that appeared enticing, risky, or would allow them to escaperesponsibilities. If they feel comfortable sharing these situations, provide opportunity for fulldiscussion, including whether there was a cost involved and whether there were benefits and lessonsthat they learned. If students do not feel comfortable talking about these experiences, an option

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would be to give them index cards and have them write out the situations without putting their nameson the cards. Teacher would collect cards, describe the situation, and ask students to comment onthe actions.

Another option would be to have students anonymously write about situations where they took nostand, but now wish they had acted differently. Teacher could use these situations and have groupscome to a desired course of action using the scientific method of reasoning. The advantage of usingthe students’ personal situations is that it brings the lesson closer to their lives and the realities theyface. Also, it helps them to know that others might be facing the same dilemmas and that others canbe helped in finding solutions or in making appropriate decisions.

Alternative Activity:The following activity helps students become more aware of the degree to which they are proud oftheir beliefs and actions. It will encourage them to do more things in which they can take pride, and it also will affirm publicly their courageous acts. Have them respond to the area or issue withthe words “I am proud of…” or “I am proud that…” :

Suggested areas

• A decision that you made that required considerable thought

• Something you refrained from doing

• Anything you did for an older person

• A time you said something when it would have been easier to remain silent

• A time you didn’t say something when it would have been easier to say something

• A time when you did the “right thing”

• Something you did to make your school a better place

• Something you did to make your neighborhood a better place

Teacher and students can suggest other areas. This exercise can be used at any time to reinforce andaffirm students’ attempts to act on their beliefs.

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Character Trait:

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Objectives:• Develop understanding of the power of silence in historical events.

• Enhance awareness of the importance of standing against injustices.

• Promote commitment to practicing the value of courage.

Strategy/Focus:• To develop and enhance students’ abilities to research and summarize information

• To promote understanding of the consequences of silence

Integration of Content/Subject Areas:• Literature

• Language Arts

Activities:Read the following poem by Pastor Niemoeller, a victim of the Holocaust:

First they came for the Jewsand I did not speak out—because I was not a Jew.

Then they came for the communistsand I did not speak out—because I was not a communist.

Then they came for the trade unionistsand I did not speak out—because I was not a trade unionist.

Then they came for me—and there was no one leftto speak out for me.

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Ask students to give their interpretations of this poem. What does it say about keeping quiet in theface of injustice? What are the consequences of silence?

Divide class into groups and have them research the period of Nazi Germany that is referenced in thepoem. Ask them to detail the beliefs of the people in power. Were these beliefs humane?

Have students look for individual and groups acts of courage on the part of people who resisted theNazis and helped the Jews. Discuss the price and the benefits of these acts of courage and the impacton that country.

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Character Trait:

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Objectives:• Show relationship between individual actions and their impact on others.

• Foster sense of community responsibility for wrongful actions.

• Develop awareness of business issues related to criminal acts.

Strategy/Focus:• To problem solve ways to handle illegal acts

• To increase students’ abilities to reason and do math computations

• To increase ability to use appropriate mathematical strategies for solving problems

Integration of Content/Subject Areas:• Reading Comprehension

• Reasoning and Problem Solving

Activities:Students will work on the following problem in teams:

The XYZ Shop in your neighborhood is a popular place that features the most up-to-date clothingstyles. Due to shoplifting, the store was losing $1000 per month in profits. This situation wasremedied when the store did the following: hired a security guard for $800 per month, installed ahidden camera for a cost of $235 per month, and raised prices on store merchandise to increase itsmonthly income by $250.

• What is the store’s monthly expenditure directly related to shoplifting?

• How much more profit does the store realize in a month after covering its shoplifting-related losses?

• How much would the shop have to raise prices on merchandise if it needs to show an additional10% increase next month?

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After realizing that their favorite store is continuing to raise prices because of shoplifting, a group ofstudents meet to discuss this situation. They know the people who are stealing, and they are con-cerned because everyone who shops at XYZ store is paying the price for the thefts. What would be thecourageous action on the part of these students? What are the risks involved in acting courageously?What are the benefits?

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Character Trait:

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Setting The Tone

Objectives:• Increase students’ awareness of the relationship between their actions and the impact on others.

• Encourage students to think of what they say and do to show courteous attitudes toward others.

• Help students discover that everyone benefits from courteous behavior.



• To help students apply courtesy in concrete ways to their lives


• Critical thinking/Analytic Skills

Activities:Ask students to define similarities and differences to the value of caring. Promote discussion aroundideas that are generated to encourage them to think about the reasons behind their answers. Thereare no right or wrong answers to this discussion.

Have students write their own definition of courtesy. Discuss their answers.

I think courtesy is

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

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One of the oldest and wisest maxims about how we act toward each other is “Do unto others as youwould have them do unto you.” Ask students to discuss what this means. Questions: What are someof the ways we want people to treat us? What are the benefits of practicing this rule? How could wefollow this rule with our words? How could we follow this rule with our actions? Make a list of thingswe can say and do to be courteous.

(Examples)

“Please” hold door for someone

“Thank You” give an older person seat on bus

“May I” listen without interrupting

Develop as many ideas as possible.

Things we say Things we do

Ask class to start thinking about the things they say and do to their teachers and to each other to showcourteous attitudes. Ask them to develop a class motto or “ground rules” for the ways that they willdemonstrate courteous behavior toward teachers and each other. Review, expand, or revise mottoor rules as you complete each lesson related to this character trait.

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Character Trait

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Objectives:• Encourage students to practice courtesy toward those they know as well as those they don’t know.

• Help students understand that they have a role in the larger society.

Strategy/Focus:• To increase students’ abilities to analyze and interpret texts

• To increase students’ abilities to read and draw inferences

• To enhance students’ abilities to apply learning to their personal lives

Integration of Content/Subject Areas:• Reading, Listening, and Interpretive Skills

• Application Of Illustrative Text to Personal Life

Activities:Have copies of Why Frog and Snake Never Play Together for each student. Depending on what isappropriate for the class, read story orally: 2-3 students take turns, assign roles to different studentsto read, or teacher reads. Discuss the following questions:

• Why did frog’s mother and snake’s mother not want them to play together? Can you think of wayspeople act this way today?

• What could frog and snake have learned from each other?

• How did frog and snake demonstrate courtesy toward each other?

• What are the lessons in this folktale that we can learn?

• How can we apply these lessons to our personal lives in school and in the community?

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The morals related in this folktale that will enhance student learning regarding courtesy are asfollows:

• Everyone is a stranger the first time we meet him.

• We cannot let our differences keep us from being polite or courteous to others becausewe don’t know them.

• We can possibly learn new skills and new ways of doing things if we treat others as wewant to be treated.

• We can help each other even if we aren’t friends.

• We all lose if we keep acting the way we have always acted toward those we don’t know.

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Character Trait:

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Objectives:• Enhance learning related to customs and rituals of other cultures.

• Promote understanding and acceptance of different ways to demonstrate values of courtesyand politeness.

Strategy/Focus:• To increase students’ skills related to researching information on specific topics

• To increase knowledge of other cultures and social systems

Integration of Content/Subject Areas:• Researching and Reading Skills

• Study of Different Ethnic/Culture Populations

Activities:Different cultures in the United States and the world have different ways of demonstrating courtesyand politeness toward one another. Some of the ways we express these traits in our families andcommunities might be very different from and, sometimes, exactly opposite to the ways the same traitsare expressed in other cultures. The way we greet each other, the amount of eye contact, the degreeof physical touching are all examples of possible different expressions.

Divide class into four groups and let them choose one of the following ethnic/cultural populations:Japanese, Puerto Rican, Native American, and African. Have them research and write a brief reporton ways these groups show courtesy and polite behavior. Have them compare similarities anddifferences within their own cultural group.

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Character Trait:

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Objectives:• Use courtesy trait as a means to demonstrate and increase math skills.

• Provide data that integrates courtesy trait with math lesson.

Strategy/Focus:• To increase students’ abilities to solve problems

• To increase knowledge and practice using addition, subtraction, division of whole numbers,fractions, and decimals

Integration of Content/Subject Areas:• Reading, Reasoning, and Calculation

• Problem Solving

Activities:Use the following example in the course of teaching a math lesson on percentages:

In a school survey of 180 sixth-grade students, the following information was collected:

• 75 % of the students believe that courtesy is a useful value in their lives. What is the total number ofstudents who believe this? (Answer: 135)

• 150 students believe that courtesy should be taught in all grade levels. What is the percentage ofstudents who believe this? (Answer: approx. 84 %)

• 115 students said that their parents discussed ways they can be courteous and polite. Whatpercent age of students discussed this issue with their parents? (Answer: approximately 64 %)

• Conduct a survey using these same three questions in your classroom. Have students figure thepercentages based on number of students in class and number who agree with statements.

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Character Trait:

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FairnessGrade Level: 6

Setting the Tone

Objectives:• Reflect on the value of fairness as it applies to personal experiences.

• Develop understanding of the concept “benefit of the doubt”.

Strategy/Focus:• To promote commitment to looking for and expecting good from others

• To enhance students’ abilities to think critically

• To foster abilities to express thoughts, opinions, and feelings


• Critical Thinking

• Oral Communication

Activities:“It’s not fair!” How many times do we say this? How many times do we hear this phrase from others?Behind this phrase is the perception that someone has been wronged, cheated, or treated differentlyfrom others. In sports, referees and umpires are needed to call plays and ensure fair conduct by bothteams. In the legal system, judges and juries hear evidence from different viewpoints and makedecisions to ensure fair treatment. These are just two examples of ways our society has tried to makesure people receive fair treatment. Ask students if they can think of other examples. Next, ask themto write on a situation when they felt unfairly treated. Ask for volunteers to share their situations andto tell how they felt. In processing these situations with students, ask them to think about the follow-ing questions: What would have been the ideal solution to this situation from your perspective? Whatwould you have wanted to happen differently? Some of their answers might involve being believed orsupported or taken at their word. Introduce the term “given the benefit of the doubt” to clarify thesefeelings.

Finally, ask students to write down a situation where they treated someone unfairly. Repeat thequestions for the discussion, and ask how they felt and how the other person felt. Try to get studentsto brainstorm ways they can act to show that they are willing to give people the benefit of the doubtwhen similar situations arise in the future.

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Character Trait:

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Objectives:• Use literature to analyze the value of fairness.

• Enhance ability to see situations from many perspectives.

Strategy/Focus:• To increase students’ abilities to compare and contrast characters

• To encourage use of imagination and creativity

Integration of Content/Subject Areas:• Reading, Writing, and Analyzing

• Cooperative Learning

Activities:Read a fairy tale to the class that shows complex feelings and actions on the part of the characters–that is, they are not all good or all bad, sometimes they may do or say mean things, and sometimesthey act selfishly. A tale to consider is The Frog Prince (also known as Iron Henry). In The FrogPrince, the princess does not treat the frog fairly until made to do so by her father, but she is stillrewarded. If you choose this tale, divide the class into teams and have them develop adjectives todescribe the princess, the frog, the father, and Iron Henry. Let them discover the good and not-so-good parts of the characters by analyzing the characters’ actions and giving reasons for their descrip-tive traits. Help them discover nuances—for instance, they might portray the princess as all bad, soshow them that she was obedient to her father. Did she deserve a reward? Can she be given thebenefit of the doubt?

Give teams the assignment to rewrite the fairy tale to suit their interpretation of fairness.

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Character Trait:

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Objectives:• Enhance understanding of problem solving using mathematical strategies.

• Foster understanding of responsibilities of citizenship.

Strategy/Focus:• To enhance students’ abilities to reason and analyze

• To increase students’ abilities to problem solve

• To increase students’ abilities to use appropriate computation strategies


• Social Science

Activities:Have students solve the following problems:

1. There are 150 trials every day in the city. How many jurors are needed to cover these trials?

2. About 2000 people are asked to report each day to serve on juries. Only 28 per cent are selected.How many are selected?

3. If citizens were required to report for jury duty every 2 years, how many times would each have toreport in 12 years?

4. Jurors are paid $17 a day for jury duty. If 62 jurors serve for 5 days, what is the total amount thathas to be paid?

5. Last year, 800 were polled about jury duty. Of these, 72 % said they believed it was possible to get afair trial with a jury of their peers. How many of the 800 believe this statement?

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Character Trait:

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Setting the Tone

Objectives:• Reflect on the value of family.

• Develop appreciation for the benefits and responsibilities of family.

• Recognize the importance of family roots and kinships.

• Appreciate the differences in families.

Strategy/Focus:• To increase students’ abilities of self-expression

• To encourage sharing of experiences as a means of learning from each other


• Art

• Social Science

Activities:

“We Are Family”

Discuss the meaning of family and the forms a family may take. Examples:

two biological parents foster parents single parents adoptive parentsstepparents brothers and sisters grandparents uncles, aunts, cousins

Let students come up with as many forms as they wish and attach no judgment to their examples.If students appear reluctant to participate, let them pass.

• Have students write a list of the people in their families that they are closest to and from whom theyget the most support. Have them elaborate on this interaction and why it is important to them.

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• Ask students to select three favorite activities that the family does as a group. Discuss how familiesdiffer, and emphasize that the differences are okay.

• Ask students to write down an event or accomplishment in their family history that made themproud ( such as a sibling graduating from college, someone winning a trophy or award, parentsimmigrating to this country to build a better life, or grandparents raising an extended family).Ask students to relate these family events to the values they have been studying and practicing.

• Discuss with students the fact that sometimes we love and feel close to people who are not relatedto us biologically. In some cultures, these relationships are so strong that the people are assignedand called by terms that would indicate a biological connection. Ask students if they have such arelationship in their lives or in their families’ lives. Describe this person and tell why he/she isimportant. Have students make a greeting card that tells why the person is special and send it tothem.

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Character Trait:

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Objectives:• Use media to analyze family values.

• Foster awareness of messages gleaned from television situations.

• Help students recognize and name values in different forms.

Strategy/Focus;• To develop and enhance analytical and interpretive skills

• To promote development of abilities to compare and contrast situations

• To increase listening, writing, and oral communication skills

Integration of Content/Subject Areas:• Analytical and Interpretive Skills

• Listening, Writing, Oral Communication

Activities:Tell students to select a television show that features a family and to watch two episodes of the show.In writing their reports, they should describe the formation of the family unit and the main charac-ters. They are to look for and describe the following situations that occur:

• The ways family members show caring

• The instances where family members were kind or helpful

• The emphasis the family places on responsibility and their actions in this regard

• The ways family members show respect

• The instances where family members acted with courage

• The way the family shows a positive work ethic

Have students rate this show in terms of its emphasis on family values.

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Character Trait:

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Objectives:• Provide opportunity for family interaction on issues of concern.

• Increase family participation in addressing issues that concern them.

• Promote decision-making and responsibility as family values.

Strategy/Focus:• To increase students’ and families’ abilities to problem solve

• To increase abilities to translate values into action

• To promote self-expression and creativity


• Cultural Awareness

• Community Development

• Scientific Reasoning

Activities:Change occurs when people believe they can do something about their circumstances. As long as theyfeel overwhelmed or powerless, nothing happens. This lesson is an opportunity for students and theirfamily members to work as a group on an issue or problem that concerns them. This lesson isdesigned to show the increased power of the group dynamic and also to provide the opportunity topractice the core values as a family.

First, have students take information home that explains this assignment and its purpose. Studentsand family members should select an issue or problem in the family, neighborhood, or school thatthey want to address. Students report back on the issue during class so that everyone has an ideaabout the various topics being worked on. Students should also list all the family members who are

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working together. (If some families are working on the same issue or problem, you might suggestthey work together.)

Use the scientific method to structure the families’ planning:

1. State the issue.

2. State possible alternative choices.

3. Gather information about all alternatives.

4. Decide on the best solution from among the alternatives.

In this situation, the families may decide that there are several “best” alternatives, and this is accept-able. Have the families tell how their values were incorporated into their solutions.

Teacher might consider having students read their reports when their families can be present. If thisis possible, families could decide on ways to show they that belong together, such as dressing in samecolors, wearing the same item of clothing, or other ways.

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Character Trait:

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Objectives:• Use mathematical concepts and computations to reinforce family values.

• Illustrate ways to turn commitment into action.

Strategy/Focus:• To increase students’ abilities to solve mathematical problems

• To increase students’ abilities to read and analyze text

Integration of Content/Subject Areas:• Reading and Analytical Skills

Activities:Your family has a monthly income of $3600. The monthly expenditures are shown below. The familyis saving a portion of its income each month for your college education fund. Study the graph belowand answer the questions.

Questions

1. What percentage of the family’s income goesto savings?

2. How much money does the family save for collegetuition each month?

3. What is the total amount saved each year?

4. What does the family pay for rent each month?

5. What does the family pay for food in a year?

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Character Traits:

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Setting the Tone

Objectives:• Help students discover and apply concepts of honesty and truthfulness to their lives.

• Enhance students’ understanding of moral dilemmas related to honesty and truthfulness.

• Reflect on personal choices, options, and alternatives related to honesty and truthfulness.

Strategy/Focus:• To enhance students’ abilities to solve problems

• To develop higher order thinking

• To develop students’ capacity to analyze their own motivations and actions

• To encourage development of team strategies


• Reasoning Skills

Activities:Being honest and telling the truth requires that we know ourselves well—what we believe in, what westand for, and what we can be counted on to do in different circumstances. Sometimes we face “moraldilemmas” because we are in situations that require that we act the way we want to according to ourbeliefs, but there are other dynamics at play. In these situations, we are forced to choose, and oftenthe decision can be difficult. However, if we believe in the values of honesty and truthfulness, whenwe are faced with these situations, we will “do the right thing” and feel comfortable with our decision.

Tell students that they will reflect on the accompanying vignette, which presents a moral dilemma.Have them read the vignette and decide individually the action they would take and why they wouldtake this action. Tell them to fully develop their reasoning. Next, put them in groups and have themshare to see if there is agreement or disagreement among the members. See if they can all agree on acourse of action. See if they can develop two or three alternatives that they all agree on. Discuss eachgroup’s solution in the large class.

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This reflection has the potential to really test the students’ commitment to practicing these values.Explain or help them see that easy solutions are very tempting, but they often require us to act in waysthat compromise the kind of persons we want to be.

Vignette “Free Money”

You are walking down the street thinking of ways to earn money for a new pair of gym shoes. Younotice a woman walking to her car, and you see her purse fall open and her wallet fall out. She drivesaway before you can reach her. You see that several $20 dollar bills are sticking out of the wallet. Noone sees you pick up the wallet. What would you do?

Ask students to think about a personal dilemma they have faced and describe how they handled thesituation. Ask them to have this discussion with their parent(s) and discover dilemmas they mighthave faced. Write a brief summary of each. Have students report in class.

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Character Traits:

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Objectives:• Develop understanding of the values as they relate to choices and alternatives.

• Help students discover the ways in which their choices reflect their beliefs and values.

Strategy/Focus:• To encourage higher order thinking and reasoning

• To enhance students’ abilities to write, listen, and do oral presentations

Integration of Content/Subject Areas:• Reading, Writing, Speaking


Activities:Each day of our lives we must make choices between competing alternatives. Some of them are minordecisions, and some are major decisions. (Ask students for examples.) The following exercise givesstudents practice in thinking about their decisions related to being honest and truthful. It also helpsstudents choose from alternatives and publicly defend their choices. It demonstrates clearly thatmany issues we face require much thoughtful consideration.

The teacher gives students a copy of the rank order exercise. Tell them that this exercise will requirethem to look deeper into themselves and make a judgment based on their values related to honestyand truthfulness. They are to rank order these choices 1-2-3. Discussion should follow with studentsexplaining their reasons for their choices.

Offer students the opportunity to add another alternative to the questions if it would fit more into theirvalue system (blank space provided). Students might also want to develop questions and suggestedalternatives on their own for future discussion.

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Rank Order Questions

1. What would you do if you saw your friend stealing?___ report him/her

___ pretend you didn’t see

___ ask him/her to share with you

Reasons for your rank order:

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

2. Which would be the hardest for you to do?

___ steal from someone’s desk

___ cheat by looking at someone’s paper

___ lie to the teacher


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

3. What would be the hardest for you to do?

___ to admit you told a lie

___ to tell someone you broke his car window

___ to admit you cheated


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

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4. What would you do about a person who has body odor?

___ tell them

___ send a note without a name

___ nothing


____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

5. Which would you rather have happen to you if you had body odor?

___ be told directly

___ receive a note without a name

___ not be told


____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

If discussion on any one or two questions proves fruitful, schedule class time to coverone or two questions another day.

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Character Traits:

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Objectives:• Show relationship between the values of honesty and truthfulness and consumerism

in the United States.

• Help students define integrity in buying and selling products.

• Enable students to become informed consumers.

Strategy/Focus:• To develop knowledge of ways to gain information for decision-making

• To enhance reading, interpreting, and summarization skills

• To increase students’ abilities to apply values to their everyday lives

Integration of Content/Subject Areas:• Reading, Writing, Interpreting

• Decision-Making and Problem-Solving Skills

Activities:We live in a consumer-oriented society. Our economy thrives on the buying and selling of products.In the course of doing business, generally the sellers have the upper hand. This means that often theperson wishing to buy a product has little assurance that the product is of high quality and meetscertain standards. When we purchase goods and discover that they are faulty, we feel as though wehave been “taken” or “sold a bill of goods.” We believe that the manufacturer and the seller haven’tbeen honest and truthful with us in warning us about the limitations of the item. Because this happensfrequently, many laws are now in place to protect the consumer; also groups, organizations, andindividuals work diligently to try and ensure that products are safe and of high quality. To helpstudents apply the values of honesty and truthfulness to their lives, initiate the following activities withthem:

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• Discuss the meaning of these terms as they apply to truthfulness and honesty:“truth in advertising”

“buyer beware”

“what you see is what you get”a car that is referred to as a “lemon”

• Write a biography of Ralph Nader that summarizes his contributions to truth and honesty in theautomobile industry.

• Divide the class into teams and have each research and determine which economy car they wouldpurchase based on gas mileage, cost, repair, and history using Consumer Report.

• Research and summarize efforts of the tobacco industry to minimize the truth about the harmfuleffects of cigarette smoking.

• Discuss consumerism as it relates to researching a product or service. Use the internet as a tool foraccomplishing this goal.

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Character Traits:

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Objectives:• Understand the concept of “absolutes” using mathematics.

• Develop and apply values of honesty and truthfulness to life.

Strategy/Focus:• To develop students’ knowledge of the exactness of mathematics

• To enhance students’ abilities to differentiate between absolutes and possibilities

Integration of Content/Subject Areas:• Reading, Listening, Interpreting

• Problem-Solving and Analytic Skills

Activities:Studying math is the one area in our lives where we are assured of the following: right and wrong,one answer, a solution, the formula for finding the answer, everyone getting to the sameanswer, one way.

This is why math is called an “absolute” science—there is no wavering, no guessing, no such thing asgetting it right some of the time. No matter who adds 2 + 2, everyone gets 4. With math, it’s eitherright or wrong–no discussion.

As we study and practice our character traits, we begin to see that we do not have the comfort ofabsolutes or perfection. Our human side is part of the equation and so we realize that we thinkdifferently, behave differently, want different things, want to be who we are (whatever that is!), and wewant people to honor our uniqueness and differences. So our lives are not like doing math—withany given person we are not sure what “the answer” is.

However, practicing the values of honesty and truthfulness helps other people come to know who weare and what we stand for in our lives. Over time, they come to realize that they can “count” on usand our word, that we will be the same regardless of the circumstances. Though we will never achieve

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perfection, we can strive to be more consistent in our actions.

The following exercise will help reinforce these concepts.

Think about these statements and answer yes or no.

YES NO

1. I always tell the truth. ❑ ❑

2. I never cheat. ❑ ❑

3. I would never shoplift. ❑ ❑

4. I always admit when I have done something wrong. ❑ ❑

5. Sometimes I act in ways that I don’t like. ❑ ❑

6. Most times I try to do the right thing. ❑ ❑

Which words in these statements are absolutes?(always, never—which means 100 %)

Which words/phrases show effort and striving for a goal?( sometimes, most times—or some percentage of 100)

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Character Traits:

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Setting The Tone

Objectives:• Encourage students to reflect on their roles in the larger society.

• Help students understand the ways in which the character traits of kindness and helpfulness cancontribute to a more harmonious society.

• Help students discover the benefits of practicing these traits for themselves and for others.

• Help students discover the reciprocal nature of giving and receiving.

Strategy/Focus:• To enhance students’ abilities to listen, interview, write, and interpret

• To enhance students’ abilities to think critically

• To help students apply learning to their everyday lives


• Reasoning and Critical Thinking

Activities:To begin setting the tone, teacher recounts a personal story that tells how a friend or familymember showed kindness or helpfulness and why the act was meaningful. Teacher also recountsstory that tells how a stranger showed these traits and why the act was meaningful.

Ask students to recount their own stories in both categories: family/friend or an instance when theywere on the receiving end of “the kindness of strangers.” Discussion questions: Why were theseacts meaningful to you? Do we expect our friends/families to be kind and helpful? Why? Why not?Do we expect strangers to be kind and helpful? Why? Why not? Why would someone we don’tknow act kindly toward us?

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Ask students if they have ever demonstrated these values toward strangers. Why did they do it? Howdid they feel? How did the person respond?

The lesson is that we do acts of kindness for ourselves as well as for others. Whether we get thanksor not, most times we feel good because we were able to help someone. When we do something forsomeone without expecting praise, a reward, or any attention, we are fulfilling our goodness.

Many people do kind acts without ever talking about them, and sometimes we assume that people arenot acting kindly toward each other. The more we tell our stories, the more we see that many peopleare contributing to a more harmonious world. Each person has a role.

Assignment # 1:

Have students keep a journal and record all the instances when they acted in a kind or helpfulmanner toward others, both friends/family and strangers. Record the circumstances and their feelingperforming these acts. Review journal entries weekly.

Assignment # 2:

Have students interview a family member and have them recount stories of giving and receiving acts ofkindness. Have students record the stories and describe the meaning for the person interviewed.

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Character Traits:

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Objectives:• Illustrate the values of kindness and helpfulness and apply to everyday life.

• Develop concept of sharing and giving whatever you have.

• Help students discover ways to practice the values.

Strategy/Focus:• To enhance students’ abilities to read, listen, write, and interpret

• To enhance students’ abilities to think critically and analyze

• To develop team concept for addressing values

Integration of Content/Subject Areas:• Reading, Writing, Listening, Speaking, Interpretation Skills

• Critical Thinking and Analytic Skills

Activities:Have copies of Boru and the Stranger for all students. Have students read orally in whatever mannerseems appropriate. Have them develop lists of words that are unfamiliar to them and find the defini-tion in the dictionary. Discussion questions for this story are as follows:

• What is the meaning of the proverb at the beginning of the story?

• How does this proverb express the values of kindness and helpfulness?

• Why do you think Boru’s father gave the camel to the stranger even though they were experiencinghard times, too?

• Why do you think the stranger brought gifts?

• What do you think is meant by “a poor man shames us all”?

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Assignment # 1:

Have students write a poem or essay that describes their interpretation of“a poor man shames us all.”

Assignment # 2:

Have students work in teams to develop ways that they can give of whatever they have to others inneed. Have each team develop a project that they will implement.

(It is important to help students understand that being kind or helpful can take many forms. It is notonly giving money; it is also giving time, energy, skills, and resources. It is not only giving when youhave much, but also giving when you have little. Encourage them to be as creative as possible.)

Boru and the Stranger

“Cry for the eye that has cried for you, and feel merciful for the heart that has felt for you.”

This is one of the many proverbs of the Gabra people, pastoral nomads who inhabit a vast area nearthe Chalbi Desert in northern Kenya. They move across an arid, boulder-strewn landscape in searchof water and grasses for their sheep, goats, cattle, and camels. Their animals are their currency.

Boru was 13 when a stranger showed up in his olla, or village, with a present of coffee and cloth forhis father. “It is the appropriate gift when asking for a camel,” Boru’s father explained to him.

The stranger’s family had fallen on hard times. The dry season had been very long, the rainy seasonpainfully short, and many of their animals had died. “Our animals are few, for we, too, have sufferedfrom the drought,” Boru heard his father tell the stranger, “but we will give you a camel.”

The Gabra believe the obligations are carried from generation to generation, but even if there hasnever been exchange between families, new relationships must be formed. A Gabra is bound to giveto another Gabra in need. As they say, “A poor man shames us all.”

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Character Traits:

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Kindness & Helpfulness Grade Level: 6


Objectives:• Raise awareness of an African culture and its beliefs and social system related to these

character traits.

• Develop an understanding of the ways in which cultures share what they have.

• Help students discover that values are part of every culture.

Strategy/Focus:• To refine students’ abilities to use maps and globes

• To enhance students’ abilities to research and summarize information

• To enable students to draw conclusions and apply information to their lives

Integration of Content/Subject Areas:• Geography Skills


Activities:Locate Kenya on the map. Find the Chalbi Desert where the Gabra live. Have students draw their ownrepresentation of this area.

Have students research and write a description of the nomadic culture of the Gabra: how they live,what they believe, how they interact with each other, and ways that they demonstrate the values ofkindness and helpfulness.

In class, ask students to discuss the lessons that we can learn from the Gabra. Ask for ways they canapply these lessons to their own lives.

Reminder: Provide time for students to give status reports on their team projects related to thesevalues.

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Character Traits:

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Objectives:• Develop an understanding of the ways values extend to the environment.

• Investigate the ways in which nomadic tribes use scientific information to further their way of life.

Strategy/Focus:• To help students understand the wisdom of tribal civilizations

• To enhance students’ knowledge of scientific practices

• To enhance students’ abilities to read, listen, and interpret


• Social Science

Activities:Gabra grazing practices allow nitrogen to be returned to the ground, thereby enhancing the growth ofgrass. Land that has been overgrazed for a short period of time produces richer grass after beinggrazed.

The nomads are aware that their resources include several kinds of water of varying quality and withdifferent mineral contents. They look for water that is the appropriate source for their animals at theappropriate time, and this is not always the apparently “clean” water.

The Gabra excel at predicting trends in the weather. Oral history handed down through tribal elderstells them where the grass has survived in earlier periods of drought.

The Gabra know how to use their land and conserve its resources. They move even before they areforced to in order to ensure that the land is replenished for the future. Trees are also protected. Thesurvival of the Gabra has always depended on cultivating a harmonious relationship with the environ-ment.

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Did any students discover any other scientific information about the Gabra in researching theirreports? Have students share.

Teacher might want students to learn more about the importance of nitrogen to the soil and mineralcontent in water. (This could be a homework assignment.)

Ask students to record answers in journals:

In what ways do the character traits of kindness and helpfulness apply to the Gabran way of life?

Can you list some of the ways the Gabra use these traits to apply to their environment?

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Character Trait:

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Setting The Tone

Objectives:• Promote awareness of the worth and dignity of self and others.

• Define and demonstrate the ways in which respect can be applied to self and others.

• Use knowledge and experience of students to promote respect for people and ideas.

Strategy/Focus:• To enhance reading comprehension

• To develop and refine students’ abilities to express views, opinions, and feelings

• To have students reflect on the concept of “gray” areas in thinking and reasoning


• Social Science

Activities:Respect is a word and a concept that has different meanings for different people. To some, respect isas simple as showing courtesy, saying “Good morning,” “Thank you,” and “Please.” For others,respect is more complex and encompasses subtle signs, such as tone of voice, eye contact, orperceived slights. In fact, many people speak more knowingly of instances where they have beendisrespected than they can speak to instances of being respected.

In this lesson, we want students to realize that respect is personal, and we must take time to discoverother people’s feelings and what is meaningful to them so that we give as well as receive respect inappropriate and meaningful ways. Toward this end, begin the lesson by asking students to make twolists: one will be the ways people show respect for each other and the other, will be ways people showdisrespect. Ask them to be as specific as possible in their answers. The goal is not to have a long list,but rather to have thoughtful, specific examples.

Have students share their lists and, in discussion, ask students whether they agree or disagree with the

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examples. Try to get different interpretations and circumstances that might dictate different actions.The learning is that actions can be interpreted differently by different people, that giving and receivingrespect sometimes fall into “gray” areas—that is, being neither right nor wrong, but personal andsituational. What does this mean as we try to practice respect and apply this concept in our dailylives? Have students brainstorm ideas, record them all, and post in classroom.

If time permits, or as a homework assignment, have students reflect on and answer thefollowing questions:

• Whom do you respect? Why? How do you show respect to these people?

• What do you respect? Why? (This question speaks to ideas and things.)

• Who shows you respect? Why? How do they show you respect?

• How do you show yourself respect?

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Character Trait:

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Objectives:• Use literature and folk tales to demonstrate value of respect.

• Encourage creativity and use of imagination in analyzing current situations, problems,

and dilemmas.

Strategy/Focus:• To enhance students’ abilities to read, write, and analyze plots, characters, and values in literature

• To develop students’ abilities to solve problems through creative writing

• To promote use of imagination and storytelling

Integration of Content/Subject Areas:• Reading, Writing, Interpreting Skills

• Creativity and Problem Solving


• Team Building

Activities:Read a fable or folk tale of your choice, specifically one that is appropriate for the culture of yourclass. Ideally, the tale should have some elements that relate to the value of respect. Ask students totry and identify how the value is demonstrated, by whom, and the lessons learned from the tale.

Divide the class into teams, and each will write a modern-day folk tale. Each team will decide on thesituation, problem, or dilemma that will form the basis for its story. It must be something that ishappening currently, is close to home (their neighborhood or community), and involves the value of

respect.

Share with students (or ask if they can develop) the story elements. Generally, the story takes thefollowing form:

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• introduction of setting and characters

• statement of the problem, situation, dilemma, or conflict

• attempts to solve the problem

• discovery of the solution after a test or task

• the lesson to be learned

Some common themes that you can share or ask them to develop are:

• Right prevails in the end

• Wicked are punished/Good are rewarded

• Wishes come true after a test or task

• Love is powerful

• Honesty wins out in the end

Students can work on their folk tales in school and as homework. When completed, tales should beshared.

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Character Trait:

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Objectives:• Develop understanding of and respect for individuals, their ideals, and their contributions to

history and culture.

• Promote understanding and awareness of respect for ancestors and their contributions to family

and culture.

Strategy/Focus:• To enhance research and writing skills

• To develop students’ abilities to interview, listen, and summarize

• To develop an appreciation for family history and culture

Integration of Content/Subject Areas:• Reading, Writing, Researching

• Cultural Appreciation

Activities:Our nation and society have been strengthened despite cultural, racial, religious, and politicaldifferences. Many individuals from various cultures have contributed significantly to the developmentof a better world. You and the classs can develop a list of leaders, then have students research andwrite essays about them. They are to respond to this question: What did this person do that gainedthem respect and a place in history? Describe this person also in terms of their beliefs and actionsthat correspond to some of the other values we have discussed ( caring, courtesy, fairness, kindness,helpfulness, honesty, truthfulness, responsibility). Some examples might include:

Mahatma Gandhi Lech Walesa Jawaharlal NehruMother Teresa Socrates Bishop TutuNelson Mandela Golda Meir

Students share their reports during another class.

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Follow-up activity or homework assignment:

Remembering our ancestors is a way of showing respect for our family and our history. In Mexico, ElDia De Los Muertos (The Day of the Dead) is a special time to pay homage to the ancestors. In manyareas it is a time for feasting, and in other areas it is a time for worship, but festivities are meant to payrespect to ancestors. Does your family have ways to show respect for your elders and ancestors?Discuss the various examples.

Next, ask students to select an elder in their family when they respect. Have them interview thisperson to develop a sense of history and culture of their own background. Some questions mightinclude:

• Who named you? Why were you given this name?

• Where were you born?

• What was your life like when you were my age?

• How did children show respect to older people when you were my age?

• What is one thing that is better now than it was then?

• What is one thing that is worse now than it was then?

• Whom did you most respect when you were growing up? Why?

• Whom do you most respect now? Why?

Have students write summaries and share reports with class.

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Character Trait:

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Objectives:• Develop decision-making skills using scientific reasoning.

• Use vignettes involving respect issues to devise cause-and-effect scenarios and to strategizealternative actions.

Strategy/Focus:• To promote students’ abilities to reason to several conclusions

• To enhance students’ abilities to think through decisions before acting

• To help students consider that there is often more than one answer to a problem


• Problem Solving


Activities:This lesson is designed to help students learn to make decisions other than by default, whim, chance,on the basis of emotions, or because others influence them. They need tools that will enable them tomake decisions based on their own health and safety, their self-respect, the respect of others, andguidelines set by their families, school and teachers, and their faith.

Students can be taught to approach decisions logically by assessing information, considering causeand effect, and using the scientific method. When this approach is practiced and becomes familiar, itcan provide a way for students to use careful thought in a variety of situations requiring decisions.The scientific method includes the following steps:

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1. State the issue.

2. State possible alternative choices.

3. Gather information about all alternatives.

4. Decide on the best solution from among the alternatives.

Explain that this approach to decision-making requires students to consider each alternative carefully,to gather information, to look at the consequence of each alternative, and to weigh which is the bestoption. Divide the class into groups and give each a different vignette. (An alternative would be togive each group the same vignette and see how similar or dissimilar the conclusions would be.) Havethem discuss the problem posed and determine possible solutions. They should follow the four-stepmethod to determine as a group what they should do. Present each group’s decision to the class. Thefollowing vignettes can be used, or the teacher can use other examples, particularly those the studentsmight have developed from the Setting the Tone lesson on how people act in disrespectful ways. Tryto use situations that involve respect.

Vignette 1:

One of the biggest bullies in the neighborhood is going around behind your back spreading ugly liesabout you and your family.

Vignette 2:

One of your classmates believes that fighting is a way to gain respect. You are constantly beingthreatened, challenged, and intimidated.

Vignette 3:

You have heard some gossip about a friend who may be drinking alcohol and smoking marijuana.You want to help your friend, but you don’t know whether the gossip is true.

Vignette 4:

You have a cousin that you have always been very close to. Lately, he has been acting somewhatmysteriously, and he keeps asking you to carry packages to different houses in the neighborhood.

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Character Trait:

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Setting The Tone

Objectives:• Reflect on various definitions and interpretations of responsibility.

• Develop a deeper understanding of ways in which responsibility is expressed in our lives.

Strategy/Focus:• To enhance students’ abilities to relate beliefs to practice

• To prepare students to begin to think critically about life decisions

Integration of Content/Subject Areas:• Reading, Writing, Listening, and Communication Skills

• Translation of Abstract Concepts into Concrete Practices

Activities:

Teacher begins lesson by asking students to define responsibility in their own words. Write wordsand phrases on chalkboard. Encourage class to expand on others’ definitions.

Next, ask students to list ways that people show they are responsible, using these examples:

mother

father

teacher

student

Ask them to orally share their lists for each category. Try to encourage them to listen attentively todetermine agreement and disagreement. Give them ample opportunity to give reasons for theiranswers.

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After this exercise, discuss the following with the class: We all have beliefs about different aspects ofour lives. These beliefs determine how we act, what we do, and what we don’t do. Our beliefsformed the basis for the lists we made about how responsible people act. We have certain ideasabout what a mother does, what a teacher does, and so forth. See if you can identify your beliefsaround these four categories.

I believe mothers should:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

I believe fathers should:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

I believe teachers should:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

I believe students should:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Discuss with the class their beliefs about teachers. Tell them your beliefs and how these influenceyour actions. Give a homework assignment to have students talk with their mother/father and havethe parent(s) share their beliefs and the ways they try to live and practice responsibility. Studentsalso should write an essay that defines the ways in which they try to be responsible students based ontheir beliefs.

Allow class time to follow up these assignments with reports and discussion.

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Character Trait:

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Objectives:• Encourage students to make responsible choices.

• Help students use factual information in making decisions.

• Show the relationship between responsibility and everyday options, choices and decisions.

Strategy/Focus:• To promote students’ abilities to express thoughts, opinions, and views

• To enhance student awareness of self and beliefs

• To encourage interpretive thought and analysis of media advertisements

Integration of Content/Subject Areas:• Reading, Writing, Interpretive Skills


• Art

Activities:We show that we are responsible by our actions. (Have students review a few examples of respon-sible actions from the Setting the Tone lesson.) We also demonstrate our commitment to responsibil-ity in ways we treat our bodies. Have students give some simple examples of the ways we take care ofour bodies, such as keeping clean and brushing our teeth. Some of the other ways we take care of ourbodies are more complex and require us to make decisions about how we will be healthy and well.Some of these complex issues revolve around whether we will choose to use tobacco, alcohol, andother drugs.

In our society people are “encouraged” to smoke and drink. One of the ways this occurs is throughcommercials on TV and ads in magazines. All of the ads are trying to “sell” us on something; all ofthem, in a subtle way, are trying to “promise” us something if we follow their suggestions and usetheir products. Generally, the ads glamorize use of alcohol/tobacco and fail to show harmful effects

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related to the use of these products.

Our lesson revolves around analyzing and interpreting the messages from these ads. As an assign-ment, divide students into teams and have each team collect either alcohol or cigarette ads frommagazines. Have them make a collage of the ads they collect. Have them write an essay on what theads are selling and promising, using the following questions as guides:

• What is the message?

• What is the ad selling?

• What do the ads promise?

• How are the “models” (people or characters) used to sell the message?

• What are we supposed to do after reading these ads?

• What effect do you think these messages have ?

• How do you think these messages might be harmful?

What would your team do to counter the messages in the ads? As an all-class activity, students canmake a collage of ads they develop that support a positive, healthy lifestyle and no drug use. As analternative to using magazine ads, teacher might choose to use song lyrics or music videos.

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Character Trait:

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Objectives:• Provide information on how drugs affect different parts of the body and how this is dangerous for

growing bodies and developing minds.

• Enhance awareness of responsible ways to keep our bodies healthy.

• Demonstrate ways that information can be used to aid in responsible decision-making.

Strategy/Focus:• To promote awareness of physical effects of drugs on the body

• To promote understanding of benefits of a healthy lifestyle

• To promote critical thinking skills related to making choices


Activities:Teacher begins lesson by demonstrating (either with model or diagram of internal body organs) theway the circulatory system moves alcohol through the body and the systems that are affected. Studentscan research and write reports on the ways in which alcohol affects the:

circulatory system respiratory system central nervous systemimmune system reproductive system

The report also should cover why alcohol is dangerous to growing bodies and developing minds andthe ways in which it interferes with physical and intellectual development. Some of the learning fromthe lesson include the following:

• All drugs, including alcohol, eventually deplete or change brain chemicals.

• All drugs, including alcohol, can break down the immune system.

• All drugs, including alcohol, can harm the developing fetus and the future health of children.

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• All drugs, including alcohol, can hurt you, your family, your community.

Given this information, what is the responsible action to take in order to keep your body healthyand strong?

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Character Trait:

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Setting the Tone

Objectives:• Foster appreciation for hard work and achievement.

• Develop awareness of self in relation to setting and implementing goals.

• Promote an orientation to the future.

Strategy/Focus:• To increase students’ abilities to project and plan for future endeavors

• To enhance students’ abilities to use creativity skills and imagination


• Career Development

Activities:Spanish Proverb: To accomplish anything, work is necessary.

The lesson here is that students can never begin too soon to make plans to fulfill their dreams andgoals. Whatever their desires for the future, steps can be developed today and reviewed and revisedperiodically.(Teacher might want to share a personal story that illustrates this point.) The bigger the dream, thebigger the plan needs to be.

Many students already have good work habits that will enable them to reach their goals. Havestudents brainstorm some of the good work habits they practice (examples: being responsible forwaking up and getting to school on time, consistently completing homework assignments, performingchores without being asked, and volunteering to help others). Encourage them to share as many aspossible.

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Character Trait:

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Objectives:• Encourage students to appreciate their strengths.

• Develop awareness of how strengths can be applied to work.

• Stress positive character traits.

Strategy/Focus:• To foster awareness of self

• To increase abilities to analyze and articulate personal data

• To promote imagination and future orientation

Integration of Content/Subject Areas:• Reading, Writing, Listening Skills

• Oral Communication Skills


Activities:Students will apply for jobs from the ads included in this lesson. (Teacher should supplement theseads if they are not realistic or appropriate for the student population.) Tell students they are toreally sell themselves in order to increase their chances of being hired. They should cover theirstrengths, experience, and qualifications as they relate to the job, and they should tell why they shouldbe selected above all others. Students would make presentations of their application letters to theclass.

A follow-up activity might include having students role-play being interviewed for these jobs. Somestudents would serve as the employer, and others would be the candidates being interviewed.

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Job Ads:

WANTED: Sixth-grade student to baby-sit 4-year-old on weekends.

WANTED: Sixth-grade student to run errands for elderly person after school.

WANTED: Sixth-grade student to tutor 8-year-old in math.

WANTED: Sixth-grade student to help baseball coach at neighborhood club.

Application Letter

My name is ____________________________________________________

I am applying for the job of ______________________________________

I am interested in this job because _______________________________

_______________________________________________________________

_______________________________________________________________

My strengths are _______________________________________________

_______________________________________________________________

_______________________________________________________________

My qualifications include ________________________________________

_______________________________________________________________

_______________________________________________________________

I would be the best candidate for this job because

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

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Character Trait:

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Objectives:• Increase understanding of historical gender roles related to work.

• Promote understanding of personal work choice based on interest, skill, and ability.

• Affirm value of work as a necessary and meaningful part of life.

Strategy/Focus:• To enhance reading, comprehension, and interpretive skills

• To broaden students’ perspectives of gender issues

• To foster communication and expression of feelings, thoughts, and opinions




Activities:In our country’s history, women have often been treated as “second-class citizens.” Ask students fortheir interpretation of this phrase and examples to support their interpretation. There have alwaysbeen expectations about what women could do, learn, or contribute to the society. Often theseexpectations related strictly to taking care of home and family. However, at different points in ourhistory, women have been called on to step outside the roles assigned to them. Ask students if they canrecall some instances, such as during wartime, when men were fighting and women had to take onother responsibilities.

The point of this lesson is that interest, education, preparation, and skill have more meaning in termsof achievement and success in our chosen work than gender. To illustrate this point, ask students tobrainstorm a list of jobs and professions that interest them. After the list is complete, divide thestudents into groups and let them select one job or profession that interests them most. Have them

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prepare a report that identifies and elaborates on the skills, education, preparation, and productivework habits that are needed to be successful in this job. Check if any of their summaries relateexclusively to gender. See if they can agree as a group on the major ingredients for success in anyparticular job.

As a follow-up activity, ask students to interview parents, grandparents, or older relatives to talk abouttheir work/role expectations. Ask relatives about changes they have seen over the years, such as morefemale physicians, female bus drivers, female construction workers, male nurses, men who stay homewith children while their spouses work. The point of this activity is to affirm for both males andfemales that they can select work that will be meaningful and fulfilling for them without societal orself-imposed limitations.

Have students share these stories during class.

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Character Trait:

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Objectives:• Use mathematical concepts to structure budget.

• Provide opportunity to plan and make appropriate choices.

• Provide sense of responsible allocation of income and expenditures from salary.

Strategy/Focus:• To increase students’ abilities to do basic math computations

• To increase knowledge of use of math concepts as applied to real-world experiences



Activities:Students will get a sense of what it is like to live on a salary and to budget for their needs. Thisexercise also will reinforce the idea that work is a necessary part of the real world. The salaryamount for this exercise has been set at $1200 per month. The teacher can change this amount tosuit the student population if necessary. Let them know, however, that the amount is arbitrary anddoes not represent any specific job, family income, or situation.

To decide on a housing amount, have students read newspaper ads and select an apartment thatsounds appropriate for them. To decide on a food allowance, have them plan menus and visit grocerystores to get approximate costs. To get a sense of the cost of utilities, have them talk with theirfamilies. If they plan to have a car, have them discuss approximate payments and insurance cost withsomeone who owns a car. Some items will depend on their wants (such as clothing). This is also adecision-making exercise, so they must decide how much they can afford to spend in any particularcategory. If their needs and wants exceed their salary, they need to explore alternatives. For instance,if they decide they cannot afford a car with the attendant costs of insurance and gas, they might decideto use public transportation. If they cannot afford the rent for the apartment they want, they might talk

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Budget Planning GuideBudget Planning GuideBudget Planning GuideBudget Planning GuideBudget Planning Guide

Your salary is $1200 per month after taxes. You will need tobudget for all your living expenses based on this income. Thisguide assumes you are single.

Categories Monthly Expenses

Housing

Food

Transportation

Utilities (electricity, water, gas)

Clothing

Entertainment

Savings

Furnishings for apartment

Insurance

Other (be specific)

Total ______Is your budget balanced? Are you taking care of yourresponsibilities and living within your salary?

with a classmate and decide they will room together and split the rent. Help them to be creative.When they have completed each category, have them compute the percentage of their salary that goesfor each budget item.

As a follow-up activity, students could do a pie chart to show the distribution of their income based onthese percentages.

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Character Trait:

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Setting the Tone

“...that best portion of a good man’s life.

His little, nameless, unremembered acts

of kindness and of love.”–William Wordsworth

Objectives:• Use metacognitive skills.

• Integrate affective and cognitive domains.

• Reflect on perception of self-worth and self-concept.

Strategy/Focus:Infer meaning from context.



• Mathematics

Activities:The class will discuss questions, such as the following: Have you ever owned a pet? In what ways canyou demonstrate your concern or sympathy for a pet? In what ways did your pet show appreciation?Do people show appreciation differently than pets do? Evaluate whether it’s better to give or receive.Have you ever felt another’s suffering as if it were your own? In what ways are appearances deceiving?Is it possible that someone who is troublesome and angry is really asking for love and attention?Explain.

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In small groups name people who are well known for their sacrifices and acts of kindness towardothers, such as Clara Barton, Mother Teresa, Florence Nightingale, Raoul Wallenberg, HarrietTubman, and other people you can name. Share lists with the whole class.

Individual students search the newspaper and magazines for acts of kindness demonstrated in local,national, and international settings. Can one who is absorbed in his own wants and needs showcompassion toward others? (Refer to examples, such as the myth of Echo and Narcissus and Dickens’A Christmas Carol. Contrast them with a story such as O. Henry’s “Gift of the Magi.”) DiscussShakespeare’s quotation from Julius Caesar: “The evil that men do lives after them. The good is oftinterred with their bones.”

Read the following:

Changes

Danny squinted through tear-filled eyes at the tiny worlds that he and his father had built. Thesesmall wooden carvings were displayed on the shelves of the cabinet. Together they had spent hourscarving these figures frozen in action in a variety of environments– on a football field, on a wildernesstrail, in downtown Chicago. They were perfect scale models of perfect little worlds– people in action,nature, and buildings. They were happy places where nothing changed, where nothing awful hap-pened– worlds so unlike his. Danny felt so isolated; everyone who mattered was running from him.His mind was a jumbled tangle of emotions. “Why did my mom and dad have to get a divorce?” hewondered.

The back door creaked open, and the jangling keys jolted Danny from his thoughts. His mom washome from work. “Other moms don’t work. Why does my mom have to work?” he pouted. Dannyhad been used to Mom greeting him with a snack each day when he got home from school and askinghim about his day. Lately Mom was looking thin and frail. She was always tired and often fell asleepright after dinner.

Explore the ways that caring is demonstrated in this story– father/son hobby, mother’s after-schoolritual with son, son’s concern over mother’s health.

Role-play ways that Danny and his mother and father can make adjustments that will improveeveryone’s well-being.

Students enumerate things that are important to them that fall under the following categories:

personal family schoolnational international community

Materials:Newspapers/magazines, journals; the myth of Echo and Narcissus; A Christmas Carol; O. Henry’sshort story, Gift of the Magi; the Shakespeare quotation; the reading passage in the lesson entitled“Changes”; journals

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Extension Activity:Language Arts: Students fold a sheet of paper into 4 columns. In the first column, they write thenames of 3 or 4 people with whom they come into contact each day, skipping several lines betweeneach one. In column 2, they write something that bothers them about each person. In column 3, theywrite how they’d like each person to change. In column 4, they write something they appreciate aboutthe person. Evaluate whether or not it’s good to get bothersome things out in the open.

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Character Trait:

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Objectives:• Provide self-discovery strategies.

• Promote appreciation of one’s individuality.

• Understand feelings.

• Examine different points of view.

Strategy/Focus:• Listen to obtain information.

• Demonstrate listening in interactive situations.

• Listen courteously and respectfully in oral presentations.



Activities:Class participates in Whose Story Is It? Students reflect on a time they experienced a particularfeeling, such as pride, embarrassment, fright, happiness, or surprise. Teacher or students select onefor all to consider. Experience that moment again. Let the events happen slowly in your mind whileyou watch. Group yourself with two other persons you know least. In this small group, take turnsverbally telling each other about that experience. After all have shared their stories, group decideswhich story they liked best. Then everyone else will pretend that the experience happened to him/herand write it up just as it happened. Any student who needs more details should make them up soothers will think the events really happened to him. Each member of small groups takes a turnreading his story aloud and the class will guess whose story it really is. Which group was able tostump the class? How important is it to share specific details? How did it feel to put yourself in theplace of another person? Does “walking in another’s shoes” facilitate understanding?

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Character Trait:

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Objectives:• Assess satisfaction derived from doing a job well.

• Establish the interrelatedness of people and/or their jobs.

Strategy/Focus:Research and identify a possible career choice and explain the necessary preparation and expecta-tions of that career.



Activities:The class brainstorms a list of service careers written on the chalkboard. Discuss ways workersdemonstrate care for others.

Individual students seek out addresses of social science-related agencies and write letters requestinginformation on social science-related careers, such as the following:

Sociology: the American Sociological Association, Career and Research Division, 1722 N StreetNW, Washington, DC 20036

Psychology: the American Psychological Association, Educational Affairs Office, 1200 17thStreet, NW, Washington, DC 20036

Anthropology: the American Anthropological Association, 1703 New Hampshire Avenue NW,Washington, DC 20009

Archeology: Archaeological Institute of America, 53 Park Place, New York, NY 10007

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History: American Historical Association, 400 A Street SW, Washington, DC 20003 or Organiza-tion of American Historians, Indiana University, Bloomington, IN 47401

Museum Archivist: Office of Museum Programs, Smithsonian Institution,Washington, DC 25600

Preserving Old Buildings and Documents: National Trust for Historic Preservation, 1789Massachusetts Avenue NW, Washington, DC 20036

Political Science: American Political Science Association, 1527 New Hampshire Avenue NW,Washington, DC 20036Representing US as a Foreign Service Officer– Board of Examiners, Foreign Service, Box 9317,Rosslyn Station, Arlington, VA 22209

Economics: American Economic Association, 1313 21st Avenue South, Nashville, TN 37212Business Economics – National Association of Business Economists, 28349 Chagrin Boulevard,Suite 201, Cleveland, OH 44122

In small groups, students brainstorm careers in social science-related fields, such as anthropology,economics, geography, history, political science, psychology, sociology. They use reference books toadd to this list. For each job, create a chart with the following categories:

• Interests which the career satisfies

• Number of jobs which exist in this field in US today

•Training needed

• Job description/duties

• Job-related skills

Interview people in various career fields to find out what they like best and least about their careersand what are the special skills required for this type of work. Develop a profile which lists the jobswhich would be a good match for people with certain interests and skills.

Make a dictionary defining jargon (specialized vocabulary) related to each specific career. Categorizethe terms into verbs and nouns. Compare and contrast them to terms in other professions.

Materials:Research references, construction paper and/or folders, addresses of social science career agencies

Extension Activity:Mathematics: Interview classmates to discover the careers they’d like to pursue and the reasons why.Create a graph–pie, line, or bar–to show the career categories and preference distribution of those inthe class.

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Character Trait:

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Objectives:• Recognize the importance of attention to details.

• Learn from mistakes as well as from successes.

Strategy/Focus:• Translate algebraic expressions into narrative phrases and narrative phrases into algebraic

expressions.

• Use a 5-step plan to solve word problems.



Activities:Class discusses times they managed their money to reach a certain goal. They examine the degree towhich they care about achieving the goal influences their strategies and perseverance in workingtoward the goal. Small groups of students examine problems, such as the following:

Cerate bought several little things she really didn’t need with the birthday money she received lastmonth. She now has $77 in her savings account. What she really wants is a $150 boom box so shecan listen to music in her room while she does her homework. She wants to keep $50 in reserve inher savings account. If she takes out $7 to pay for a school field trip and saves $5 a week, how longwill it take her to have $200 in her account?

On the chalkboard, the teacher demonstrates the 5-step plan to solve the problem:

1. Read the problem carefully. Note the facts which are known and the unknown information whichis called for. ($77-$7 to start with, $5 savings each week, $200 goal)

2. Select a variable and use it with the given information to represent the unknown you are seeking.(5w= number of dollars she saves each week)

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3. Reread the problem and write an equation that represents the relationship among the numbers inthe problem. [(77-7) + 5w= 200]

4. Solve the equation and find the unknown. (w=26)

5. Check the results with the words of the problem. Give the answer. (77-7) + 5x26 = 200.(She must save for 26 weeks.)

Teams of students create word problems demonstrating care and concern for self and others. Otherteams will solve these using algebraic equations.

Example:

Samantha has $12 more than Raymond. Together they have $47 to buy a Mother’s Day gift for theirmother. How much money does each have?

Extension Activities:Art: Reflect on your present emotional and physical feelings. In your journal draw a picture(shapes, colors, abstract, or realistic depiction) that represents how you feel.

Language Arts: Have a conversation with the most predominant feeling or emotion youexperienced today.

Music: Draw, paint, or create a sculpture using “found” objects of how a particular selectionof music or poetry makes you feel. With a partner share what your artwork represents, andcompare the ways you and your partner responded similarly or differently.

Science: Research the ways professionals, such as microbiologists and licensed practicalnurses, help mankind. Write to American Society for Microbiology, Office of Educational andProfessional Recognition, 1913 I Street, Washington, DC 20006 and National Federal Office ofLicensed Practical Nurses, P.O. Box 1088, Raleigh, NC 27619.

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Character Trait:

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Objective:Demonstrate empathy.

Strategy/Focus:Discuss the controversy over using animals in research.



Activities:Groups of students document the ways that animals are used for research, education, or producttesting. How justifiable is it to test drugs, treatments, or transplants on animals before they are triedon humans? What advancements in medical treatment are possible because of testing?

Small groups explore the concerns of animal rights activists–painful testing, animal deaths, inhumaneconditions, unnecessary experimentation.

Individual students write a problem-solution essay striking a compromise between medical progressand concern for the welfare of laboratory animals.

Individual students or small groups research an extinct or endangered species. Describe the speciesand the reasons it became endangered or extinct.

Materials:Research sources

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Extension Activities:Language Arts: List surgical techniques and drugs which were first tested on animals. Howwould life be different if these discoveries had not been implemented?

Social Science: Write a letter to an organization such as PETA (People for the Ethical Treat-ment of Animals) to research abuses to animals and what consumers can do to end the suffering.

Science: For information on science-related careers involving animals, such as zoologist orveterinarian’s technician, write:American Society of Zoologists, 104 Sirius Circle, Thousand Oaks, CA 91360 and AnimalCaretakers Information, The Humane Society of the U.S., Companion Animals Division, Suite 100,5430 Grosvenor Lane, Bethesda, MD 20814

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Character Trait:

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Setting the Tone

“Life shrinks or expands in proportion to one’s courage.”

– Anais Nin

Objective:Recognize examples of mental and physical courage.

Strategy/Focus:Develop strategies for overcoming fear.



Activities:The class brainstorms for definitions of courage. Give examples of courage demonstrated by politi-cians, athletes, soldiers, everyday people. Discuss whether fear is at the root of all demonstrations ofcourage. Think about a time when you were most courageous. Was there a time when your concernfor others was greater than your concern for yourself? Is it possible to be courageous when there isno physical danger present? Discuss the courage demonstrated by handicapped people. Can onedemonstrate courage when facing something he doesn’t fear.

Discuss the following quotations:

• “Fools run in where angels fear to tread.”

• “Cowards die many times before their deaths; the valiant never taste of ‘death’ but once.”

• “The greatest thing we have to fear is fear itself.”

Discuss whether courage can be demonstrated by not accepting a dare.

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Classify types of courage and types of fear. How does one overcome fear? Ar we justified in feeling fearof certain things?

In a journal write five things–tangible or intangible–that you fear. Suggest three ways of overcomingeach fear. Compile them, unsigned, in a class book.

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Character Trait:

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Objectives:• Consider the advantages and disadvantages of one choice over another.

• Recognize decision-making as an important part of life.

Strategy/Focus:• Clarify the role and function of government in the lives of the people.

• Examine the relationship between economic and political decisions in the exploration and settle-ment of the New World.



Activities:Study the Second Amendment to the U.S. Constitution. Define the rights of citizens to own weapons inlight of the increasing violent crime rate and number of gun-related deaths. Refer to the arguments oforganizations such as the National Rifle Association and of communities where handguns have beenbanned. Discuss why the option of allowing handguns but enforcing stricter regulations for purchaseand ownership is not endorsed by the NRA. Locate a news story related to a crime because of the useof handguns. Use the story as a basis for a position in favor of or opposed to citizens’ possession ofhandguns.

Compare Columbus’ voyage of exploration and discovery of the New World with modern-day explora-tions in space. Consider the costs, technological expertise, support systems, resources and suppliesand risk involved.

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Briefly outline how Spain benefited politically and economically from Columbus’ discovery. Predict theresults and consequences following the discovery by the United States of an inhabited planet in space.

Define the concept of mercantilism and discuss how it applied to the political strength of a nation.

Materials:Second Amendment of the U.S. Constitution, research sources

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Character Trait:

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Objectives:• Recognize the importance of patience in solving a problem.

• Act with conviction despite criticism.

Strategy/Focus:Find the product of two binomials mentally.



Activities:The class discusses definitions and examples of courage. They deduce whether fear or physicaldanger must be present in order to demonstrate courage. Is it possible to demonstrate mentalcourage? Enumerate examples. Discuss the power of the mind to tackle problems and offer strategies,actions, and consequences of actions.

The class completes two strategies applying the distributive property to solve problems, such as thefollowing:

Write the product of (2x+5) (3x-4) as a trinomial.

For the first solution students show the work:

(2x+5) (3x-4) = 2x(3x-4)+5(3x-4)

= 6x2-8x+15x-20

= 6x2+7x-20

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For the second solution students use the FOIL method (first terms, outer terms, inner terms, lastterms) to multiply mentally:

First terms6x2

Outer terms-8x

Inner terms+15x

Last terms-20

or 6x+7x-20Identify the standard names for each term of the trinomial 6x2 +7x -20.

6x2 is the quadratic term, which is a term of degree two.

7x is the linear term, which is a term of degree one.

-20 is the one constant term, which has no variable factor.

The trinomial itself is called a quadratic polynomial since its term of greatest degree is quadratic.

Source: Algebra, Structure, and Method, Book I, Mifflin, 1994 p. 200-201.

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Character Trait:

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Objectives:• Make wise choices, given factual information.

• Develop empathy for those afflicted with disease.

Strategy/Focus:• Explain the body’s natural defenses against disease.

• Describe differences between active and passive immunity.

• Explain how vaccination prevents diseases.

• Identify noncommunicable diseases and the characteristics of cancer.

• Describe the effects of marijuana, tobacco, stimulants, depressants, hallucinogens, opiates.



Activities:Research causes, treatments, and prevention of diseases, such as diphtheria, pertussis, tetanus.Discuss how the immune system forms antibodies to build defenses actively and passively againstantigens, foreign proteins, or chemicals.

Identify noncommunicable diseases, such as diabetes, allergies, asthma, cancer, and heart disease.What are the ways that people cope with these diseases? Discuss carcinogens that cause cancer, suchas asbestos dust, ultraviolet light, radiation, air pollution, and a high-fat diet.

Distinguish between drug misuse and drug abuse. What price does society pay for drug abuse?Consider health care, employment, education, law enforcement. What are the problems associatedwith illegal drugs?

Materials:Research sources

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Character Trait:

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Setting the Tone

“Life is not so short but that there is always time

enough for courtesy.”

– Ralph Waldo Emerson

Objectives:• Use metacognitive skills.

• Integrate affective and cognitive domains.

• Reflect on perception of self-worth and self-concept.

Strategy/Focus:• Use content/subject area knowledge and experiences to complete an open-ended activity.

• Implement the reading, writing, and thinking connection through authentic application.

• Work collaboratively.



Activities:The whole group considers an expression, such as “One good turn deserves another.” Do peoplereally get back what they give?

In small groups, list examples of this “law of reciprocity” from fables, such as “The Lion and theMouse,” other readings, or from life experiences.

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In personal journals, write individual responses to questions such as the following: How do you feelwhen someone does you a favor? What is the benefit of doing something for yourself on your own? Ofaccepting favors from others?

In small groups, orally discuss questions such as the following: Why do you suppose people sharetheir materials and skills? How can one’s consideration for another or one’s polite behavior towardanother be mutually beneficial? Each small group summarizes its discussion for the benefit of thewhole group. Whole group explores questions such as the following: What are the responsibilitiesimplicit in considering words and deeds that will benefit others? What are ways that people pitch in todonate their time, effort, or money to common causes? List major points on the chalkboard.

Materials:Book of fables, journals

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Character Trait:

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Objectives:• Use all steps of the writing process.

• Take notes.

Strategy/Focus:• Write in different forms for various purposes and audiences using all stages of the writing process.

• Write to synthesize information from multiple sources.



Activities:In a whole class discussion, students generate a list on the chalkboard of thoughtful actions thatothers have done for them. After learning how to write thank you notes, each student will write atleast one note to someone who has done thoughtful things.

In small groups list school, family, and community activities which demonstrate courtesy, such asstanding up for the “underdog” when he or she is mistreated; starting or expanding a class or schoolrecycling program; volunteering to clean up the community playground, buildings, beach, or flowerbeds; or visiting and helping out sick or elderly neighbors. Students take notes as each small groupshares its activities and their implementation. The whole group assesses the feasibility and effective-ness of each activity and decides which they’ll adopt as a class activity.

As a weekly writing routine, students move chairs into a large circle so that they may share revisedworks which they have written. Discuss ways the readers would know their works have been heard,ways they would be encouraged to make significant changes in the passages which were confusing orunclear to readers; and ways they would know which words or passages worked well. Studentscritique each others’ works by sharing feedback on index cards:

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• Words/phrases/ideas I liked;

• Words/phrases/ideas that confused me;

• Suggestions the writer might want to try.

Role-play ways the readers would show the writers that they do not care about them or their works,such as attacking or belittling the writers’ ideas, interrupting, focusing attention on something orsomeone else, or talking or making noise while the writers are sharing their works. Students offerappropriate alternatives to these discourteous behaviors.

Materials:Moveable chairs, index cards

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Character Trait:

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Objectives:• Identify how consideration for others leads to a smoothly functioning society.

• Understand the cause-effect nature of courteous behavior.

Strategy/Focus:• Explain how government regulates the economy.

• Describe the functions and characteristics of money.

• Explain the services provided by banks and the way in which banks make profits.

• Explain the functions and organization of the Federal Reserve System.



Activities:In a whole group discussion, describe the other half of an exchange such as the following: a dentistfills a tooth, bank pays interest, a citizen pays taxes, a worker works over-time.

In small groups, students discuss how a society without currency would function. What could peopledo to “purchase” their basic needs; to “buy” lessons that teach them new skills? Each small groupdecides how to make a transaction without money. The small group selects a transaction written onthe chalkboard, such as attending a concert, buying a CD, and after a ten-minute discussion of howthey would make the transaction, they report their findings to the large group.

The whole group discusses functions of money as a:

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medium of exchange between individuals;

standard of value for goods and services;

stored value, allowing one to buy goods and services in the future.

They further discuss questions, such as the following: Are there societies todaythat use bartering? How does bartering affect the businesses of a society?

The whole group lists on the chalkboard the characteristics of money which make the exchangeof goods and services convenient and efficient:acceptable to all; countable and measurable;durable and not easily destroyed; convenient and easy to carry and use; inexpensive to produce;easily controlled supply.

The whole group discusses other questions such as the following: Would a bartering economylimit a society’s technological development? In a high-technology society would there be a needfor currency? Could all transactions be completed electronically?How would this impact other aspects of society, such as employment, pollution, recreationaltime, budget management, theft?

In a whole group discussion, students list three services banks provide (checking accounts,savings accounts, and loans), and teacher lists these on chalkboard. Explain how consumers,banks, and the nation all benefit from banking. Explore questions such as the following: What dobanks offer as a courtesy for consumers depositing money in their institutions? Why do peopleuse checking accounts? Why do banks keep only a small percentage of their deposits on reserve?How do banks get money to make loans?

Individual students research organizations such as the International Monetary Fund (IMF), whichpromotes international trade and keeps monetary exchange rates stable and orderly;and the World Bank, which makes loans to developing countries to help improve theireconomies. Write a persuasive paper supporting or rejecting the continued work of theseorganizations.

Individual students diagram a chain of events which arises when the Federal Reserve lowers thediscount rate (interest rates fall, businesses borrow more, economic action increases); or raisesthe discount rate (interest rates rise, businesses delay borrowing, economic action decreases).

Teams of students research and debate whether there should be government intervention inareas, such as business practices, working conditions, environmental protection, product safety,and economic security. Research nonintervention government functions, such as providingloans/information to help start small businesses and supporting scientific or agriculturalresearch.

Materials:Periodicals, library references

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Extension Activities:Language Arts: Write an expository essay explaining George Bernard Shaw’s statement, “Theuniversal regard for money is the one hopeful fact in our civilization.”

Write a cause-effect essay detailing what would happen if people elected not to save any of theirincome.

Mathematics: Use mathematical figures to back up your argument to convince your parentsthat your allowance of $5/week should be increased due to the 10% rise in inflation for thepast year.

Source: Civics, Addison-Wesley, 1991.

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Character Trait:

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Objectives:• Discover how “one good turn deserves another.”

• Demonstrate courtesy in extending help or generosity.

Strategy/Focus:• Apply formulas involving commission and simple interest.

• Solve equations using addition or subtraction.

• Transform an equation into an equivalent equation by substitution, addition, or subtraction.



Activities:Whole class shares strategies for getting something they need, such as asking for a gift, exchanginggoods and services (doing extra work around the house or getting a part-time job for money).Discuss alternative strategies for getting a needed sum of money immediately (signing an IOU,receiving a gift, getting a loan now to be paid back with interest later).

Explore a problem, such as the following which shows how a bank can extend a courtesy to acustomer in exchange for something which will benefit the bank:

Brent has been looking for a used car. Last week he interviewed for a part-time job at the mall, andtoday he received a call telling him he could start next week. In order to get to the mall, he needs acar. The car he is interested in buying costs $4200. He has $300 in his savings account. If he makesa $300 down payment and gets a loan for 5 years, or 60 months, with payments of $75 per month,What total amount will he have paid for the car after he finishes all the payments? What amount ofinterest will he have paid?

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Discuss the steps of the solution:

Total paid = down payment + total of monthly payments

Total paid = 300 + 60 x 75

Total paid = 300 + 4500

Total paid = 4800 (Brent’s payment for car with total interest charges)

Interest = total paid - cash price

Interest = 4800 - 4200

Interest = 600

Interest = $600 (Brent had to pay $600 in interest.)

Analyze the courtesy the banks extend in paying interest on a savings account. Since the bank isrequired to keep only a small percentage of the deposits on reserve, they can then loan the rest of themoney to businesses which are starting or expanding and ultimately will benefit the community.

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Character Trait:

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Objectives:• Recognize that effort makes a difference in the world and benefits future generations.

• Demonstrate perseverance.

Strategy/Focus:• Define conservation and its relation to natural resources.

• Explain how to conserve and protect renewable resources.



Activities:On an overhead projector students examine the following verse by Aesop:

“The Flies and the Honey Pot”A jar of honey chanced to spillIts contents on the windowsillIn many a vicious pool and rill,The flies, attracted by the sweet,Began so greedily to eat,They smeared their fragile wings and feet.With many a twitch and pull in vainThey gasped to get away again,And died in aromatic pain.

Moral:O foolish creatures that destroyThemselves for transitory joy.

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Discuss the significance of this passage and relate it to personal experiences.

The class discusses the interconnectedness of events by examining a diagram of a humorous RubeGoldberg invention. They share experiences in which a certain sequence of events caused them to actin ways other than what they intended, such as belittling someone because their group of friends wasdoing it; not buying a birthday gift for their parent because poor planning prevented them frombuying the gift they intended; or doing housework carelessly because to do it well would take too long.

Individual students in small groups describe what they think a conscience is. They describe how theyfeel when their conscience tells them not to do something and they do it anyway. Is it true that somepeople do not have a conscience? Why or why not? Do some people have a conscience but justdecide not to listen to it? Each group reports its findings.

In their journals students explore whether they have ever done something that seemed all right at thetime but bothered their consciences afterward when they acquired new information. Did they evertake an action which was harmful to others? Share a couple of entries with the class.

Two groups of students explore each of Barry Commoner’s four laws of ecology and find periodicalarticles which pinpoint specific ecological problems exemplifying each law.

1. Everything is connected to everything else. (We can upset the balance of nature by adding to ordetracting from the air, land, and water ecosystem.)

2. Everything must go somewhere. (Non-biodegradable garbage, such as bottles, plastics, andaluminum, damages the ecosystem.)

3. Nature knows best. (Dynamite, DDT, Bulldozers, industrial waste, and car exhaust destroy theecosystem over time.)

4. There is no such thing as a free lunch. (When natural resources and animals are taken from theenvironment most of these are irreplaceable.)

Teams of students research conservation issues, such as the following:

The Clean Air Act of 1990, acid rain reduction, solar energy panels, hydroelectric power, contourplowing, terracing and reforestation to reduce soil erosion, recycling nonrenewable resources likeglass, aluminum, and plastic, and wildlife preserves.

Students organize environmental projects, such as the following:

• Clean classrooms or school grounds on a regular basis.

• Start or expand a classroom, schoolwide, or home recycling program.

• Make posters and give speeches discouraging wastefulness.

• Prepare a handbook listing causes and effects of pollution in the community with suggestions ofhow these can be reduced or eliminated.

Materials:Overhead projector, journals

Source: Life Science, Merrill, 1983, pp.647-659.

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Character Trait:

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Setting the Tone

“Justice…is so subtle a thing that to interpret it one

has only need of a heart.”

– Jose Garcia Oliver

Objective:Devise a framework/rubric for evaluating a product or performance.

Strategy/Focus:• Distinguish between fairness and opportunity.

• Distinguish between fairness and success.

• Relate influence of subjectivity on fairness.



Activities:Class discusses questions such as the following: What is fairness? How does it relate to opportunity?Does everyone in our families, schools, nation, world have a fair chance? Why or why not? Is thereanything that can be done to ensure fairness? Discuss the meaning of the expressions, “All’s fair inlove and war.” Does playing fair always ensure success? Explain. How can one be fair whenevaluating a subjective performance, such as reciting a speech, batting a baseball, grading an essay?

Class examines rubrics for various assessments, such as district speech fair, science fair, and ChicagoBoard of Education’s Written Composition Handbook. Students discuss problems in quantifying

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subjective evaluations. They consider pooling the feedback of independent judges in order to devise acomprehensive rating scale.

In small groups have students develop a rubric for rating or ranking something, such as a fireworksdisplay, an exciting basketball game, a good meal, vacation, music, movie, or book. Stress specificdescriptions that will ensure validity and consistency with respect to a variety of evaluators.

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Character Trait:

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• Make inferences.

Strategy/Focus:• Enunciate clearly.

• Develop style and confidence in making oral presentations.


Activities:Ask students to define the following words and put definitions in their journals. Define the role oflawyer, jury, defendant, defense, bailiff, witness, judge, plaintiff. Identify aspects of the legal processand include in journal: evidence, proof, contract, services rendered, restitution, sue, case, openingstatement, law, litigation, direct examination, cross examination, objection, objection sustained,objection overruled, contempt of court, relevant, testimony, penalty, perjury, closing statement,responsibility, verdict.

Discuss the three elements in Greek tragedy: “ate” (blindness), “hubris” (false pride), and “nemesis”(punishment). Apply these to Socrates. Was he a true hero? Why or why not?

Materials:Reference sources describing legal terms, concepts, myths exemplifying justice and fairness

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Character Trait:

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Objectives:• Evaluate the historical foundations for the ideals and values of our democratic society.

• Explore the impact of free enterprise on the growth and development of America.

• Determine the causes and consequences of major events in the establishment of the USA.

• Determine causes for social inequities occurring within the American system ofdemocratic government.

• Discern the influence of values, goals, and needs on decisions made by individuals and groups.

Strategy/Focus:Evaluate the influence of customs, traditions, and folkways of various cultures in contributing to theheritage of the U.S.



Activities:The class reviews George Washington’s presidency and evaluates his role in setting precedents as thefirst President of a new nation. They determine how his establishment of a cabinet, refusal to servemore than two terms, and proclamation of neutrality reflected a commitment to democratic valuesand a rejection of autocratic rule.

Small groups of students engage in a dramatization of two different settlements in early America: onein which everyone works cooperatively and all share equally in the resources and profits; another inwhich individual members own their land, provide for their needs, and keep the profits of theirendeavors. On different days, model classroom management and activity on the two types of socialorder. For example, averaging out grades so all receive the same marks regardless of effort orknowledge vs. asking students to contribute resources and efforts to a class luncheon. Explore theresults.

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Engage in a discussion to examine the contradiction between the colonists’ views on basic humanrights for all people as stated in the Declaration of Independence and the continuation of slaveryunder their own government. Present reasons the colonists might have given to justify keeping slaves.Decide alternate courses of action that could have been taken and indicate how events in U.S. historyand the lives of people might have been different.

Discuss whether there could have been alternatives to the conflicts between the Native Americans andsettlers. Compare the Native Americans’ attitude toward land use and ownership with that of thesettlers. Consider the differences in values and beliefs of the two groups, the development of increas-ingly complex technology; and the Americans’ belief in Manifest Destiny. Debate whether the takeoverof Native American lands was inevitable.

Criticize the use of slave labor as being contrary to the principles of a democratic free enterprisesystem. Examine the role of slavery in the economic success of the South and reflect on the conse-quences of slavery in America. Speculate on what might have happened if, in 1789, slaves weregranted citizens’ rights and allowed to make their own decisions about their future. Would some havechosen to remain and work on the plantations for fair wages? What objections might have been madeto satisfy all parties. Consider how the slaves’ freedom would have benefited the nation as a whole,both at that time and in the light of future events in America’s history.

Establish the function of political parties in government. Debate whether highly competent peopleholding nonelective government jobs should be removed from their positions when a new partycomes into power. Should party loyalty be rewarded through the granting of jobs and privileges? Isparty loyalty related to a strong government?


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Character Trait:

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Objectives:• Analyze disputes and form an opinion based on facts and reasoning.

• Reinforce thinking and persuasion skills.

Strategy/Focus:Translate expressions in word form to numerical expressions that use variables to represent anunknown quantity.



Activities:The class discusses the issue of fairness by enumerating on the chalkboard its features, such as thefollowing: equality, consistency, and support.

Small groups brainstorm issues of unfairness in the classroom, such as adding five points to the boys’averages but not the girls’ averages, answering the questions of only those students who sit in the firstthree rows, and other situations. Generalize that what is done for one group must be done for all.

The class then solves problems symbolizing “fairness,” such as the following, by translating them intoequations:

Find a number whose product with 7 is the same as its sum with 84.

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7x = x + 84

7x - x = 84

6x = 84

x =14They generalize that in order to keep the equation “fair,” whatever quantity is added to one side mustbe added to the other side.

Small groups of students solve problems, such as the following:Lucy ate 2 times as many cookies as Cathy, while Karen ate 4 more cookies than Cathy. If Lucyand Karen ate the same number of cookies, how many cookies did each of them eat?

Individual students create problems, such as that in the preceding examples forclassmates to solve.

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Character Trait:

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Objective:Recognize the benefits of cooperation vs. competition.

Strategy/Focus:Recognize international contributions of scientists, representing males and females, diverse cultures,and handicapped persons.



Activities:Teams of students research the contributions of scientists from other countries. Categorize thecontributions in the fields of chemistry, biology, electronics, engineering, and other areas of science.

Small groups of students interview women in fields of science that are largely male-dominated.What difficulties did they encounter in pursuing their careers?

Materials:Reference sources, names of women professionals in science-related fields

Extension:Social Science: What might happen if two people having an argument don’t find a solution to theirproblem? How might going to court be helpful? What skills must a lawyer have? What must he know?What is the job of the judge, jurors, and witnesses? Why must witnesses PROMISE to tell the truth?Why do we have juries? What happens if the loser in a court case decides against going along with thecourt’s decision?

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Character Trait:

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Setting the Tone

“Call it a clan, call it a network, call it a tribe, call it a

family. Whatever you call it, whoever you are, you need

one.”

Jane Howard




• Examine different points of view.

Strategy/Focus:• Classify personal activities, interests, and obligations.

• Assess time management skills.

• Recognize difference between needs and wants.



Activities:Individual students divide a sheet of paper into 9 boxes. As a group, class brainstorms variouscategories that represent how they spend their time and seek gratification such as work, family,solitude, hobbies, friends, spirituality, leisure, contributions, personal growth. Draw a picture which

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represents something of personal significance in each category. Partners share their visual represen-tations and discuss the results of not distributing one’s time evenly among these nine areas. (from Feelthe Fear and Do It Anyway by Susan Jeffers).

Extension Activity:Social Science: Describe the role of the family during the settlement of our nation. Discern whyfamilies were such a strong support network in early America.

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Character Trait:

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Content Areas: Language Arts

Objectives:• Empathize with alternative points of view.

• Use experiences and knowledge as a basis for communication.

Strategy/Focus:• Use figurative language.

• Use classification to organize thoughts.

• Develop higher order thinking skills.

• Apply knowledge of metaphors to enhance writing.

• Understand and use metaphors.

Integration of Content/ Subject Areas:• Language Arts


Activities:As a class the students discuss the term and definition of metaphor and how the use of metaphors inliterature helps make stories and poetry more interesting and fun to read. Have students shareexamples of metaphors. Stress that metaphors can be about anything in their lives or personalexperiences or can be centered around their subjects in school, such as language arts, science, andmath.

Algebra is a bone-crushing headache.

The color blue is a cool, refreshing wave on the hottest day of the year.

The human brain is a computer with an infinite amount of memory.

That character’s mouth was a garbage can.

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In journals, individual students enumerate lists of abstract words, such as love, fear, loneliness,disgust, impatience, surprise, and life; and lists of concrete words, such as empty playground swing, aclock with no hands, a roller coaster, and a bowl of spaghetti. Share. Discuss which pairings from theconcrete and abstract lists would make good combinations for poems containing metaphors.Enumerate elements that the pair of abstract/concrete concepts chosen have in common. Compose apoem with metaphors after hearing models by Carl Sandburg, Langston Hughes, and May Swenson.

Create “family metaphor” poems by brainstorming concepts with component parts or varieties andselecting different components/varieties to represent different family members.

Examples:

Mom is a rose, beautiful, gentle, soft-spoken, but occasionally when you try to pick a fight withher she may prick you with her words.

Little brother is a dandelion, stubbornly omnipresent in places where he should not be.

Dad is a daisy, standing tall, heartily, and proud, proclaiming his cheerful disposition to all withwhom he comes in contact.

Materials:Poems with metaphors, such as the ones suggested in the above activity.

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Character Trait:

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Objectives:Compare and contrast family groups in various cultures.

Identify common support networks in early American society.

Strategy/Focus:Evaluate the influence of customs, traditions, and folkways of various cultures in contributing to theheritage of the U.S.



Activities:Individual students trace family roots by conducting oral interviews with family members and otherrelatives. In addition to information about family roots, ask two or three questions to gain insightsabout feelings, attitudes, and traditions. The same questions should be asked of all interviewees.

Students then prepare a genealogical chart of family origins.

In a class discussion, students investigate the terms nuclear family and extended family. Compare andcontrast the two types of families. Discuss family organizations during different time periods and inother cultures to determine the prevalent type of family organization. Brainstorm to identify variousfamily arrangements, such as the single-parent family with father as head of the household, withgrandparents as heads of the household, etc.

Small groups of students compare the rights, responsibilities, duties, and privileges of family membersduring different periods of history. Form groups to plan and perform a skit about family life during aspecific period in history. Have the play present information about the activities of each familymember.

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Select one country in the western hemisphere, excluding the United States. Research to identifyholidays and other special days of observance celebrated there. Describe in detail one of the days ofcelebration. What is the reason for the celebration? What special activities or objects such as food,costumes, parades are associated with it? What do people do to prepare for the observance orholiday? How long does the celebration last?

Compare and draw conclusions or make generalizations about the observances of the differentcountries.

Describe the role of the family during the settlement of our nation. Discern why families were such astrong support network in early America.

Evaluate the role the church played in the colonies. Determine why the church had a role in politicsand the economy.

In small groups, select a major reform government from the 1800’s to research. Assess the help thesereformers gave, the risks and hardships they experienced in advocacy of their cause, and the out-comes of their efforts. Speculate about why people chose to become involved in reform movements.

Discuss why ethnic neighborhoods developed during the major periods in American immigration.Explore the advantages and disadvantages of living in a neighborhood made up mostly of one ethnicgroup. Consider the issues of difficulty with a new language, sharing common concerns and fears, andthe security of familiar customs and habits. View films such as the following to learn more about theimmigrant experience: The Immigrant Experience: the Long, Long Journey (07016-22), Immi-grants in the Cities (06835-42), A Storm of Strangers (06561-22).

Materials:Films such as those mentioned in the above activity.

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Character Trait:

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“ The family is the nucleus of civilization.”

– Will and Ariel Durant

Objective:Demonstrate loyalty in fulfilling an obligation or completing a task.

Strategy/Focus:Translate expressions in word form to numerical expressions that use variables to represent anunknown quantity.


• Critical-thinking Skills

Activities:Students match the verbal description, which may be given orally, with its corresponding equationwritten on the chalkboard:

Three less than twice a number is eight.

2x-3 = 8Three times the quantity two less than x is eight.

3(x-2) = 8Two less than the product of three and x is eight.

3x-2=8

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Two times the number which is three less than x is eight.

2(x-3)=8Three times the quantity of two decreased by x is eight

3(2-x)=8Three diminished by twice a number is eight

3-2x=8 Two decreased by three times a number is eight.

3(2-x)=8Three times the number which is x less th an two is eight.

Source: Algebra, Structure and Method, Book I, Houghton Mifflin, 1994.

Materials:Chalkboard or prepared handout of problem in the activity

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Character Trait:

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Objective:Learn taxonomy of plants and animals.

Strategy/Focus:• Explain the basis for biological classification used to place organisms in each of the five kingdoms.

• Explain the interrelation of the systems of the human body.



Activities:On the chalkboard brainstorm a list of living things. Use Aristotle’s system of classification (taxonomy)to sort the list into kingdoms (plant and animal). The animal group subdivides on the basis of whereanimals live or where they can be seen (land, air, water); plants are subdivided into three groupsbased on size and structure.

Explain Linnaeus’ bionomical nomenclature system of classification using the terms species andgenus.

Name and describe each of the 5 kingdoms of living things. Identify a member of each.

Name the six groups that each kingdom is divided into: phylum, class, order, family, genus, species.

Extension Activities:Music: Divide music into categories, such as rock, soul, alternative, country, classical, new age, jazz,gospel, rhythm and blues.

Chemistry: How many element families are there in the periodic table?

Source: Life Science, Merrill, 1993, p.156-163.

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Character Traits:

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Setting the Tone

“It would be an unspeakable advantage, both to the

public and private, if men would consider that great

truth, that no man is wise or safe, but he that is honest.”

– Sir Walter Raleigh

Objective:Recognize instances of dishonesty and resultant consequences.

Strategy/Focus:• Make hypotheses and inferences based on facts.

• Identify cause-effect relationships.

• Draw conclusions.

• Anticipate outcomes.

• Make predictions.



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Activities:Discuss examples of lying, cheating, people who won’t accept the truth, stealing, and accomplices orwitnesses to a dishonest act. What’s a “white lie”? What’s the difference between good businesspractices and cheating? How do written agreements help to eliminate consumer fraud? Have you everbeen judged unfairly by someone jumping to conclusions? How can one rectify a wrong? Do you everremember a time when you were not “true to yourself”? Explain how honesty demonstrates respectfor oneself and others. Have you ever said something but felt just the opposite in your heart? How didthat make you feel? Could others pick up on the discrepancy? Would a person who’s committeddishonest acts but never been caught, continue to maintain a reputation for honesty? Explain youranswer.

In their journals, students reflect on a quotation, such as the following:

“The truth never becomes clear as long as we assume that each one ofus, individually, is the center of the universe.”

– Thomas Merton

Read the following story:

Decision

In a half hour Mr. Cartelli would be home, where a big surprise awaited him. The decorationsand table settings were in place. The twins, ponytails bouncing, danced in expectation, as theirteenaged brother, Ian, practiced “Happy Birthday” on the piano. Suddenly Mrs. Cartelli groaned,“I forgot to buy the candles!”

Ian quickly grabbed the car keys and was out the door to drive the six blocks to the shoppingmall for the candles.

“Hurry back,” called Mrs. Cartelli, “before your father arrives!”

Finding a parking space, Ian jogged, then ran, toward the front entrance of the shopping mall.Suddenly he stopped short in his tracks. There, to his left, was a shiny new Porsche! He couldn’tresist taking a minute to peer inside at the plush leather interior and sleek controls. To hissurprise the passenger door was unlocked, and on the back seat was an expensive-looking radio.Ian knew if he’d owned a radio like that, he’d not want to risk having it stolen. Searching further,he found no car keys in the ignition. He was sure the owner had them. Ian anxiously checkedhis watch. Dad would be home in just twenty minutes.

Discuss the relative merits of the following actions Ian could take.

• Wait by the car until the owner arrives so no one will steal the radio.

• Open the door and then lock it so no one will steal the radio.

• Run into the mall and call the police.

• Take the radio home and wrap it as an extra present for his father since the gift he bought his dadwasn’t very expensive.

• Keep away from the car so no one will suspect any foul play.

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Materials:Journals

Extension:Language Arts:Examine a set of three statements such as:

Charlotte has been a Chicago Cubs fan for many years and hopes that they win the pennant.(FACT- can be tested/verified)

The entire little league team believes the Chicago Cubs will win the pennant this year. (OPINION-personal value judgment)

Now that the Chicago Cubs are in first place with one month left in the season, they are sure towin the pennant. (ASSUMPTION- speculated future; however, it is taken as truth without testableevidence)

Examine and evaluate a statement such as the following:

Although the Chicago Cubs are currently in first place, if they lost all the remaining games in thenext month, they would not win the pennant. (PREDICTION- speculates on future with relevantsupportive information)

Offer statements about events likely to occur in the coming school year and categorize them asassumptions or predictions. The statements may include those such as:

• Clarence Smith will be the valedictorian.

• There will be more eighth grade field trips this year.

• Extracurricular activities will be eliminated.

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Character Traits:

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Objectives:• Distinguish between connotation and denotation.

• Recognize the intent or effect of misleading statements.

Strategy/Focus:Distinguish among the types of factual literature.



Activities:Small groups critique an editorial from a newspaper or magazine, an essay from a text, or their ownwriting portfolios by looking for misleading statements in the form of quotations, analogies, avoidanceof facts, contradictions, and self-evident truths. Judge the effect of slanted language, such as name-calling, crowd appeal, and emotional language. Assess the accuracy of a conclusion drawn in aneditorial or an essay by describing the validity of the supporting evidence.

Research and define the seven common propaganda techniques (e.g., testimonial, bandwagon, snobappeal, plain folks, glittering generalities, name-calling, and false promises). Listen to severaladvertisements recorded from television or radio and identify the propaganda techniques used.

Materials:Newspapers, magazines, text, writing portfolio

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Extension Activities:Language Arts:In your journal:

• Tell about a lie you did not regret or one you later regretted.

• Write about a time a parent was worried but tried to hide it from you.

• Is it possible to see through a convincing lie?

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Character Traits:

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Objective:Evaluate honesty in terms of fairness to others.

Strategy/Focus:Explain the responsibilities and rights of a juror.



Activities:Class discusses questions, such as the following: Is it possible to be completely honest? Do we haveto learn how to be honest? How do we learn it? Why are some people better at it than others?

Why must a jury be impartial? Discuss the matter of forcing witnesses to testify in court by issuingsubpoenas, providing free legal counsel to defendants in criminal trials who can not afford to hire alawyer.

Extension Activity:Language Arts: Look for examples of the consequences of dishonesty in fables and folk tales, suchas Pinocchio’s nose growing whenever he lied.

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Character Traits:

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Objective:Recognize causal relationship of actions and reactions or consequences.

Strategy/Focus:• Identify angles and parts of angles.

• Use the angle addition postulate to find the measure of angles.

• Find the measure of given interior and given exterior angles.

• Complete proofs involving angle theorems.



Activities:In journals, students write brainstorm actions they took which caused something else to happen. Listeach experience in three columns, categorizing it into action and reaction and how it made you feel.Next students brainstorm a personal experience or one from literature in which a dishonest actionwas taken. They consider the ways that this affects the reaction and emotion.

The class discusses actions and consequences of those actions as a cause/effect relationship. Theyexplore questions, such as the following: what kinds of consequences occur when the action whichgenerated it is based on a lie? Elicit examples. What are the main reasons people lie (e.g., fear ofpunishment, to get others to help them, to appear better than they are, to spare someone’s feelings, toavoid something, to protect others)? Does telling one lie cause one to tell another? What are theconsequences of being caught in a lie? How do honesty and truthfulness affect you and your relation-ship with others? Is there anything that we can do that causes others to lie to us? Discuss situationswhen one might not be open to the truth and how this might influence what others say to us. As thediscussion continues, students explore the issues of trust, caring, rights of others, reputation, andbeing true to oneself.

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The class appraises the “cause-effect” relationship of congruent angles. If one angle isn’t measuredaccurately, the other measurement will also be inaccurate. Students make the connection of thisconcept with the previous discussion on honesty.

Apply the following theorem:

If a convex polygon has n sides and S is the sum of the measures of its interior angles, then

S = 180 (n-2).Find the measure of each interior angle of an octagon.

S=180(n-2)

S=180(8-2) 8 substituted for n because octagon has 8 sides

S=180(6)

S=1080

1080/8 = 135 (measure of each angle)

Apply the following theorem:

If two angles form a linear pair, then they are supplementary angles(together they add to 180 degrees).

Complete each statement if m/_ RLQ=30 and m/_MLN = 40

∠∠∠∠∠ MLR≅ ≅ ≅ ≅ ≅ ? (∠(∠(∠(∠(∠ PLO or ∠∠∠∠∠ MLR)

∠∠∠∠∠ QLM and ? (are supplementary.)

m ∠∠∠∠∠ MLR= ? (110)

m∠∠∠∠∠ OLP= ? (110)

∠∠∠∠∠ NLP and ? (are supplementary.)

M ∠∠∠∠∠ NLO =? (30)

m /_RLP =? (70)

Source: Merrill, Geometry, 1993, p.108. (exact problem from text)

Extension Activities:

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Language Arts: What’s the difference between a lie, a half-truth, and a distortion? Is it all right totell someone something that is untrue as long as it is for his own good?

Science: Botanists say that within a single species of trees, the angle between the trunk and mainbranches is the same. Verify the truth of this statement by measuring the angle of the trunk and a fewbranches of several varieties of trees. Report your findings.

Physical Education: The loft of a golf club measures the angle that is formed in relation to theground. The higher the golf club number, the bigger the angle and the higher the loft. Examine a 9iron and 3 iron golf club. Draw two pictures to show how the path of a ball hit by each would differ.In what situations would you want greater loft on the ball? Explain how being “true” to the correctform and using the golf club with the appropriate loft assures the intended result.

Art: Create a paper snowflake. Fold paper square into 6 sections radiating from center. Withscissors cut out patterns in the paper. Unfold. Notice that the pattern is “true” to that of the othersections.

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Character Traits:

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Objective:Recognize the harm that arises from dishonest reporting of facts.

Strategy/Focus:Explain the importance of reporting unaltered data.



Activities:Class discusses questions, such as the following: Why is it important to be able to replicate anexperiment? How is this like checking a math problem? What should you do if the results of anexperiment don’t support your hypotheses?

Consider the decisions scientists have to make based on ethical practices:

• How do you report an experiment when the data conflicts?

• Is it all right to copy and report data without doing the experiment?

• How do you handle subjective and objective information?

• How do you share credit among colleagues doing the same experiment?

Source: The IGAP Coach, Grade Seven Science Ovid K. Wong, 1995, p.57.

Extension Activities:Social Science: Greek philosophers searched for truth. They assumed that the universe–land, sky,and sea–was put together in an orderly way with the same laws and that people could understandthese laws through reason. Have teams of students analyze one of the following quotations:

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• There is only one good, knowledge, and one evil, ignorance (Socrates).

• The life which is unexamined is not worth living (Plato).

• We make war that we may live in peace (Aristotle).

Mathematics: Aristotle maintained that every truth followed logically from other truths. Hedeveloped a set of logical statements known as syllogisms. A syllogism consists of three logicallyrelated statements such as:

• All students in 7th grade must take the IGAP Social Science test.

• John is a student in 7th grade.

• John must take the IGAP Social Science test.

Create a syllogism based on a math concept you are studying.

Language Arts: Discuss the meaning of “ honest writing”.

Define:

Euphemism (from the Greek “to speak fair”; mild words/expressions substituted for those thoughtto be harsher, such as “sanitary engineer” for janitor or “affordable” for “cheap”). Give examples ofeuphemisms which government and military officials use to hide the truth. Invent euphemisms forunpleasant concepts.

Jargon (specialized vocabulary used by those in particular professions). Interview lawyers,teachers, restaurant workers, computer experts, sports participants, and others for the purpose ofcompiling lists of jargon.

Cliché (overused expressions that are now trite, such as “blind as bat”, “cry like a baby,” “flat as apancake”, “on pins and needles”, “light as a feather”). Debate whether euphemisms, jargon, andclichés are examples of writing that is “dishonest”.

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Character Traits:

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Setting the Tone

“I expect to pass through life but once. If, therefore,

there be any kindness I can show, or any good thing I

can do to any fellow being, let me do it now, and not

defer or neglect it, as I shall not pass this way again.”

– William Penn

Objective:Analyze an issue from different perspectives.

Strategy/Focus:Recognize conflict resolution strategies.



Activities:In journals, students list times when they were helpful. Share with the whole class. Class evaluatesresponses and gives definition of being helpful. Include issues, such as not expecting anything inreturn, empathy, caring and wanting to please, and cooperation. Write these on the chalkboard.

Read the following story:

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Breaking AwayFrowning at his watch, Edward paced impatiently as he heard his little brother’s heavy footstepsupstairs.“You are so slow. What are you doing now?” Edward bellowed.“I’m just trying to find a shirt,” called Timothy. “Here it is. I’ll be right down.”Edward walked to the stairway and saw Timothy at the top of the stairs wearing the same color shirtthat he was wearing.“Why do you always have to copy me?” asked Edward. Timothy glumly looked down at his shoes, hisfeet frozen to the stair. “If you don’t hurry, I’ll have to leave without you.” Edward sighed and turnedhis back to the stairway.“You promised Dad you’d take me with you to the skating rink,” Timothy screamed folding his armsacross his chest, “and if you don’t, I’ll tell him you broke your promise.”Finger pointed forward on an outstretched hand, Edward whirled around to face Timothy, accidentallyhitting Mom’s vase on the hallway table. The vase wobbled and then crashed to the floor beforeEdward could catch it.“Just look at what you made me do!” exclaimed Edward. “You’re always getting me into trouble.”

List the ways the boys did not show kindness and helpfulness.

Materials:Journals, reading passage, entitled “Breaking Away”

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Character Traits:

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Objectives:• Develop self-discovery strategies.


• Understand one’s feelings.

• Make inferences.

Strategy/Focus:Recognize the advantages of having diverse languages in a multicultural society.


• Language Arts


Activities:Class assesses the importance of reflecting on one’s own actions and becoming more aware ofsources around us as a way of growing intellectually, behaviorally, and spiritually. They discussquestions, such as the following: What are the things that a kind person does and does not do? Do allpeople do things that are helpful? Give examples. Describe a generous person. What does theexpression, “Kill him with kindness” mean? What is the relationship between kindness and helpful-ness? Of what benefit is it to be kind and helpful?

Keep a journal of the kind and helpful acts you do each day. On another page keep a record of thethings you do which are not kind and helpful. Did keeping track of your behavior help you focusmore on the positive?

In a vocabulary journal keep a record of English words derived from foreign languages.

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Materials:Journals

Extension Activities:

Art:• Draw a picture of a challenge or problem you are currently facing. Write a script in which you

confront the problem as a character. Draw a picture of the way you’d like this challenge to resolveitself.

• Create a derivative tree with the trunk representing the foreign word root and the branchesrepresenting English derivative forms of the root.

Language Arts:Write a couplet based on the following formula:

“I used to be...”

“Now I am...”

Include specific concrete sensory imagery.

“I used to be a tornado sucking the life out of everyone and everything in order to feed my rage.

Now I am a warm, gentle breeze dancing with the sheer kitchen curtains on a mild summer day.”

Social Science:Learn about a foreign country by clipping current news articles and preparing written and oralpresentations.

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Character Traits:

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“Life’s most persistent and urgent question is: What are

you doing for others?”

– Dr. Martin Luther King, Jr.

Objective:Recognize and appreciate differences in people and customs of other countries.

Strategy/Focus:• Identify and evaluate critical present-day issues related to the use of resources worldwide.

• Compare and contrast the contributions of individuals and ethnic groups in the development ofIllinois and the U.S.



Activities:Class discusses the reasons various immigrant groups came to the United States. They explorequestions, such as the following: Why did some native-born Americans develop antagonistic feelingstoward the foreigners? How did immigrants contribute culturally to American society? Discusscontributions in the areas of food, literature, music, dance, theater, and other areas.

Small groups name and locate ethnic communities in Chicago. List points of interest, such as ethnicmuseums, shops, restaurants, theaters, libraries, and cultural centers. Share findings with the wholegroup.

Small groups of students work together to identify the difficulties that immigrants had to overcome inbecoming assimilated into American culture.

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Using current news articles or other reference sources, individual students research facts about aforeign country--politics, culture, current crises, progress, famous people, celebrations, landmarks,languages, and other areas of interest.

Materials:News articles, or other reference sources

Extension Activity:

Language Arts:

Read multicultural folktales and find examples of the interconnectedness of people, cultures,and countries.

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Character Traits:

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Objectives:• Use the mean, median, mode, and range to derive conclusions resulting from student-made-and

conducted surveys, questionnaires, and other projects, and find all possible factors that might affectthe reliability of sample space and/or results of a given survey.

• Recognize and analyze frequency distributions.



Activities:Class discusses importance of evaluating data comparing individual and group performance. Howdoes this information help gauge individual progress? On the chalkboard, teacher writes scores oflast math test. Define frequency distribution (e.g., test scores arranged in decreasing order withnumber of students who received each score indicated) using math scores. Demonstrate how thisinformation can be shown on a graph called a histogram. Use an example, such as the one below,plugging in student scores:

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• Define mean (sum of data divided by number of items; e.g., sum of all test scores given for 30students is 2400 so mean, M, of test scores is 80.).

• Define median (middle number when data are arranged in order; e.g., in the distribution 63 66 6767 73 74, the median is 67; if the number of data are even, the average of the 2 numbers closest tothe middle is the median).

• Define mode (the most frequently occurring number in a distribution; there may be more than onemode or none at all; e.g., in the distribution 63 66 67 67 73 74 74 74 74 79 79, the mode is 74).

• Define range (difference between the highest and lowest values; in the distribution of scores 63through 74, the range is 74-63, or 11).

Student teams create word problems, such as the following for others to solve:

• Vinnie needs an average of 95% in 5 classes in order to be on the Principal’s Honor List. He knowshis percentages in 4 classes: 90, 92, 89, and 85. If he receives 100% in the fifth class will he havemade the Principal’s Honor List?

• Anthony spent $4, $2, $10, and $2 in 4 days. Find the mean, the mode, the median, and the range.How might this information be useful to him?

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Character Traits:

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Objective:• Recognize ways to build on strengths and experiences to function effectively as an adult in an

increasingly diverse and demanding world.

Strategy/Focus:• Identify science-related careers and avocations.

• Describe how humans have improved agricultural practices and crop yields through technologyand genetic engineering.



Activities:Class brainstorms science-related careers. Small groups of students use reference sources tobrainstorm additional careers. Individual students write to agencies, such as the following forinformation on science-related careers that will enable them to enumerate the ways that theseprofessionals demonstrate kindness and helpfulness:

Genetic Counselor – American Institute of Biological Sciences, Office of Career Service, 730 11thSt. NW, Washington, DC 20001-4584

Farmer – National FFA Organization, Box 15160, 5632 Mt. Vernon Memorial Hwy., Alexandria, VA22309; or the American Farm Bureau Federation, 225 Touhy Ave., Park Ridge, IL 60068

Epidemiologist – American Society for Microbiology, Office of Education and Professional Recogni-tion, 1325 Massachussetts Ave. NW Washington, DC 20006

Plant Pathologist – American Society of Phytopathologists or Dr. G. Anderson, Secretary, BotanicalSociety of America, Dept. of Ecology and Evolutionary Biology, U-43, 75 North Eagleville Rd.,Storrs, CT 06269-3043

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Professional Gardner – Professional Grounds Management Society, 12 Galloway Ave., Suite 1E,Cockneysville, MD 21030

Physical Therapist – American Physical Therapy Association, 1111 N. Fairfax St., Alexandria,VA 22314

Home Healthcare Aide – The National Association for Homecare, 519 C St. NE, Washington,DC 20002

Environmental Engineer – JETS-Guidance, 1420 King St., Suite 405, Alexandria, VA 22314

Marine Animal Trainer – International Marine Animals Trainer Association, Brookfield Zoo,Brookfield, IL 60513


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Character Trait:

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Setting the Tone

“True politeness is perfect ease in freedom. It simplyconsists in treating others just as you love to be treatedyourself.”

– Earl of Chesterfield

Objective:Recognize the unique worth of every individual.

Strategy/Focus:Recognize the relationship between an individual’s behavior and group influence.



Activities:The class discusses stereotyping of people. Determine why stereotyping occurs and how it differsfrom generalizing. Locate evidence of its existence, past and present. Include factors related toappearance, behavior, expectations, and feelings. Why can almost any group be stereotyped? Discusswhat people can do in order not to be influenced by stereotypes.

Teams of students list groups of people who are typically stereotyped:women – housewives teens – noisyPuritans – stern and gloomy Indians – wild and bloodthirstyHave students name other stereotypes they have heard of or experienced.Share information with whole group.

Class gives examples to support the fallacy of stereotypes.

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Character Trait:

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Objectives:• Understand importance of looking beyond physical qualities of things/people.

• Develop understanding of and appreciation for people who may be different from us.

Strategy/Focus:• Conduct an interview.

• Demonstrate listening skills in interactive situations.

• Listen courteously and respectfully to oral presentations.

• Promote cooperative learning.

• Distinguish between different perspectives and points of view.

• Use appropriate writing language and style for a variety of purposes and audiences.



Activities:Arrange students in cooperative groups. A member from each group will, without looking, select oneobject from a preselected group of objects placed in a bag. Each group member examines object fora few minutes and then is instructed to:

• Give object one human quality;

• Describe two ways object is beautiful;

• Think of three ways object can be useful;

• Give four reasons why you love and respect your object;

• Give two ways you can enhance your object’s self-esteem and make it feel valued and needed.

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Groups should be given 15 to 30 minutes to complete the directions. Each group will then orallyshare their information, explaining what its object was and the process and rationale the group usedin completing the instructions.

Follow-up discussion should concentrate on how the students were able to take an inanimate objectand give it positive attributes. The discussion then should lead to some self-realizations of how theyview other individuals and/or groups of people who may be different. Through such discussionsstudents will hopefully conclude that everyone has some good qualities and characteristics if onetakes the time to look for them.

Sample list of possible objects or articles:

paper clip, measuring spoon/cup, roll of tape, pencil/pen, scrap of paper, paper napkin, straw,envelope, keys/key holder, pine cone, leaf, card, bottle cap, toothpick, bookmark, piece of candy

Ask students to think of ways they can be more understanding and respectful and ways they can helptheir friends to be more considerate and sensitive to the feelings of others.

Small groups of students clarify different points of view on a given issue, such as the elimination ofschool raids. Decide how a teacher, student, and parent would feel about the issue. Role-play thepossibilities.

Students role-play a character in a two-character conflict, such as a mother and child having adifference of opinion on the child’s bedtime. Switch roles and act out the opposing point of view.Examine the motives behind the words and actions. Discuss with classmates persuasive strategiesidentified as being ineffective and explain why.

Students write persuasive letters to their mothers trying to convince them to allow the students to dosomething. Students anticipate the parents’ arguments, show respect for them, yet demonstrate whythese concerns are unfounded.

Materials:Objects

Extension Activities:Language Arts:

• Write an ode to an object, activity, or idea.

• Do research in literature, history, or science to discover people who have had physical, mental, oremotional disabilities but were still able to rise above their challenges and accomplish great things.

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Character Trait:

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Objective:Recognize that the value system in a pluralistic society emerges from a variety of traditions.

Strategy/Focus:• Compare and contrast the contributions of individuals and ethnic groups in the development of

Illinois and the U.S.

• Know the proper use and display of the American flag.



Activities:Class discusses questions such as the following: What is respect? Who are we taught to respect?(older persons, parents, teachers) What else deserves respect? How does one show disrespect forother people, ideas, objects? What can the public do about people who show no respect for differingopinions?

Class discusses the flag as a symbol of the United States. What do the stars, stripes, and colorsrepresent? On the chalkboard, list reasons the flag should be respected. Elaborate on when andwhere the flag is displayed. When is it flown at half-staff? In what other ceremonies or rituals is theflag involved?

Individual students research city flags and the flags of other countries to discover what the logos andcolors represent.

Small groups of students review holidays and symbols of this country to make determinations aboutthe values commonly associated with the American way of life. For example, the Fourth of Julycelebrates the spirit of independence and freedom; the Statue of Liberty represents liberty and refugefor the oppressed; the olive branch held in the claw of the national eagle expresses a belief in peace.

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Search for additional information about the traditional origins and purposes of holidays in books suchas Anniversaries and Holidays by Ruth W. Gregory and The American Book of Days edited by JaneM. Hatch.

Materials:Paper, pen/pencil, reference sources

Extension Activiries:Art: In small groups design a flag representing each of the 8 parts of speech.

Music: Students work in groups to compose music for original ballads celebrating prominent peopleand events from diverse cultures. They share their works with other classes by becoming travelingminstrels.

Language Arts: Write a journal entry, listing, and/or drawing the things and people you respect andthe reasons why.

Social Science: Contribute to a class museum an object, such as clothing, a tool, or a replica of adocument, which represents or symbolizes a significant aspect of a diverse culture.

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Character Trait:

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Objective:Make responsible, informed decisions.

Strategy/Focus:• Perform basic computations using the order of operations with integers and apply number

expressions and sentences in problem-solving situations.

• Use the order of operations to evaluate expressions involving fractions, decimals, and integers.

• Use systems of linear equations in two variables to solve problems.



Activities:Students discuss respect as a way of demonstrating esteem for another’s responsible and caring ways.Is it possible to respect things and ideas as well as people? Discuss the statement, “Respect is a twoway street.” Does this apply to things and ideas as well as people?

In small groups, discuss experiences highlighting respectable practices involving money management.Students solve a problem , such as the following:

Justine has $4000 invested in stocks and bonds. The stocks pay 4% interest, and the bonds pay 7%interest. If her annual income from the stocks and bonds is $250, how much is invested in bonds?

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s = amount invested in stocks

b = amount invested in bonds

Principal x Rate= Interest

Stocks s .04 .04s

Bonds b .07 .07b

Total 4000 250

Total amount invested is $4000 or s + b = 4000

Total amount of interest earned is $250 OR .04s + .07b = 250

.04s + .07 (4000 - s) = 250

.04s + (280- .07s) = 250

-.03s + 280 = 250

-.03s = -30

s = 1000

So $1000 is invested in stocks and $3000 in bonds.

Teams of students create problems, such as the following for others to solve:

A runner and a bicyclist set out at noon from the same point and travel in the same direction. At1:00 p.m. the bicyclist is 20 km ahead of the runner. How fast is each traveling, given that thecyclist is 4 times faster than the runner?

4R-R=20

3R =20

R =6 2 km 3 h

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Character Trait:

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Objective:Act in ways that will not harm yourself or others.

Strategy/Focus:Identify safety risks in laboratory activities.



Activities:The class deduces the meaning of safety symbols, such as the following: disposal alert, biologicalhazard, open flame alert, thermal safety, sharp object safety, fume safety, electrical safety, plant safety,animal safety, radioactive safety, clothing protection safety, fire safety, explosion safety, eye safety,poison safety, chemical safety. They brainstorm the risks and dangers associated with these condi-tions or materials.

The class generates a list of rules for safety in the science lab:

1. Obtain teacher’s permission to begin activity.

2. Study procedure. Ask questions.

3. Use safety equipment.

4. When heating a test tube, slant the mouth away from you.

5. Don’t eat or drink in lab. Don’t inhale chemicals or taste any substance.

6. Wash off chemical spills with water and report them immediately to teacher.

7. Know the location and use of fire extinguisher, first aid kit.

8. Keep materials away from open flames.

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9. If fire breaks out, smother it with fire blanket or coat. Never run.

10. Report any accident or injury to teacher.

The students brainstorm safe first-aid responses to injuries, such as burns, cuts and bruises, fainting,foreign matter in eye, poisoning, any spills on skin.

Source: Merrill Life Science, 1993, pp. 672-673.

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Character Trait:

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Setting the Tone

“Few things help an individual more than to place

responsibility upon him, and to let him know that you

trust him.”– Booker T. Washington

Objective:Recognize the interrelationship of responsibility, pride, trust, and respect.

Strategy/Focus:• Recognize the value of accepting responsibility.



Activities:The class reads or listens to the poem “The Road Not Taken” or another such selection about makinga difficult choice.

In their journals, individual students explore questions, such as the following: Recall how you feltwhen you followed through on a responsibility. What might have happened if you’d neglected yourresponsibility? What can you learn from having responsibilities?

In small groups students recall personal experiences when they had to make difficult decisions.Prompting questions may include: What factors contributed to the outcome? How satisfying was theoutcome? Who was affected by the decision? What changes might have been created by anotherchoice? Do decisions involve only two options? Explain. If the decision you made was unsatisfying,

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can you ever go back to achieve the desired result? In the event of another choice, how differentlywould people have been impacted? In a disagreement involving two people, can there ever be two“winners”?

Small groups summarize their discussion to whole group.

Materials:The poem “The Road Not Taken” by Robert Frost or another poem about making a difficult choice,journals

Extension Activities:Language Arts: Debate personal issues, such as choice of high school, censorship of lyrics inpopular music, or strict changes in school dress code.

Art and Social Science: Create a tapestry, collage, or mural illustrating/mapping the factorsconsidered in making a specific decision, treaty, or amendment.

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Character Trait:

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Objective:Take responsibility for one’s words.

Strategy/Focus:• Use mapping, outlining, and drafting to generate ideas for writing.

• Write a persuasive problem-solution essay.

• Use a rubric to critique presentations.



Activities:Class discusses the responsibility of writers to give the audience ideas in a clear and concise fashion.They enumerate on the chalkboard the features of writing which communicate the message, such asfocus (clear presentation of main idea, viewpoint), support (explanation of main idea with specificdetails/reasons), organization (clear and coherent, logical flow of ideas with evident structure orplan), and convention (correctness of expression).

Brainstorm a list of issues students care about, such as whether or not there should be school onSaturday; whether there should be school 12 months a year; whether or not all students should wearuniforms; whether girls should be allowed to play on the basketball team. Students express whichside of the issue they support. Then students are asked to develop an argument for the position whichis OPPOSITE of their personal point of view. Half of the class must produce arguments in favor of theissue while the other half produces arguments against it. (Both groups will list their arguments on thechalkboard.) Each group should anticipate the opposition as a way of strengthening its argument(“Although some may think that basketball is too physically demanding for girls, the physical capabil-ity of girls is evident by their participation in sports such as volleyball and tennis.”). Three studentsfrom each group will debate the issue selecting the three strongest arguments. A spokesperson from

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each group will preview the points the team will argue. Then each team member will argue eachsupportive point in detail. Another team member will summarize the points. After both teams havepresented their arguments, the class will vote for the team which presented the most persuasiveevidence.

Six teams of students evaluate six different responses to a persuasive prompt. With an overheadtransparency each team explains its evaluation to the whole class. Afterwards, they compare theirrating with that of the State judges in the book Write On, Illinois. Discuss obligation of writer topreview the points that will be raised in the body of the paper and to summarize them in the conclu-sion. How do these facilitate delivery of the main idea? How do transitional expressions enable thereader to more easily comprehend the logical flow of ideas?

Materials:Pages from Write On, Illinois, overhead projector

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Character Trait:

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“Take your life into your own hands, and what hap-

pens? A terrible thing: no one to blame.”– Erica Jong

Objective:Use probability solutions to make wise choices.

Strategy/Focus:• Describe and use given patterns to predict solutions to given problems that are relevant to student

experiences.

• Use probability to solve problems that are relevant to student experiences.

• Specify sample space and events for a random experiment.

• Find the possibility that an event will happen.



Activities:On the chalkboard class enumerates events that they know will definitely occur. The class discussesquestions, such as the following: What factors are considered in determining how probable aparticular event is? What precautions do individuals take to commit themselves to actions or obliga-tions which may be blocked by unforeseen circumstances? Discuss acting responsibly with referenceto understanding the needs of others, thinking about outcomes before saying or doing anything, beingtrustworthy.

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The class then explores problems, such as the following: If you arranged to meet a friend at thelibrary between 3 and 4p.m. and the friend asked you not to wait more than 15 minutes, what is theprobability that your friend missed you if she arrived at 3:45 p.m.?

Teams of students solve if-then logic problems.

Individual students create if-then logic problems for others to solve.

Extension Activities:Social Science: Review the Fourth Amendment and discuss its intent. Consider the circumstances atthe time the amendment was written and those which are true today. Debate whether mandatory druguse testing of persons seeking employment or a job promotion is considered “unreasonable searchand seizure.” Discuss why “probable cause” is an important phrase in making a decision regardingthis issue. Why is hearsay not admitted in a court of law?

Science: Analyze a weather map for one week and plan a vacation. Speculate on the next medicalbreakthrough.

Language Arts:Conduct a survey to determine the probability that a product you create will besuccessful in the marketplace.

Art: Design attractive packaging or an appealing advertisement for the product you create.

Enrichment:• Define random experiment (an activity such as tossing a coin to reveal heads or tails which is

repeated under the same conditions but without predictable results).

• Define sample space (possible outcomes such as either heads or tails in coin tossing experiment–{H, T}).

• Define event (any possible subset of sample space; e.g., in coin tossing, there are simple events,single member of the sample space–{H} and {T})…

• Define probability (the ratio of the number of outcomes favoring an event to the total number ofpossible outcomes–written as a fraction; e.g., In the tossed coin scenario, if the probability of {H}is written as p(H) and the probability of {T} as p(T), then p(H and T) = 1/2; so for any probabilityP, 0<P<1).

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Character Trait:

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Objectives:• Recognize that being part of the solution is better than being part of the problem.

• Learn to act in more thoughtful ways.

Strategy/Focus:Relate cause and prevention of disease in humans to cause and prevention of sexually transmitteddiseases.

Integration of Content/Subject Area:• Language arts


Activities:Class discusses questions, such as the following: What happens when one person in the class has acold? Do others soon have it, too? What are the ways disease is spread by bacteria and viruses?Explain the connection between fleas and rats in causing the Black Plague.

Discuss contribution of Pasteur and the science of bacteriology; relationship between infection rateand cleanliness in surgery.

Discuss the role of the Center for Disease Control in monitoring the spread of diseases throughout thecountry.

Class continues discussion by responding to questions, such as the following: Why is it important toeat and drink only fresh food? How does sharing eating or drinking implements spread communi-cable diseases? Why does the city add chlorine to its water system and swimming pools?

Small groups of students research and enumerate sexually transmitted diseases (STDs) that arecaused by bacteria (e.g., gonorrhea, chlamydia, syphilis) and those caused by viruses (e.g.,genitalherpes, AIDS, genital warts). They explore questions such as the following: How does the AIDS virus

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affect the immune system?

Individual students research other issues related to diseases such as the following: What are thebody’s natural defenses against disease? How does MRI (magnetic resonance imaging) compare withother methods used to diagnose disease? Categorize diseases by their causes, such as bacteria, virus,fungus, or protist. Investigate diseases such as athlete’s foot, cold, dysentery, flu, pink eye, pneumo-nia, strep throat, ringworm, and Lyme disease.

Materials:Research sources, graph paper

Extension:

Mathematics:Bacteria divide every 20 minutes. How many bacteria will be there be after five hours? (One bacte-rium will become two in 20 minutes, 2 will become 4 in 40 minutes, etc.) Graph the data.

Language Arts:Write a cause-effect essay on how unwashed hands spread disease or an expository essay on thesymptoms and treatment or prevention of a particular disease.

Science:Conduct an experiment to show that microorganisms cause infection.

Source: Life Science, 1993, pp.557-577.

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Character Trait :

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Setting the Tone

“Decide what you want, decide what you are willing to

exchange for its. Establish your priorities and go to work.”

– H.L. Hunt

Objective:Recognize ways that hard work benefits yourself and others.

Strategy/Focus:Recognize ways that hard work benefits you and others.



Activities:The class discusses and evaluates statements such as, “A little learning is a dangerous thing,” or“Ignorance is bliss” to assess how learning affects the quality of one’s life. They explore questionssuch as the following:

• How much should a person know?

• What are the most important things to know?

• When is knowing something or not knowing something dangerous?

• How would your life be different if you did not have to go to school?

• What kinds of things do you learn outside of school?

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• Explain how and why learning occurs.

• Do children and adults learn the same way?

• Compare the ways people and animals learn?

Individual students write a brief essay exploring one of these issues.

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Character Trait:

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“A problem is a chance for you to do your best.”

– Duke Ellington

Objective:Take pride in completing a task one step at a time.

Strategy/Focus:Read and follow directions.



Activities:After putting a 20 question “following directions” ditto face down on each student’s desk, tell the classthat when the signal is given, they are to turn the papers over and begin working. The first threestudents to finish will win a prize. Wait until everything is finished before awarding prizes.

Sample Test

1. How well do you follow directions?

2. Read everything carefully before you do anything.

3. Put your name in the upper right-hand corner of the paper.

4. Underline the word “carefully” in question 1.

5. Fold down about one inch the upper right hand corner of your paper.

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6. Circle the word “rad’” in question 1.

7. Put a square around the middle hole of your notebook paper.

8. Draw a wavy line under the title of the test.

9. Write the word “yes” in capital letters followed by an exclamation point seven times at the end ofthis sentence.

10. Punch three holes at the upper left hand corner with your pencil.

11. Put an arrow next to the sentences which are multiples of three.

12. Place a circle with a dot inside of it next to each sentence number that has a nine in it.

13. On the back of this paper write the full name of your school.

14. Draw a star next to your name at the top of the paper.

15. On the back of this paper add the numbers 1997 and 1998.

16. Crumple up a piece of paper and with the palm of your hand bounce it up in the air three timesand then sit on it.

17. Stand up and say, “Oh, yes!” when you get this far.

18. Clap your hands four times.

19. Loudly call out, “I am the leader in following directions.”

20. Now that you have finished reading everything carefully, do only sentence 2.

21. Carefully turn your paper over and smile at the teacher.

Discuss the ways that doing extra work initially helps cut back on work or makes things easier later.(e.g., cleaning one’s room daily, keeping up with homework each day, eating properly).

In a class discussion, explore the meaning of the expression, “There ain’t no such thing as a freelunch.” Discuss get-rich-quick schemes and telemarketing scams promising big money and prizes forfilling out a card, buying an advertised product, sending in a check , or attending a presentation. Dopeople have a natural tendency to try to get something for nothing?

Materials:Printed copy of test from this lesson on following directions.

Extension Activities:Language Arts: Identify 4 types of verbal support: illustration, testimony, comparison, and statistics.Select a controversial or debatable issue, such as capital punishment or mandatory drug testing, orchoose to prove a declarative statement’s truth. Use the four types of verbal support to substantiate aparticular viewpoint. Gather material from at least two sources. Devise, if possible, a visual aide tosupport an oral presentation of it. Restate and extend, at the conclusion, the opening main idea.

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Character Trait:

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Objective:Recognize the joy of work and a job well done.

Strategy/Focus:• Analyze how Native Americans, Europeans, and Africans interacted in the shaping of the history of

the New World.

• Recognize that the value system in a pluralistic society emerges from a variety of traditions.



Activities:Students hold a discussion to arrive at an understanding of what is meant by the term “Puritan workethic.” They make inferences by examining the Puritan way of life in the Massachusetts Bay Colony.They identify beliefs and practices there that influenced and helped shape social policies and ideals ofgovernment in America. They indicate how the free enterprise system relates to the Puritan ethic.

Small groups of students develop a list of political and social institutions and practices in Americaemerging out of the Puritan influences.


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Character Trait:

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Objective:Derive satisfaction from doing work which is useful and also an expression of one’s talents.

Strategy/Focus:Solve and check one- and two-step equations.



Activities:The class discusses how setting goals and working toward them with perseverance and a positiveattitude yield results. They translate this discussion into the parallel approach to solving mathematicsequations step by step.

Show examples of the addition, subtraction, multiplication, and division properties of equality.

Transform equations by substitution, addition or subtraction and multiplication or division.

Use inverse operations to solve equations.

Organize the facts of a word problem in a chart. Then set up an equation to solve the problem.

Teams of students solve problems, such as the following:

Nadine worked 16 hours last week. She earned $5 per hour from her mother and $5.50 perhour at a local record shop. If her total earnings were $82, how many hours did she work at therecord shop?

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Character Trait:

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Objective:Recognize the importance of a positive mental attitude.

Strategy/Focus:Use scientific protocols to perform experiments including stating a purpose, developing a hypothesis,describing procedures, collecting data, and making observations.



Activities:The class brainstorms science-related topics for investigation, such as plants, animals, weather,structure and properties of matter, matter and energy.

Small groups of students engage in the following:

Pose a set of questions to be answered or problems to be solved, such as what is the best way tomake a plant grow, or which brand of microwave popcorn pops the most kernels.

Make a scientific guess–hypothesize what will happen. Use personal experience or research tosupport your prediction.

Perform the experiment by deciding on the variables, constants, and controls. Decide whatmaterials will be needed and what size sample should be used.

Make a chart or graph and interpret the results. Compare the results with the hypothesis.Repeat the experiment. Do the results vary?

What conclusion can you draw from the results? Are there related topics you’d like to investigate?

Materials:Graph paper

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Character Trait:

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Objectives:• Help students to become more sensitive to caring behaviors.

• Help students to develop into caring individuals.

• Enable students to use their writing ability and creativity in caring and thoughtful ways.

Strategy/Focus:• To produce various types of public and personal writing

• To maintain and evaluate a collection of writing samples

• To write social and business letters


• Critical thinking Skills

Activities:Have the students create “How to...” instruction manuals that describe how to use thefollowing topics:

• How to care for very tired parent/guardian who has just come home from a long andexhausting day

• How to care for a friend who is going through a difficult situation

• How to care for an older family member, neighbor, or friend who lives alone

• How to care for yourself when you have a bad cold

• How to care for someone who has had a death in the family

• How to care for your neighbors and neighborhood

• How to care for a baby or younger child

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• How to care for books

• How to care for a classmate who is having a hard time with the other kids at school

• How to care for _________________

Help the students to list as many synonyms for caring as they can.

Ask the students to list as many words that are associated with caring as they can.

Have the students:

• Create endings for the phrase, “Caring is … .”

• Design “CARE” packages of written correspondence for individuals they care about. Include caringcommunication; for example, caring and thoughtful words, a letter, caring notes, original greetingcards, an inspiring or uplifting quote or story, a poster, service coupons (good for help with thelaundry, yard work, the dishes). Be creative and caring. Wrap or decorate packages in a way thatshows caring.

• Create a “CARE” calendar for one month. Write a thoughtful or caring tip for each day of themonth.

• Use a newspaper to investigate how want ads are written. Write a want ad for a caring friend anddescribe the characteristics that they would want in a caring friend.

• Create a poster with the theme HOW TO CARE FOR SOMEONE’S FEELINGS.

• Make a list of 10 things that you could do to be a more caring person and 10 things not to do.

Hand out the graphic “Wanted! One Caring Friend!” Have students complete with pic-tures and qualifications. Display in the room.

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Character Trait:

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Objectives:• Help students with self-discovery.

• Help students care about major health concerns.

• Help students apply mathematical skills in caring ways that might benefit people.

Strategy/Focus:• To read, write, and create a chart from data using various kinds of graphs to illustrate that data and

to develop descriptive statistical communication

• To write and solve equations involving integers, fractions, and decimals that come from relevantstudent experiences



• Mathematics

Activities:Have the students design a poster to convince someone not to smoke or to stop smoking, usingmathematics.

Instruct the students to create a graph or chart using their math skills to compute the cost of smokingover a period of time. Have them illustrate the cost of purchasing one pack of cigarettes a day for oneweek, one month, six months, one year, two years, three years, four years, and five years. Have thestudents use advertisements from newspapers and magazines to suggest, show, and price somehealthy and absolutely fabulous things that a person could buy or do with the money saved from notsmoking. Ask students to suggest several appealing alternatives for each time interval.

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Have the students research and collect numerical data and information pertaining to health hazards ofsmoking. Ask them to use charts and/or graphs to illustrate the information and numerical data.Encourage students to use and apply math skills to show numerically how hazardous smoking is toones health.

Materials:Paper, pencils, calculators, newspapers, ads, smoking statistics

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Character Trait:

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Objectives:• Help students care about the environment and become sensitive to environmental needs and

concerns.

• Help students care about laws that protect the environment.

• Help students learn to advocate caring laws.

Strategy/Focus:• To understand the necessity for protecting the environment

• To know government policies were designed to address environmental problems in the U.S.

• To study how groups and/or individuals influence government decisions

Integration of Content/Subject Areas:• Critical thinking Skills

• Language Arts

• Social Science

Activities:Discuss with students the concept that caring for the environment is important.

Have the students research and investigate the Environmental Protection Agency (EPA), the IllinoisDepartment of Natural Resources (IDNR), and the Illinois Environmental Protection Agency (IEPA)department to determine how they protect the environment and citizens.

Research and investigate the following laws and why they are important:

Federal Insecticide, Fungicide, and Rodenticide Control Act (1947 & 1988)

Federal Water Pollution Control Act (1948 & 1987)

National Environmental Policy Act (1970)

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Clean Air Act (1970 & 1977)

Ocean Dumping Act (1972 & 1988)

Safe Drinking Water Act (1974 & 1986)

Resource Conservation and Recovery Act (1976 & 1984)

Toxic Substances Control Act (1976)

Comprehensive Environmental Response, Compensation, and Liability Act (1980)

Community-Right-to-Know Act (1986)

Research Earth Day (April 22)

Define the verb lobby for the students. Inform them that groups of citizens who are interested inenvironmental concerns often lobby Congress. Discuss with the students what it means to lobby andhow lobbying affects laws?

Ask the students to imagine that they are deeply concerned about an environmental problem forwhich there is no law. Instruct them to make a diagram or flow chart to show how their concern canbecome a bill and how that bill can become a law.

Assign individual students to investigate laws that pertain to:

littering, playing loud music, disposing of chemicals and toxins, smoking, hunting and fishing,recycling, using chemicals, watering lawns during summer, burning leaves or garbage, havingcertain pets or animals within city limits, dumping. charging an air conditioner, walking a dogoutside, installing smoke detectors, and installing carbon monoxide detectors.

Materials:Paper, pencils, reference materials

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Character Trait:

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Objectives:• Develop caring individuals.

• Apply scientific knowledge to develop a caring attitude for global concerns.

• Develop caring behavior for human and environmental problems.

Strategy/Focus:• To discuss the pros and cons of controversial issues

• To recognize factors which have contributed to the extinction of species

• To apply science as inquiry to investigate questions



• Science

Activities:Challenge eighth graders to use prior knowledge, current learning, and research to answer thefollowing “Why Care?” questions:

• Why should students and scientists CARE about safety rules and precautions when conductingscientific experiments?

• What could happen if they didn’t CARE?

• Why should people CARE about the rapid destruction of the rain forests in Africa, South andCentral America, and Asia?

• What will happen if people didn’t CARE?

• Why should people CARE about the depletion of the ozone layer?

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• What will happen if people don’t CARE?

• Why should people CARE about the “greenhouse effect” and global warming?


• Why should people CARE about acid rain?


• Why should people CARE about trees and deforestation?


• Why should people CARE about the El Nino effect?


• Why should people CARE about endangered and threatened plant and animal species?


• Why should people CARE about endangered and threatened plant and animal species?


• Why should people CARE about how industry disposes of toxic and nuclear wastes?


• Why should people CARE about the kinds of pesticides and chemicals that are applied tofruits and vegetables, given to livestock, used to treat meat, and added to foods?


• Why should people CARE about the Great Lakes (the world’s largest supply of fresh water),the underground water supply, and oceans?


• Why should people CARE about pollution, illegal dumping, oil spills, radiation leaks,recycling, conservation, and environmental problems?


• Why should people CARE about AIDS and the spread of other diseases?


• Why should people CARE about drug abuse and how drugs affect a person’s health, behavior,and mental state, and how chemical addiction hurts their lives and the lives of others?


Use the following activities after discussing the Why Care? questions.

• Select one or more of the questions and write a research paper or persuasive essay usingscientific facts and data.

• Design and create a collage, poster, or billboard layout to illustrate the topic of concern.

• Select a question and compose a poem. Describe the topic of concern in free verse or rhymeand include scientific facts.

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• Conduct a scientific experiment. (For example, devise an experiment to simulate the effectsof acid rain on plants.)

• Form small groups to investigate a question. Each group will share their findings andinformation with the entire class.

• If possible, use the Internet to retrieve information to share with the entire class.

• Develop and create a science game, using the Why Care? questions.

• Create greeting cards, bookmarks, T-shirts, or other products to illustrate the topic ofconcern and to promote public awareness.

• Conduct a survey or public opinion poll to assess public/student awareness of the topics andshare the results with the class.

• Expand upon the list of scientific topics and concerns that people should care about.Formulate similar questions for each unit of study.

• Create an advertisement to address the question and topic of concern.

• Design and create a scientific fact sheet, pamphlet, or brochure using one of the topics.

• Create a chart or an outline of scientific facts related to one of the questions. Define the topicand list causes, effects, and solutions.

• Prepare a short oral and/or visual report to share with the class. Address the question andhighlight pertinent facts.

• Investigate scientific careers related to one or more of the topics.

• Investigate and use video and media references available from libraries or in the school toaccess information on one or more of the topics. Use the video and media references as amedium for reviewing and/or expanding knowledge. Critique and share with the class.

• Prepare a fact sheet of suggestions to inform citizens of things they can do to address one ormore of the topics of concern. What personal actions can people take?

Materials:Paper, pencils, reference books or reference technology sources

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Character Trait:

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Objectives:• Help students conceptualize, analyze, and evaluate aspects of courage.

• Help students gain a greater insight and appreciation of how courage is needed to face difficultsituations.

• Help students gain the courage needed to make good decisions.

Strategy/Focus:• To identify elements of short stories (characters, setting, plot, theme)

• To infer meaning

• To write in a well-organized manner

• To refine oral presentation skills



Activities:Familiarize students with words that are synonymous with courage. Have the students create aglossary of definitions and usage examples.

Words that are synonyms for courage to learn and apply:

valiant valorous gallant

intrepid dauntless chivalrous

undismayed heroic doughty

stouthearted fortitudinous mettle

Direct each student to make a personal list of courageous characters. Have the students look forvarious examples of courage or lack of courage when analyzing literature and reading selections.

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Have the students select a favorite story. Ask them to answer the following questions: Did any of thecharacters’ values, feelings, actions, motives, habits, goals, or problems demonstrate or show courageor a lack of courage? How was courage or a lack of courage shown or revealed?

Ask the students to list the character’s values and give specific examples of courage.

Consider the conflict in the story–man against man,man against nature,or man against himself, and tell if the story’s conflict involves issues of courage orlack of courage.

Ask the students to find a poem that speaks of courage. Have the students read or recite in class andexplain why they selected a particular poem and how it reflects courage.

Allow the students time to brainstorm and write 20 endings for the following:

It takes courage to…

It takes courage not to…

It takes courage to say no when…

I’ve shown courage when I…

Have the students use the writing process to develop an essay on one or more of the followingprompts involving courage:

Of all the people that you know personally, whom do you admire most for their courage and why?

What is the most courageous thing that you have ever had to do? Explain.

What are your fears? What are you afraid of? How might you overcome those fears?

Have you ever been bothered or picked on by a bully? How did you handle the situation?

Have you ever been a bully? What did you do and why?

Are there things that you wished you had the courage to do? What are they and why?

Do you have a hero? Who is it and why?

Ask the students to describe the most difficult situation that they have ever had to face this year? Havethem put into writing how they handled their situations?

Have the students write a composition describing a time when they had to help a friend or familymember to have or find the courage to face or overcome a difficult situation, danger, or problem.Have them relate how they helped them to have courage. What did you suggest?

Ask each student to decide if he or she has the courage to do what is right, to not go along with thecrowd even though being teased, ridiculed, or called a “chicken or coward.”

Consider the following quotation: “Every man of courage is a man of his word.” Pierre Corneille

Ask the students to interpret the quote. Ideas can be written in journals and shared with the class.

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Reproduce the following poem and distribute a copy to each student. Ask the students why they feel ittakes courage to do the things described in the poem.

It Takes Courage

It is not easy But it always pays

To be unselfish. To apologize.

To face a sneer. To take advice.

To keep trying. To admit error.

To avoid mistakes. To be charitable.

To profit from mistakes. To be considerate.

To think and then act. To endure success.

To make the best of little. To forgive and forget.

To shoulder a deserved blame. To subdue an unruly temper.

To recognize the silver lining.

Anonymous

Materials:Paper, pencils, dictionary

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Character Trait:

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Objectives:• Help students understand the necessity for fairness and justice in a democratic society.

• Assist students in analyzing and evaluating events and issues involving fairness.

• Help students conceptualize the importance and significance of fair treatment for all human beings.

Strategy/Focus:• To explore ways in which different political and social movements have influenced change in the

U.S.

• To identify, analyze, and apply historical (past) events to current issues

• To know the U.S. Constitution is a “Setting the Tone” of changing attitudes in our society



• Social Science

Activities:Have the students consider the following quotes about fairness and justice. Ask them if they agree ordisagree? Discuss with them how these quotes might apply to everyday life situations, to history, andto government.

“Injustice anywhere, is a threat to justice, everywhere.”Dr. Martin Luther King, Jr.

“It is not fair to ask of others, what you are not willing to do yourself.”Eleanor Roosevelt

Help the students analyze past historical events; economic issues, policies, and practices; governmentpolicies, acts, legislation; political issues and social issues; attitudes and ideas throughout the study ofsocial science. Evaluate in terms of fairness and justice. Ask them what they think was fair and justvs. unfair and unjust and why?

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Use the following events for the above activity:

The acceptance and practice of slavery

The slave trade

The acquisition of land from Native Americans

The broken and dishonored treaties between the federal government and the Native Americans

The following quote from Chief Joseph of the Nez Perces:

“Whenever the white man treats the Indian as they treat each other, then we shallhaveno more wars.”

The Cherokee Trail of Tears and the Indian Removal Act

Attitudes toward old and new European immigrants

The Chinese Exclusion Act

Slave Codes

Supreme Court decisions

Imperialism

Women’s Rights, the Women’s Rights Movement, and Women’s Suffrage

The treatment and rights of various minority groups

The black codes

Jim Crow laws

Discrimination and segregation

Literacy tests as a requirement to vote

The Draft Law of 1863 which enabled a person to avoid the draft by paying the government orhiring someone to serve

Unequal pay for judges based on their decisions (past practice)

Child labor

Civil Rights Movement

Discuss the following questions about the United States Constitution with the students:

How are the rights of every individual protected by the Constitution?

What rights are covered by the Bill of Rights and why are the laws necessary?

How do the amendments to the Constitution ensure rights, fairness, and justice?

How are rights guaranteed under the Constitution enforced?

What problems have occurred when rights and laws were not enforced and rights were violated?

Discuss current events with the class. Find issues involving fairness and justice and help the studentsto analyze and evaluate these issues and compare and contrast them to past issues.

Materials:Paper, pencils, social science texts, references, newspapers, class units of study

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Character Trait:

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Setting the Tone

Objectives:• Encourage students to conceptualize personal convictions.

• Help students to gain and exhibit courage when faced with difficult situations.

• Aid students in using and applying courage to overcome negative peer pressure influences.

Strategy/Focus:• To express ideas in a clear, understandable manner

• To infer meaning

• To place information in one’s own words, prioritize, and summarize to increase understanding

Integration of Content/Subject Areas• Language Arts


Activities:Ask the students to reflect on, ponder, consider, and discuss what courage means. Ask them toconsider the following questions: how do people have, show, and demonstrate courage in everydaylife situations? What does it mean to have the courage of one’s convictions? What does it mean andrequire to have the courage to make good decisions about right vs. wrong when facing difficultsituations?

Prepare a worksheet with the following paragraph and distribute it to the students. Have them read itand follow the directions:

What are your personal convictions and beliefs? What do you strongly believe in as a personregarding right vs. wrong? What is your personal philosophy (what you value and believe to beright vs. wrong) about how people should live and treat one another? What principles (rules orconduct) do you deeply believe in? Your personal convictions are very important. As peopledefine their convictions, they are defining themselves. They are defining what they believe, value,

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and stand for as people and as individuals. Carefully, think about, analyze, evaluate, and list yourconvictions.

“My Personal Convictions, Beliefs, Principles, and Philosophy”

Discuss the following with the students:

Positive peer pressure shows approval of, displays respect for, and encourages behavior which is:

respectful

courteous, considerate, and thoughtful

lawful

kind, compassionate, and humane

helpful and constructive

honest, sincere, truthful, and honorable

responsible and conscientious

fair and just

courageous

Explain why you agree or disagree?

Negative peer pressure demonstrates disapproval of positive traits and behaviors. Negative peerpressure encourages and condones behavior which is:

rude, inconsiderate, or thoughtless

disrespectful

dishonest and untruthful

unlawful and illegal

cruel, vicious, inhumane, and unkind

destructive or harmful

rash, reckless, negligent, and unsafe

unfair, unjust and/or abusive

Explain why you agree or disagree.

Discuss with the students the negative peer pressure teens face today? Ask them how teens can showcourage not to be influenced when put in difficult situations. Direct the students to construct aproblem-and-solution paper, chart, or poster. Have them list five examples and descriptions ofnegative peer pressure (difficult situations) and give suggestions as to how not to act or to beinfluenced. (See example below.)

Problem: Examples of Negative Peer Pressure

Solution: How to Courageously Not Be Influenced

Think of courage as it applies to everyday life situations. What examples of courage do you admire

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most?

In what ways do you show courage?

Are there any difficult situations, fears, or dangers that you face and that you need to cope with and/or overcome? How might you use courage to seek appropriate help when faced with difficultproblems that you cannot solve on your own?

Materials:Paper, pencils, chart board

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Character Trait:

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• Enable students to apply problem-solving skills to family relationships.

• Help students gain insight and understanding in relationship to family dynamics and relationships.

Strategy/ Focus:• To compare the underlying meanings of selections from literature to real-life situations

• To discuss reasons for selecting a particular television program

• To provide reasons for making judgments



Activities:Have the students define the following words and use them in sentences:

maternal clan

paternal ancestor/ancestral

familial descendant

progeny offspring

siblings lineage

kin/kinship

Direct the students to use as many descriptive words as they can to describe their families.

Have the students use as many descriptive words as they can to describe their homes.

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Instruct the students to note the family relationships that exist among the characters in a given readingselection.

Ask the students to answer the following questions after reading the story:

What are the relationships? How do the characters relate to one another? What are their strengths andweaknesses? What kinds of family problems do they have? How are the characters supportive or notsupportive of each other and/or the family unit? How do the families that are portrayed in literaturemirror real-life families and real-life situations? What insights and understandings have you gained byreading about families and family situations in literature?

Write the following quote on the blackboard:(Express in prose or in poetic form)

“Home is where the heart is.”Pliny

Discuss the quote with the class. Have students choose five questions from below to answer.

How could these words have special meaning to families that are homeless?

What in your opinion makes a house a home?

What do you appreciate most about your family?

What can family members do to make other family members feel special and loved?

What are some of your family traditions, and which traditions will you continue and why?

What is the funniest or most amusing memory that you have about your familyand/or household?

Do you get angry with your family members? What makes you mad and why?

If you could do or provide anything in the world for your family or family members, what wouldyou do and why?

Do you feel that you have a good relationship with your parent/s, guardian, and/or family? Why orwhy not; if not, what could make it better?

Does your family have any traditions that reflect your cultural background (special foods,holidays, ceremonies)?

Is there something that you wish you could talk about with your parent/s, guardian, or family?Explain why you feel you cannot discuss it with them now?

If you could write a rule book for the family, what rules would the family have to follow and why?

Select a movie and/or an episode from a television show episode about family life and familyrelationships and explain why you felt it was good or bad.

Materials:Paper, pencils

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Character Traits:

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Objectives:• Help students define honest vs. dishonest and truthful vs. untruthful behaviors.

• Help students differentiate and evaluate behaviors (honest and truthful vs. dishonest anduntruthful).

• Enable students to consciously examine behaviors attributed to honesty and truthfulness vs.dishonesty and untruthfulness.

Strategy/Focus:• To infer meaning

• To identify elements of short stories

• To provide reasons for making judgments and forming questions before, during, and after reading

• To write in a well-organized manner


• Language Arts


Activities:Ask the students how the following words relate to honesty and truthfulness. Discuss the meanings of thewords with the students. Have them categorize the words into honest/dishonest, truthful/untruthful words.

trustworthy candid unadulterated sincereloyal frank scrupulous genuineprudent judicious conscientious uprightcredible honorable just authenticunbiased virtuous veracious integrityfraudulent deceptive fallacious surreptitiousunscrupulous devious misleading clandestinedeceitful corrupt underhanded stealthy

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Have the students, in groups, individually, in groups, or collectively, create and write situationscenarios in which terms from the above list would apply. Example: Mr. Brown sold his 7-year-oldcar to Mr. Smith. Mr. Brown told Mr. Smith that the car was in good condition. Mr. Brown did nottell Mr. Smith that the car had been seriously damaged in an accident. He did not tell Mr. Smith thatthe car stalled frequently and needed many repairs. (Words applicable to the situation — deceptive,misleading, surreptitious, fallacious, deceitful)

Have the students analyze and evaluate the characters in short stories and novels, identifying charactertraits. Ask them to make a list of characters who could be described as honest and truthful and a listof those who would be dishonest and untruthful. Ask them to provide examples of honesty ordishonesty. Remind the students that authors reveal character traits both directly and indirectly.

Instruct the students to analyze traits carefully when reading. Tell them to look for evidence, analyzethe facts, recognize opinions, search for clues, and learn to detect prejudiced attitudes and view-points. Have them select a reading selection and describe the author’s attitude toward the character/s.Ask them to compare the selection to real-life situations. Make sure they provide reasons for theiranalysis of a character’s traits.

Have the students follow the writing process to develop an essay from the following prompt involvinghonesty and truthfulness:

Do you like being around people who lie, cheat, and steal? Why or why not? Support your answerwith reasons and examples.

Materials:Paper, pencil, dictionary, class reading/literature selections

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Character Traits:

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Setting the Tone


• Enable students to analyze and evaluate kind, generous, and helpful behaviors.

• Help students differentiate between positive vs. negative behaviors.

Strategy/Focus:• To express ideas in a clear and understandable manner

• To utilize language appropriate to the situation and ask appropriate questions

• To use descriptive words correctly

Integration of Content/Subject Areas:• Language arts


Activities:Present and discuss with the students the Golden Rule: Do unto others as you would havethem do unto you.

Have the students consider the following:

1. How do you like to be treated and how do you feel and react/respond when you are treatedkindly and considerately?

2. How do you feel and react/respond when you are treated unkindly and inconsiderately?

3. What do you think of the Golden Rule? Would the world be a better place if more peoplefollowed the Golden Rule? Explain.

4. Would your life be better or worse if the people you encounter all practiced the GoldenRule? How? Why?

5. Do you practice the Golden Rule? If so, how? If not, why?

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Kindness is… Unkindness is…Help the student to analyze and evaluate the traits of kindness, generosity, and helpfulness to createword portraits. Ask them to consider the following questions: What is kindness? What do kindpeople do? Describe kindness vs. unkindness. How do they feel, sound, and look? What kinds ofactions and behaviors denote each? Help the students to create word portraits of kindness andunkindness. Have them list 25 descriptions of each and record what they feel to be the most importantdescriptions.

Generosity is… Selfishness is…What does it mean to be generous? What do generous people do? How is generosity shown? Whatdoes it mean to be selfish? What do selfish people do? How is selfishness shown? Describe generosityvs. selfishness. How do they feel, look, and sound? What actions and behaviors denote each? Helpstudents create word portraits of generosity and list 25 descriptions for each.

Helpfulness is… Not Helpful is…Consider helpfulness vs. not helpful. What does it mean to be helpful? What do helpful people do? Howis helpfulness shown? What does it mean to not be helpful? What do people who are not helpful do?How do people show that they are not helpful? Describe helpfulness vs. not helpful. How does each feel,look, and sound? What actions and behaviors denote each? Help students create word portraits ofhelpfulness or not helpful by writing 25 of kindness and unkindness, generosity and selfishness.

Reproduce the following questions and have students respond to them in their journals:

How do you show kindness?

What is the kindest thing that you have ever done?

What was the kindest thing that someone did for you?

In what ways or in which aspects of your life would you like people to treat you with morekindness?

What could you do to become a kinder person?

How do you show generosity?

What was the most generous act that someone did for you?

How are people generous in ways that do not involve money?

What do you do to help others?

In what important ways do other people help you?

Reproduce the following and distribute to the students. Ask them to prepare an essay responding tothe questions.

To be helpful, an act must be of benefit to the person receiving the help. Have you everreceived “help” that you did not want or that did not help you? Why is it important toconsider and be considerate of other people’s feelings about what is of help and helpfulto them? Sometimes it is appropriate NOT to help someone. When should you not helpsomeone? What kinds of situations and circumstances might you be confronted withwhen you should NOT help someone?

Materials:Paper, pencils, pen

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Character Traits:

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Objectives:• Help students become sensitive to kindness, generosity, and helpfulness as they apply to

human relations.

• Enable students to express kindness, generosity, and helpfulness in positive ways.

• Help students with self-discovery.

Strategy/Focus:• To produce various types of public and personal writing

• To use descriptive words correctly

• To refine oral presentation skills


• Language Arts

Activities:

Vocabulary DevelopmentHave the students use dictionaries to define the following words and classify them as kind, unkind,generous, selfish, helpful, not helpful.

magnanimous malevolent munificentmalicious benign miserlyconsiderate avaricious compassionateinhumane cordial barbaricbenevolent philanthropic humanecovetous merciful gluttonousempathetic congenial forbearingvicious ruthless affableresourceful affectionate altruisticamiable charitable contemptible

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Writing Prompts

Have the students follow the writing process to develop essays from the following prompts:

Who is the kindest person you know and why?

What would you do to make this world a kinder place?

If you could do anything that was kind, generous, and helpful for someone you love or for aworthy cause, what would you do and why?

In what ways are you a kind, generous, and helpful person?

Instruct the students to: design a poster, billboard, or brochure for one or more of the followingthemes:

How to Be Kind! How to Be Generous! How to Be Helpful!

Create a pamphlet of kindness, generosity, and helpfulness Do’s and Don’ts.

Create and design a suggestion poster for your school using the theme Bring Kindness To This Place!Survey the school population for suggestions.

Create and design kindness, generosity, and helpfulness bumper stickers, buttons, greeting cards,posters, words of wisdom, or a newspaper devoted to kindness, generosity, and helpfulness.

UCompose a speech to promote kindness, generosity, or helpfulness.

Create and design a scene to role-play, dramatize, or pantomime some aspect of kindness, generosity,or helpfulness.

Materials:Paper, pencils, poster board, dictionaries

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Character Traits:

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Objectives:• Identify the process of self-discovery.

• Reflect on the importance of being able to help others.

• Discover the value of their academic knowledge and apply their skills to help others.

Strategy/Focus:• To apply formulas to estimate and compute the surface areas and volumes of figures using metric

and customary units of measure and solve problems that are relevant to student experiences

• To write and solve equations involving integers, fractions, and decimals that come from relevantstudent experiences



• Mathematics

Activities:Challenge students to explore, identify, describe, analyze, synthesize, and evaluate how the knowledgeand skills that they learn in mathematics can help those that they love and care about.

Ask them to suggest ways they can use and apply their knowledge to be of help to others.

Relate the following real-life situation to the students:

John loves and cares for his grandmother. She is a wonderful person and does so much for John andthe family. John’s grandmother did not have the opportunity to complete her education. She workedlong and hard throughout her life. She can add, subtract, multiply, and divide, but beyond that, shedoesn’t have advanced math skills. She asked John if he could help her. How can John, an eighthgrader, use and apply what he has learned in his mathematics classes to help his grandmother?

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She needs to:

• calculate how many gallons of paint she should buy to paint her bedroom.

• order the right amount of fencing for her backyard.

• determine if the $50 she has saved is enough to buy a $60 radio on sale at 15% off with asales tax of 8.75%.

Ask the students to describe what John can do to be of help. Have them list skills he will use.

Point out that John can use technology to help his grandmother overcome some of the difficulties thatshe faces. Ask the students for examples of technology he can use.

Have the students describe a time when they used their knowledge and mathematical skills to helpsomeone. Have the students describe how they felt about it.

Ask the students if there are ways that they could use their mathematics skills and knowledge to helppeople in their household.

Have the students describe how they use mathematical skills, knowledge, tools, and technology to helpthemselves.

Materials:Paper, pencils, calculators

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Character Traits:

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• Help students understand the importance of doing whatever they can to help the environment.

• Help students discover ways that they can have a positive impact and help to solve problems.

Strategy/Focus:• To describe how science has been applied to new farming techniques and how they have improved

food production and conservation of resources

• To identify science-related careers

• To understand the necessity for protecting the environment



• Science

• Social Science

Activities:Share with students the remarkable and true story of Wangari Maathai (wan-gar e ma-ti), a Kenyanwoman, who took personal responsibility to help solve a huge environmental problem. (An accountof her accomplishment was featured in the March, 1997, issue of Science & Children, Volume 34,Number 6. Wangari Maathai won the $60,000 Goldman Environmental Prize in 1991 for plantingmillions of trees. The following is a synopsis of the article which shows how generosity, kindness, andhelpfulness replenished the trees of Kenya.

Kenya had plenty of trees when Wangari Maathai was a child. The trees prevented soil erosion,provided windbreaks and shade, and also provided wood and fuel for cooking. As a young woman,Wangari Maathai spent six years in the United States getting an education. Upon returning to Kenya,she was alarmed to find that most of the trees had been cut down to plant and grow tea crops.Because there were no trees, the topsoil eroded and blew away. Streams dried up and the airbecame dusty. There was no wood for cooking or for fuel. As a result, people became malnourishedand sick.

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In 1977, on World Environmental Day, Wangari Maathai decided to do something herself about theproblem. She planted seven trees in her backyard and that started the “Green Belt Movement” toplant “green belts” of trees to replace the ones cut down and to save the valuable topsoil fromerosion. The trees would also provide fruit, wood, and fuel. She was able to get help in funding thetree replanting movement from various philanthropic organizations.

With the help of local children, a tree nursery was started. Children planted seeds, took care of theyoung trees, and planted them in the community. Since 1977, the “Green Belt Movement” has grown,and over ten million trees have been planted in Kenya. More than one thousand tree nurseries havebeen founded, and more than fifty thousand people have been employed growing, planting, and caringfor the trees. The environment is once again filled with trees. The people now have trees and the soilis protected. Wangari stated, “We tend to think that protecting our forest is the responsibility of thegovernment, it is not. The responsibility is ours individually.”

Have students look around their homes and communities. Ask them if there is something, no matterhow small it may seem, that they can do to help the environment?

Encourage students to devise a project that will help, improve, or enhance some aspect of the naturalenvironment and emphasize that when they help the environment, they become one of the eco-heroes.

Have each student select one of the following projects:

Research and investigate the many ways that trees help people and the environment. Create an ad,poster, or billboard design to depict how trees are beneficial.

Grow, propagate, share, and trade indoor houseplants to improve indoor air quality.

Germinate tree, flower, vegetable, or herb seeds for indoor use, outdoor use, and/or to give away.

Investigate soil erosion in the community and devise solutions.

Plant trees. Plant a flower, vegetable, or herb garden.

Investigate and try windowsill and container gardens and gardening.

Adopt a tree and care for it.

Identify the various types of flora and fauna (animals) in the community and the value and beneficialcharacteristics of each.

Investigate environmental resources that are available to the community and create a communitybrochure of information.

Improve one plot of earth.

Devise and plan Arbor Day and Earth Day activities.

Start an environmental club or group.

Investigate the school grounds and suggest ways to improve the environment.

Investigate environmental careers related to trees, flowers, vegetables, herbs, and other aspects ofhorticulture.

Materials:Paper, pencils, seeds, plant clippings, plant reference books, gardening supplies/tools

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Character Traits:

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Objectives:• Analyze and evaluate government programs intended to help the nation.

• Become aware of how people need help in times of crisis.

• Consider how people can use different resources to help themselves and others.

Strategy/Focus:• To explain how the American way of life suffered during the Great Depression

• To explain President Roosevelt’s administration policies and programs to end the depression

• To know the long-term consequences of the New Deal program on modern political, social, andeconomic legislation and development of cities

Integration of Content/ Subject Areas:• Language Arts


• Social Science

Activities:Analyze and evaluate the need for the various points of view and debates: the policies, programs, andinitiatives undertaken to help people and the nation during the Great Depression.

Note: During the Great Depression (1929-1941), millions of Americans lost their jobs and, as aresult, many people lost their homes and were forced onto the street. Millions of people could notfind jobs, and families suffered from hard times. Hungry children and adults searched throughgarbage cans to find food. Farmers could not sell their crops at a profit; therefore, they had little or nomoney. Many lost their farms and/or lived in poverty. Times were very hard for millions of peopleacross the entire country. A popular song was “Brother, Can You Spare a Dime?”, composed by E.Y.Harburg and Jay Gorney. Many homeless people lived in railroad cars or built shacks out of scrapmaterial to serve as homes. Many people wandered and hitched rides from town to town looking forwork and trying to survive. As students study the Great Depression, help them analyze and evaluate

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how people helped themselves and others during this period. Ask the students to briefly describe inwriting and/or discuss in class the actions taken by the Hoover Administration in the early years of theDepression.

Point out to the students that people looked to the government for help, and in 1932 Franklin DelanoRoosevelt was elected President. Have them analyze and evaluate how Roosevelt’s administrationaddressed the problems and people’s needs for help.

Write the following quote on the chalkboard, “It is common to take a method and try it. If it fails,admit it frankly, and try another. But above all, try something.” Ask the students why they think thisquotation may have helped Roosevelt win the election as opposed to Hoover. Discuss with the classwhy so many people felt that this idea would help the nation in contrast to Hoover’s philosophy.

Instruct the students to find out as much as they can about how people lived during the Depression.

Have the students consider the suffering and hardships that people experienced during the GreatDepression and why there was such great despair across the country. Direct them to use descriptivewriting to describe the plight of people.

Discuss the New Deal programs with the class. Have students construct a chart to identify theprograms and the purpose of each. What needs and problems were the programs intended to solveand which programs benefitted or provided help to the following:

The banking system and depositors Cities

The unemployed Students

Farmers and agriculture The writers, artists, arts

Older people Workers

Industry and commerce Expand technology

The environment and conservation Community facilities

The handicapped (as defined during that era) Native Americans

Have the students give a written or oral critique of one or more of the programs.

Ask the students if they think the government should have done more to help people? Ask them to givetheir answer in writing.

Ask the students to describe how people might be creative and resourceful to help themselves andothers during hard times? Have them consider the basic needs for food, shelter, and clothing. Havethem identify some of the things that people did to survive during the Depression?

Have the students write a short narrative or create a “How to Survive Hard Times” pamphlet.

Ask the students to research Eleanor Roosevelt’s role during the Great Depression. Have them write ashort critique of Mrs. Roosevelt’s efforts during this period.

Ask the students if they agree or disagree with President Roosevelt’s idea that the depression and theconditions and suffering across the nation were a national emergency. Have them write a shortparagraph giving reasons supporting positions.

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Point out to the students that many Americans suffered even greater hardships during the depressionbecause of discrimination and injustices. Tell them that minorities, women, recent immigrants, andvarious ethnic groups suffered because jobs were scarce. Have them select a group and outline theparticular injustices or hardships they faced.

Have the students compare and contrast how the government helped and protected citizens before theNew Deal and after the New Deal. Direct them to construct a chart to illustrate, use note cards ordiscuss orally.

Ask the students to find out which New Deal programs are still in existence today? Have them decide ifthese programs are helpful to citizens and the nation as a whole? Tell them to use references toinvestigate and write a short critique or discuss orally.

Have the students compare and contrast some of the problems we face today to those of the GreatDepression. Have them consider the following:

Companies downsizing and laying-off workers

The homeless population

Debates over the present welfare system

The loss of American jobs to foreign markets

Discuss with the class what we can learn from history that will help the nation avoid another GreatDepression.

Materials:History references, text, paper, pencils

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Character Trait:

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Setting the Tone

Objectives:• Identify the process of self-discovery.

• Conceptualize, analyze, and evaluate behaviors that demonstrate respect and disrespect.

• Develop respect for self and others.

Strategy/Focus:• To speak courteously and respectfully to people of all racial/ethnic backgrounds

• To share information, ideas, opinions, and points of view

• To express ideas in a clear and understandable manner

• To utilize language appropriate to various situations and ask appropriate questions

• To write replies to selections



• Social Science

Activities:Ask the class to use several different dictionaries to define respect and to compile a list of synonymsgiven for respect, such as honor, regard, and consideration. Have students write their own definitionof respect. Allow them to compare and discuss the various meanings. Have students reflect on,discuss, and record their thoughts on the following:

Our actions either demonstrate respect or disrespect or are interpreted by others as either respectfulor disrespectful. What does respect mean to you and how is it shown and/or demonstrated? Whatbehaviors do you feel show and demonstrate respect? How do you show respect? What kinds ofbehaviors do you feel show or demonstrate disrespect of someone or something?

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Duplicate the chart below and distribute it to students. Have them consider each of the followingcategories and record the kinds of behaviors that they consider to show respect or disrespect as itapplies to that category.

Respect Disrespect

For oneself

For other members of thehousehold and family

For the home (inside and outside)

For possessions

For classmates

For friends

For the neighborhood/communityand property

For people of different races, religions,nationalities, and cultures

For physically challenged, handicapped,or disabled persons

For the environment and nature

For people in authority

For others when in public

For other people’s privacy, personal life,and personal business

For the personal dignity of others

Note: Have students select one category to do an in-depth written reflection on or respond briefly toseveral or all categories. Have students explore behaviors which connote respect or disrespect asassociated with events (weddings and funerals) and when assuming certain roles (host/hostess,guest). Ask students to explore and reflect upon how different people may interpret certain behaviorsas respectful or disrespectful. Remind the students that respect can also be shown by what peopledon’t do. Ask them to list and describe examples. Ask the students to consider how they feel whensomeone disrespects them and how they feel when they are treated with respect. Have students findspecific examples in newspaper or news broadcasts. Discuss the issues and news reports in class.Discuss what was considered disrespectful, abusive, and/or illegal.

Present the following questions to students for investigation: How does respect contribute to thequality of life? How well we live depends on how well we are treated. When does disrespect as shownby trespassing, sexual harassment, vandalism, civil rights violations, and neglect become abuse and/or illegal? . What respect vs. disrespect behaviors and issues lead to conflicts, feuds, and wars?

Materials:Paper, pencils, dictionaries

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Character Trait:

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Objectives:• Help students become sensitive to the need to respect all people, the law, and the environment

when making decisions.

• Help students become conscious of how respect adds to the quality of life in a community.

• Enable students to reflect on respect issues as they relate to government, the public, and theenvironment.

• Know the rights and roles of the individual in relation to the general public.

• Understand the necessity for protecting the environment.

• Study how groups and/or individuals influence government decisions.

Strategy/Focus:• To suggest alternative uses of land and resources in the United States, Canada, and Mexico

• To know the rights and roles of the individual in relation to the general public


• To study how groups and/or individuals influence government decisions

Integration of Content/Subject Areas• Character Building


• Language Arts

• Social Science

Activities:Discuss with students how respect for diverse groups and respect for the environment is necessarywhen making decisions that affect the public. Point out that all citizens have a responsibility to respectother people, property, the law, and the environment.

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Have students work independently or in cooperative groups to complete a Social Science project thatshows respect for diverse groups of people, land use, property, the law, or the environment.

Tell students to imagine that they are public officials and have to make a decision about a new parkthat is going to be built in the community to replace a blighted area of vacant lots and an abandoned,unsafe building. Have the students use construction paper, newsprint, or posterboard to design apark that shows respect for the diverse groups of people in the community who will use the park.Remind them to consider the needs, safety, and welfare of all, as well as making certain that thediverse groups of people can and will enjoy the park setting. Provide the students with the list of thefollowing groups of people in the community.

School-aged children Teens

Older citizens Parents/guardians with infants and toddlers

Physically-challenged persons Young adults

Diverse ethnic groups Middle-aged adults

Duplicate the following and distribute to the students:Community and public meetings were held to discuss the park and to allow the community anopportunity to make suggestions and to voice their concerns. The community had the followingsuggestions and concerns:

1. Everyone wanted a safe park and wanted to be able to feel safe in the park.

2. Everyone agreed that the park should be beautiful with a variety of trees, shrubs, flowers, andplants.

3. Everyone agreed that people should be able to have picnics in the park.

4. Many people want the park to be peaceful and quiet, a place where they can walk, sit, relax,and read.

5. Many people want the park to be a place where they can play sports (basketball, baseball,touch-football, volleyball, rollerblading, skateboarding, soccer, bike riding)

6. People with infants and toddlers want a tiny tot play area and equipment.

7. Children want playground equipment.

8. Physically-challenged persons want the park to be accessible to them.

9. Everyone agreed that there should be fountains and a place to buy refreshments and snacks.

10. Everyone agreed that there should be a park building with safe, clean restrooms; publictelephones; and a first-aid station.

11. Most people were concerned about gangs coming into the park.

12. Many people were concerned about vandalism to park equipment.

13. Some people were concerned about loud music in the park.

14. Many people felt that the park should reflect an appreciation for the various ethnic groups inthe community.

15. People were concerned that the park could become a place for crime and whether or not itwould be a safe place.

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Instruct students to design a park on paper or make a model of a park. Tell students they may showrespect for the diverse groups of people who will use the park, by considering all of the suggestionsand concerns that were voiced and raised. Use them to make decisions about the equipment,property, paths, walkways, and where to place the various areas of the park.

Have the students list the laws and rules that will govern the park and the people who will work thereto maintain it to keep it safe and beautiful. Have them include how they will show respect for thedifferent ethnic groups and cultures and for the environment and nature.

Materials:Paper, pencils, markers/paint, information regarding ordinances and laws

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Character Trait:

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Setting the Tone

Objectives:• Evaluate the importance of responsibility.

• Analyze different aspects of responsibility.

• Differentiate between responsible and irresponsible behaviors and the consequences of each.

Strategy/Focus:• To have a visual image

• To generate descriptive writing that uses sensory details

• To engage the reader by establishing a context and creating a point of view



• Science

Activities:Discuss with the students the meanings of the words responsible and responsibility. Ask them thefollowing questions: What does being responsible entail? What does it mean to be responsible foroneself, for losses or misdeeds, to fulfill one’s obligations, to be trustworthy or reliable when incharge of something, and to choose between right and wrong?

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Duplicate the following questions and ask students to complete a personal reflections logon responsibilities.

What are your responsibilities?

What would happen if you were not responsible:

for yourself?

at home and with your family?

for your possessions?

as a student and at school?

for clubs, organizations, activities, teams?

when in charge of something or someone?

when you lose or damage something or cause someone else a loss?

when you make a mistake or do something wrong?

for your money?

for choosing between right and wrong?

Arrange students in small groups to discuss the following questions. After discussing the questions,students can write in their journals or use the following questions as writing prompts for essays:

What is the most responsible thing that you have ever done? Why? How did you feel?

What is the most irresponsible thing that you have ever done? What were the consequences?

At this point in your life, do you feel that you have the right amount of responsibility, too much ,or too little? Explain and give reasons why. What would you change? How?

What new responsibilities do you anticipate having, once you are in high school? How do youplan on handling those responsibilities?

How is responsibility shared among the various members of your household? What do youappreciate most when you consider the responsibilities shared and assumed by each member ofyour household? What, if anything, are you dissatisfied with? What would you change?

Relate the following story to the students:

Lisa, who is fourteen, has a problem. She feels that she ends up having more responsibility at homefor helping and doing chores than her twin sister and her 11-year-old brother. While she fulfills all ofher responsibilities, she feels that her sister and brother always manage to somehow get out of havingto share in the household responsibilities.

How should Lisa solve this problem? What would you suggest?

Have the students discuss, debate, write a response, or role-play a scene to address Lisa’s problem.Elicit suggestions from the class.

Materials:Paper, pencils, pen

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Character Trait:

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Objectives:• Identify the process of self-discovery as it applies to responsibility.

• Explore the many aspects of responsibility.

• Evaluate consequences.

Strategy/Focus:• To write in a well-organized manner

• To use the steps of the writing process

• To develop expository and persuasive essays



Activities:Present the following writing prompt to students for developing a persuasive essay:

A Chicago suburb was experiencing many problems with adolescents and teens acting irresponsibly.They were breaking laws, damaging property, and displaying disorderly conduct in public. They weregetting into and causing too much trouble. To solve the problem, the suburb passed a law makingparents and guardians legally and financially responsible for the behavior and misdeeds of theiradolescents and teens. If an adolescent or teen damages property, for example, the parent orguardian will be held liable (responsible for the damage) and will be made to pay for it. Parents andguardians will have to pay fines for other misdeeds.

Have the students write a position paper or a problem-and-solution paper on this topic.

Tell them if they write a position paper, they should take a stand and pick a side for or against the new

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law. Point out that they should state the issue and their position, giving reasons why they are for oragainst the new law, and explaining their reasons.

Inform them that if they write a problem-and-solution paper, state the problem, and develop their ownsolution/s, explaining and supporting their solution/s with specific details and reasons.

Present the following writing prompt to students for developing an expository or persuasive essay.

Have you ever wanted to run your household? Here is your chance. You are now in charge.You’re the boss! You are now responsible for running and managing your household for onemonth. Think about what you must be responsible for as head of the household to make certainthat it operates smoothly. Bills must be paid, groceries purchased, and meals prepared. Howwill you assume responsibility for running and managing the household? Plan carefully and bespecific. Using the writing process, develop an expository essay, and explain, describe, andinform the reader how you will assume this responsibility.

Have the students follow the writing process to write a persuasive essay which tells the reader whythey do not want to assume this responsibility. Tell them to be specific, provide reasons, and explainand support each reason.

Materials:Paper, pencils

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Character Trait:

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Objectives:• Develop a sense of responsibility when deciding how to spend money.

• Allocate and budget a given amount of money to achieve a goal.

• Collect data to help plan for responsible use of money.

Strategy/Focus:• To use data gathered from student-created surveys and questionnaires to illustrate, interpret, draw

conclusions, and make predictions

• To participate in school and at home in energy conservation, pollution control, and recyclingprojects




• Science

• Social Science

Activities:Present the following information to students:

An honest, responsible, and kind-hearted donor has given you $1000, but you cannot spend it onyourself. You must spend the money in your community in ways that will help the environment. Youcan spend the money on your block, in and around the building or complex where you live, or youmay select a site. You cannot donate or give the money away. You must actually spend the money tobuy goods, to pay for services, or on ways to help people to do the following:

• Save energy • Recycle

• Reduce pollution • To improve and/or protect the natural environment

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You are responsible for spending the money wisely. What needs to be done? What should be done?You must create a survey or questionnaire and gather ideas from at least five people such as neigh-bors, family, community leaders, classmates, friends, and teachers. How and on what should themoney be spent to help the community and people to save energy, reduce pollution, recycle, and toimprove and/or protect the natural environment? Make a chart or list and write down and record allof the suggestions and ideas. Be sure to include your own! After gathering the data, you must decidehow to responsibly spend the money on all four areas. Prepare a budget sheet, chart, or list. Describehow the money will be allocated and estimate the cost. Use newspapers to help you learn the price ofgoods and services. Predict how spending the $1000 will best help the community and people to saveenergy, recycle, stop pollution, improve, and/or protect the natural environment. Be able to supportthe decisions you made as to how and on what the money will be spent.

Students can complete the project individually or in cooperative groups. Allow sufficient time. Adaptthe activity as necessary.

Materials:Paper, pencils, newspapers, calculators (if desired)

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Character Trait:

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Objectives:• Help students respect the need to conserve energy.

• Help students apply and use respect when using electrical technology.

• Help students apply scientific knowledge and skills.

Strategy/Focus:• To participate in energy conservation, pollution control, and recycling projects at home and in

school

• To investigate electric circuits, electric motors, and how electricity is generated and measured

• To collect data from experiments, interpret results, and report them in a variety of formats


• Language Arts

• Science

Activities:Discuss with the students the following project to develop respect for conserving electrical energy.Complete individually or in groups. Provide readings for students who do not have access to anelectrical meter or arrange students in groups to share a reading. Duplicate the following anddistribute to students:

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Read your household’s electric meter for one week. Take a reading each day, at the same time of dayand record your results on a chart. When reading a meter, read and record the smaller of twonumbers if the hand is between two numbers. Write down the numbers in order from left to right.

Devise a one-week plan to conserve and save electricity. Make a list of the various ways to saveelectricity, for example replacing high watt light bulbs with lower watt bulbs or turning off lights.List as many ways as you can.

Conduct an experiment to conserve electricity. Construct a second chart and record the meterreadings and kWh consumption to see if you were able to use less electricity during the week.Remember, using less electricity also lowers the electric bill and saves money. Explain how and whyconserving electricity is respectful of the environment.

Respecting Electrical Energy and Safety Rules

Explain why people should respect and heed the following safety rules:

Never place a radio, television, or appliance on the edge of the tub when you take a bath.

Never plug or unplug appliances with wet hands.

Do not overload electrical outlets.

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When using an extension cord, make certain that you use the right kind of extension cord forappliance or tool.

Never plug in a lamp or appliance if the cord is frayed or in bad condition.

Never place electrical cords under rugs or where they can be stepped on.

Install outlet covers if there are young children in the household.

Have working smoke detectors and an ABC fire extinguisher in a home.

Seek shelter during a lightning storm and do not use a metal umbrella.

Use surge protectors for electronic equipment.

Buy only electrical products that are UL (Underwriters Laboratory) listed.

Install special outlets (circuits breakers in the bathroom and kitchen near water sources).

Read all instructions for electronic equipment, appliances, and tools.

Learn how to compute amperes and watts and apply those skills when using electrical products athome.

Materials:Paper, pencils, access to electric meter, references

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Character Trait:

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Content Area: Science/Health

Objectives:• Use knowledge to make responsible decisions and choices.

• Develop responsibility to self and others.

• Meet and handle new and challenging responsibilities.

Strategy/Focus:• To apply Safe and Drug-Free Schools curriculum content to tee n health responsibilities

• To produce various types of public and personal writing

• To apply current and prior learning and knowledge to teen health responsibility issues



• Science/Health

Activity:The following project is designed to help adolescents and teens apply and learn more about scienceand health as it pertains to teen responsibility and real-life situations. Have the students work togetherto create a teen health magazine with an emphasis on teen responsibility. Present the activity in classand allow students to work on the project outside of class. Emphasize the importance of presentingsound and accurate information (that is assuming that responsibility). Allow sufficient time and guidestudents to reference materials, if possible.

Our class has the opportunity to write and publish our own magazine for teens. The magazine, “TeenHealth and Responsibility”, will focus on responsibility issues, tips, and information to help teensassume responsibility for a healthy lifestyle. If our magazine is successful, we will be celebrities! Thepremier (first) issue must be a powerhouse of good tips and information that will help teens tobecome more responsible, more health-conscious, and better-informed.

We must get the responsibility message across in an appealing way that will impress and influence

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other teens to take responsibility for their health. Any health information that we present must bescientifically accurate so our information must be checked and researched carefully. We are liable(can be held responsible) for our information! We are also responsible for using good judgment. Thematerial should be appropriate nothing profane, offensive, derogatory, insulting, or disrespectful toanyone.) We must edit our material carefully. The first issue must focus on responsibility tips coveringthe following topics:

Responsibility Tips

• Grooming and Appearance• Personal Hygiene• Diet• Proper Rest• Exercise• Relaxation, Recreation, and Reducing Teen Stress• Safety at Home and in Public Places

Avoiding Healthy Hazards

• Saying No to Negative Peer Pressure• Awareness of Drug and Alcohol Dangers• Developing and Maintaining a Positive Mental Attitude for Teen Mentors• Emotional Well-Being• Other topics suggested by the group

We must decide on the magazine format. We need to choose an interesting and effective way topresent each topic and the responsibility information and suggestions, such as articles, lists, question-answer type column and advice column. We can add artwork or use old magazines and newspapersto create, cut, and paste illustrations, pictures or collages. We can use published magazines for ideason organization of the magazine-cover, table of contents, staff credits and contributors, and presenta-tion of ideas.

Have fun and enjoy helping develop your students’ magazine. Give students the responsibility ofcompleting the project. Consider giving students the responsibility of evaluating the completedclasswork using an approved rating scale. Make students responsible for using good judgment as tothe appropriateness of the material, how it is presented, and the quality of the end-project. Duplicatethe following and distribute to the class after the magazine is completed:

Congratulations! The premier issue of “Teen Health and Responsibility” was a huge success! Now youmust plan the second issue. What topics will it focus on regarding teen health and responsibility? Themagazine staff must decide on 14 topics. If the second issue is a sell out, a local T.V. station will wantthe magazine staff to host a new talk show. “Teen Health and Responsibility” will be in print and onthe air!

Materials:Paper, pencils, science/health reference books and information, magazines, newspapers, scissors,glue, ruler, paint/markers

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Character Trait:

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Objectives:• Help students understand the importance of responsibility in a democratic society.

• Help students analyze and evaluate personal responsibility required of citizens.

• Help students understand that rights entail responsibility.

Strategy/Focus:• To evaluate and explain the role of the responsible citizen in maintaining the democratic process

• To know the rights and roles of the individual in relation to the general public

Integration of Content/Subject Area:• Character Building


• Language Arts

• Social Science

Activities:Have the students list the responsibilities carried out by each of the three branches of government.

Legislative

Executive

Judicial

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Have the students answer the following questions:

What are the responsibilities of the Speaker of the House?

What are the responsibilities of the President of the Senate?

What are the most important responsibilities of the President?

Point out to the students that within a democratic society, citizens have many rights, and to maintain ademocratic society, citizens must assume responsibility. Ask them what could happen if citizens didNOT assume the following responsibilities. Tell them to be able to explain and support their answers.

1. To keep informed and to be informed (history, news, current events)

2. To register and vote

3. To pay taxes

4. To respect and obey laws

5. To complete census form information

6. To register for the draft and be willing to defend the country

7. To respect the rights of others

8. To be of service to the country and community

9. To express opinions regarding important issues and bills proposed

10. To take an interest in and responsibility for making the nation a better place and improvingthe quality of life

Duplicate the following and distribute to students.

What three problems facing the nation would you address? Describe and explain each problem.

What would you do to solve the problems?

Materials:Paper, pencils, references

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Character Trait:

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Objective:Begin developing students’ time management skills.

Strategy/Focus:To help students develop study skills in the area of language arts

Activities:

Distribute worksheet titled “My Work Plan” on the first day of the week. Instruct the students tocomplete one sheet for each assignment they are given during the next three school days. Giveexamples of how the worksheet should be successfully completed.

Ask for volunteers to share their “Work Plans” with the class at the end of three days. Assist thestudents in making suggestions on how to best manage their time to successfully complete their work.

Materials:Worksheets, pens/pencils

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My Work PlanAssignment: _________________________________________ Due Date: ___________

Instructions:Divide the assignment into at least five steps. Create a plan for completing each step before the duedate.

Steps To be completed: (date and time) Check when completed

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Character Trait:

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Objective:Lead students to see how dedication and commitment are important to achieving aspirations in life.

Strategy/Focus:• To help students develop critical thinking skills

• To enhance students’ abilities to read, write, listen, and speak

Activity:Instruct the students to interview someone they feel has made great accomplishments and is success-ful in life (examples: doctor, lawyer, minister, priest, teacher). Have the students complete theworksheet “Hard Work Pays Off” as they interview the person they have chosen. Help the students seehow accomplishments in life require commitment and hard work. Ask for volunteers to share theirinformation with the class.

Materials:Worksheet, pen/pencil

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Hard Work Pays OffName: ________________________________________________________________

Occupation: ____________________________________________________________

At what age did you decide to become a ________________________________________ ?

What was your favorite subject in school? ________________________________________

Can you tell me five work habits you possess that you believe have helped you to achieve in school?

1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________

4. ___________________________________________________________________

5. ___________________________________________________________________

How many years did you attend college? _________________________________________

What, if any, sacrifices do you feel you have made to accomplish your goals in life?

_____________________________________________________________________

_____________________________________________________________________

What advice would you give to a student who wants to be successful in life? _________________

_____________________________________________________________________

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How were you able to overcome obstacles you encountered while trying to achieve your goal?

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Character Trait:

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Objective:Help students to make the connection between hard work and achieving goals in life.



Activity:Instruct the students to consider the following long-term goals:

to finish college to buy a four-bedroom home

to become a millionaire by age 30 to learn how to play the piano

to learn how to drive a car to own a business

to lose 30 pounds to become a rock star

to become a professional athlete to make the honor roll

Ask the students to decide which of the above goals are the most realistic, attainable goals and to rankthem from most realistic to least realistic. Tell the students to use the goal they personally ranked asnumber one to complete the “To Reach A Goal” worksheet.

Materials:Paper, pen, worksheet

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To Reach A Goal1. Describe your number one ranked realistic goal: _________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

2. What steps do you believe are necessary to achieve this goal?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

3. Identify at least four obstacles you may encounter aiming for this goal. Give at least one

solution for overcoming each obstacle.

Obstacles Solutions

a. a.

b. b.

c. c.

d. d.

4. Construct an approximate timetable for achieving the goal.

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References

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ReferencesThe following may be used to enhance Character Education units. They are classified by traits:

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Caring (Kindness)Primary Grades

Ada, Alma Flor. The Gold Coin. Atheneum, 1991.

Brainard, Beth and Sheila Behar. You Can’t Sell Your Brother at a Garage Sale. Dell, 1991.

Carlson, Nancy. Arnie and the New Kid. Viking, Penguin, 1990.

Cohen, Miriam. See You Tomorrow, Charles. Greenwillow, 1983.

Delton, Judy. Angel in Charge. Houghton-Mifflin, 1985.

Guthrie, Donna. A Rose for Abby. Abbington, 1988.

Hest, Amy. The Ring and the Window Seat. Scholastic, 1990.

Joosse, Barbara. Better with Two. HarperCollins, 1988.

Muldoon, Kathleen. Princess Pooh. Albert Whitman, 1989.

Ray, Deborah. My Dog, Trip. Holiday House, 1987.

Richardson, Jean. Stephen’s Feast. Little, Brown, 1991.

Schotter, Roni. Efan the Great. Lothrop, 1986.

Spinelli, Eileen. Somebody Loves You, Mr. Hatch. Bradbury, 1991.

Grades 4-6Buscaglia, Leo. A Memory for Two. William Morrow, 1988.

Cassedy, Sylvia. M.E. and Morton. Cromwell, 1987.

Naylor, Phyllis. One of the Third Grade Thonkers. Atheneum, 1988.

Okimoto, Jean. Take a Chance, Gramps!. Little, Brown, 1990

Scarboro, Elizabeth. The Secret Language of the SB. Viking, Penguin, 1990.

Courage

Primary GradesAlexander, Sally. Sarah’s Surprise. Macmillan, 1990.

Amadeo, Diana. There’s a Little bit of Me in Jamey. Albert Whitman, 1989.

Canty, John. Shadows. HarperCollins, 1987.

Grifalconi, Ann. Darkness and the Butterfly. Little Brown, 1987.

Hazen, Barbara. Fang. Atheneum, 1987.

Hazen, Barbara. Stay, Fang. Atheneum, 1990.

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Hazen, Barbara. Stay, Fang. Atheneum, 1990.

Hughes, Shirley. Angle Mae. Lothrop, Lee & Shepard, 1989.

O’Connor, Jane. Molly the Brave and Me. Random House, 1990.

Weller, Frances. Riptide. Philomel, 1990.

Ziefert, Harriet. Stitches. Puffin Books, 1990.

Grades 4-6Auch, Mary Jane. Kidnaping Kevin Kowalski. Holiday House, 1990.

Feldman, Eve B. Seymour, the Formerly Fearful. Four Winds Press, 1990.

Hill, Kirkpatrick. Toughboy and Sister. Margaret K. McElderry, 1990.

Hopkins, Lila. Eating Crow. Franklin Watts, 1988.

Lowry, Lois. Number the Stars. Houghton Mifflin, 1989.

Naylor, Phyllis. One of the Third Grade Thonkers. Atheneum, 1988.

Peck, Robert Newton. Arly. Walker, 1989.

Van Oosting, James. Electing J.J. Farrary, Straus & Giroux, 1990.

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CourtesyPrimary Grades

Ada, Alma Flor. The Gold Cup. Atheneum, 1991.

Delton, Judy. Angle in Charge. Houghton-Mifflin, 1985.

Hoban, Russell. Dinner at Alberta’s. HarperCollins, 1976.

Richarddson, Jean. Stephen’s Feast. Little, Brown, 1991.

Schotter, Roni. Efan the Great. Lothrop, 1986.

Spinelli, Eileen. Somebody Loves You, Mr. Hatch. Bradbury Press, 1991.

Grades 4-6Carris, Joan. Rusty Timmon’s First Million. Lippincott, 1985.

Hansen, Joyce. The Gift Giver. Clarion, 1980.

MacLachlan, Patricia. Journey. Delacorte, 1991.

Slote, Alfred. Rabbit Ears. Lippincott, 1982.

Yep, Lawrence. Star Fisher. William Morrow, 1991.

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Fairness

Primary GradesBradman, Tony. Wait and See. Oxford University Press, 1987.

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Brown, Marc. Arthur’s Birthday. Joy Street Books, 1989.

Cleary, Beverly. Janet’s Thingamajigs. William Morrow, 1987.

Dowling, Paul. Meg and Jack’s New Friends. Houghton-Mifflin, 1990.

Galbraith, Kathryn. Roommates. Margaret K. McElderyy, 1990.

Gauch, Patricia Lee. Christina Katerina and the Time She Quit the Family. Putnam andGrossett, 1987.

Henwood, Simon. A Piece of Luck. Farrar, Staux & Giroux, 1990.

Moss, Marissa. Want to Play? Houghton-Mifflin, 1990.

Smith, Jennifer. Grover and the New Kid. Random House, 1987.

Winthrop, Elizabeth. The Best Friends Club: A Lizzie and Harold Story. Lothrop, Lee andShepard, 1989.

Grades 4-6Blume, Judy. Otherwise Known as Sheila the Great. Dutton, 1972.

Fitzgerald, John D. The Great Brain Reforms. Dial, 1973

Pryor, Bonnie. The Plum Tree War. William Morrow, 1989.

Robinson, Nancy Kohheim. Oh Honestly, Angela. Scholastic, 1985.

Smith, Robert. The War with Grandpa. Delacorte, 1984.

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Family Pride

Primary GradesBarrett, Joyce. Willie’s Not the Hugging Kind. HarperCollins, 1989.

Baynton, Martin. Why Do You Love Me? Greenwillow, 1988.

Burstein, Fred. Rebecca’s Nap. Bradbury, 1988.

Cleary, Beverly. Ramona Forever. William Morrow, 1984.

Dahl, Tess. The Same But Different. Viking, 1989.

Kuklin, Susan. How My Family Lives in America. Bradbury, 1992.

Krensky, Stephen. The Lion Upstairs. Atheneum, 1983.

Leedy, Loreen. Who’s Who in My Family. Holiday House, 1995.

Lingren, Astrid. Lotta on Troublemaker Street. Macmillan, 1984.

Lorentzen, Karin. Lanky Longlegs. Atheneum, 1983.

McDonnell, Christine. Lucky Charms and Birthday Wishes. Viking, 1984.

Ports, Barbara Ann. Harry’s Mom. Greenwillow, 1985.

Rosenberg, Maxine. Living in Tow Worlds. Lothrop, Lee & Shepard, 1986.

Simon, Norma. All Kinds of Families. Whitman, 1976.

Williams, Barbara. Donna Jean’s Disaster. Whitman, 1986.

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Grades 4-6Alcock, Vivien. The Cuckoo Sister. Delacorte, 1985.

Cleaver, Vera. Sugar Blue. Lothrop, Lee & Shepard, 1984.

Danziger, Paula. It’s an Aardvark-Eat-Turtle- World. Delacorte, 1985.

Eller, Scott. Short Season. Scholastic, 1985.

Fox, Paula. One-Eyed Cat. Bradbury, 1984/

Gordon, Ginger. My Two Worlds. Clarion, 1993.

Graber, Richard. Doc. HarperCollins, 1986.

Graff, Nancy. Where the River Runs: A Portrait of a Refugee Family. Little, Brown, 1993.

Hahn, Mary. The Jellyfish Season. Clarion, 1984.

Hermes, Patricia. Who Will Take Care of Me? Harcourt, Brace & Jovanovich, 1983.

Jenness, Aylette. Families: A Celebration of Diversity, Commitment, and Love. HoughtonMifflin, 1990.

Krull, Kathleen. City Within a City: How Kids Live in New York’s Chinatown. Dutton, 1994.

KeShan, Eda. Grandparents: A Special Kind of Love. Macmillan, 1984.

Mohr, Nicholasa. Going Home. Dial, 1986.

Rosenberg, Maxine. Talking About Stepfamilies. Bradbury, 1990.

Uchida, Yoshiko. The Happiest Ending. Margaret K. McElderry, 1985

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Honesty & Truthfulness

Primary GradesBrown, Marc. The True Francine. Little, Brown, 1981.

Cameron, Ann. Julian’s Glorious Summer. Random House, 1987.


Duvoisin, Robert. Petunia, I Love You. Knopf, 1965.

Marzollo, Jean. Red Ribbon Rosie. Random House, 1988.

Ness, Evaline. Sam, Bangs, and Moonshine. Holt, 1966.

Sharmat, Majoried. A Big Fat Enormous Lie. Dutton, 1978.

Grades 4-6Avi. Nothing But the Truth. Orchard Books, 1992.

Blume, Judy. Otherwise Known as Sheila the Great. Dutton, 1972.

Brink, Carol. The Bad Times of Irma Baumlein. Macmillan, 1972.

Chaikin, Miriam. Friends Forever. HarperCollins, 1988.

Levy, Elizabeth. Lizzie Lies a Lot. Delacorte, 1976.

Naylor, Phyllis. Beetles, Lightly Toasted. Atheneum, 1987.

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Rocklin, Joanne. Jace the Ace. Macmillan, 1990.

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Kindness and Helpfulness

Primary GradesAda, Alma Flor. The Gold Coin. Atheneum, 1991.


Erickson, Karen. I Like to Help. Viking Penguin, 1989.

Guthrie, Donna. A Rose for Abby. Abington Press, 1988.

Lewis, Kim. The Shepherd Boy. Four Winds, 1990.

Martin, Jacqueline. Bizzy Bones and the Lost Quilt. Lothrop, Lee & Shepard, 1988.

O’Connor, Jane. Molly the Brave and Me. Random House, 1990.

Oxenbury, Helen. Tom and Pippo Make a Mess. Macmillan, 1988.

Pocock, Rita. Annabelle and the Big Slide. Harcourt Brace & Jovanovich, 1990.

Sandberg, Inger. Dusty Wants to Help. Farar, Straux & Giroux, 1987.

Walter, Mildred Pitts. Two and Too Much. Bradbury, 1990.

Warren, Cathy. Saturday Belongs to Sara. Bradbury, 1988.

Ziefert, Harriet. Stitches. Puffin Books, 1990.

Grades 4-6Barger, Gary. Life. Is. Not. Fair. Clarion, 1984.

Blume, Judy. Otherwise Known As Sheila the Great. Dutton, 1972.

Brainard, Beth. You Can’t Sell Your Brother at the Garage Sale. Dell, 1991.

Carris, Joan D. Rusty Timmon’s First Million. Lippincott, 1985.

Chaikin, Miriam. Yossi Tries to Help God. HarperCollins, 1987.

Dygard, Thomas. Soccer Duel. Penguin, 1990.

Hahn, Mary Downing. December Stillness. Clarion, 1988.

Hansen, Joyce. The Gift Giver. Clarion, 1980.

Houston, James. Frozen Fire: A Tale of Courage. Macmillan, 1977.

Kennedy, John. Profiles in Courage. Harper, 1964.

MacLachlan, Patricia. Journey. Delacorte, 1991.

Pfeffer, Susan. What Do You Mean Your Mouth Won’t Open? Delacorte, 1981.

Slote, Alfred. Rabbit Ears. Lippincott, 1982.

Sperry, Armstrong. Call It Courage. Macmillan, 1990.

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Respect

Primary GradesAddy, Sharon Hart. A Visit with Great-Grandma. Whitman, 1989.

Fox, Merrion. Wilfrid Gordon McDonald Partridge. Kan/Miller, 1985.

Grifalconi, Ann. Osa’s Pride. Little, Brown, 1990.

Rylant, Cynthia. Miss Maggie. Dutton, 1983.

Stolz, Mary. Storm in the Night. HarperCollins, 1988.

Zolotow, Charlotte. I Know a Lay. Greenwillow, 1984.

Grades 4-6Derby, Pat. Visiting Miss Pierce. Farrar, Straus & Giroux, 1986.

Doberty, Berlie. Willa and Old Miss Annie. Candlewick, 1994.

Gelfanc, Marilyn. My Great-Grandpa Joe. Four Winds, 1986.

Hartling, Peter. Old John. Lothrop, Lee & Shepard, 1990.

Hall, Lynn. The Something Special Horse. Scribner, 1985.

Kleitsch, Christel. Dancing Feathers. Annick Press, 1985.

Lisle, Janet. Looking for Juliette. Orchard Books, 1994.

Marron, Carol. No Trouble for Grandpa. Raintree, 1983.

Osborn, Luis. My Dad Is Really Something. Whitman, 1983.

Taha, Karen T. A Gift for Tia Rosa. Dillon, 1986.

Wallace, Ian. Chin Chiang and the Dragon’s Dance. Atheneum, 1984.

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Responsibility

Primary GradesBrown, Kathryn. Muledred. Harcourt, Brace, Jovanovich, 1990.

Brown, Marc. Arthur’s Pet Business. Little Brown, 1990.

Bulla, Clyde. Singing Sam. Random House, 1989.

Burton, Virginia Lee. Katy and the Big Snow. Houghton-Mifflin, 1973.

Cazet, Denys. A Fish in His Pocket. Orchard Books, 1987.

Conford, Ellen. What’s Cooking, Jenny Archer? Little, Brown, 1989.

Delton, Judy. Angel in Charge. Houghton-Mifflin, 1985.

Graeber, Charlotte. Fudge. Lothrop, Lee & Shepard, 1987.

Pemberton, Nancy. Responsibility: What Is It? Children’s Press, 1988.

Stanek, Muriel. I Speak English for My Mom. Albert Whitman, 1989.

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Grades 4-6Bunting, Eve. Our Sixth-Grade Sugar Babies. Lippincott, 1990.

Cave, Hugh. The Voyage. Macmillan, 1988.

Duffy, James. Cleaver of the Good Luck Diner. Scribner, 1989.

Hurwitz, Johanna... Aldo Peanut Butter. William Morrow, 1990.

Jones, Rebecca. Germy Blew the Trumpet. Arcade, 1990.

Maggio, Rosalie. The Music Box Christmas. William Morrow, 1990.

Naylor, Phyllis. Eddie, Incorporated. Atheneum, 1980.

Pfeffer, Susan. Kid Power. Scholastic, 1982.

Seabrooke, Brenda. Jerry on the Lion. Bradbury Press, 1990.

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Work Ethic

Primary GradesBurton, Virginia. Katy and the Big Snow. Houghton Mifflin, 1973.

Martin, Charles E. Summer Business. Greenwillow, 1984.

McPhail, Davis. Pig Pig Gets a Job. Dutton, 1990.

Say, Allen. El Chino. Houghton Mifflin, 1990.

Sonneborn, Ruth. Friday Night is Papa Night. Puffin, 1987.

Grades 4-6Angell, Judie. Leave the Cooking to Me. Bantam, Dell, Doubleday, 1990.

Bulla, Clyde. Shoeshine Girl. HarperCollins, 1975.

Carris, Joan. Rusty Timmons’ First Million. Lippincott, 1985.

Hall, Lynn. Uphill All the Way. Scribner, 1984.

Lowry, Lois. Anastasia’s Chosen Career. Houghton Mifflin, 1987.

Naylor, Phyllis. Eddie Incorporated. Atheneum, 1980.

Pfeffer, Susan. Kid Power. Scholastic, 1982.

Pfeffer, Susan. Kid Power Strikes Back. Watts, 1984.

Stiles, Martha. Kate of Still Waters. Macmillan, 1990.

Strang, Celia. Foster Mary. McGraw Hill, 1979.

Walter, Mildred. Justin and the Best Biscuits in the World. Lothrop, Lee & Shepard, 1986.

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References for Teachers and ParentsBennett, William. , The Book of Virtues, A Treasury of Great Moral Stories. Simon & Schuster, 1993.

Bennett, William. The Moral Compass, Stories for a Life’s Journey, a Companion to the Book of Virtues.Simon & Schuster, 1995.

Benninga, Jacques, Moral, Character and Civic Education in the Elementary School. Teachers CollegePress. 1991.

CEP. Character Education in U.S. Schools: the New Consensus; A Report on Development During 1993-95. Character Education Partnership, 1996

Coles, Robert. The Call of Service: A Witness to Idealism Houghton-Mifflin, 1993.

Coles, Robert. Children of Crisis, Volumes 1-5. Little, Brown, 1968-1980.

Coles, Robert. The Moral Intelligence of Children. Random House, 1997.

Coles, Robert. The Ongoing Journey: Awaking the Spiritual Life in At-Risk Youth. Boys TownPress, 1994.

Damon, William. Greater Expectations, Overcoming the Culture of Indulgence in America’s Homes andSchools. The Free Press, 1995.

Dreyer, Sharon. The Best of Bookfinder: Selected Titles from Volumes 1-3. American Guidance Service,1992.

Dreyer, Sharon. The Bookfinder, Volume 4. American Guidance Service, 1989.

Dreyer, Sharon. The Bookfinder, Volume 5. American Guidance Service, 1994.

Ennis, Robert H. Developing Minds. A Resource Book for Teaching Thinking. ASCD, 1985.

Etzioni, Amitai. The Spirit of Community, the Reinvention of American Society. Simon &Schuster, 1994.

Eyre, Richard. Teaching Your Child Values. Simon & Schuster, 1993.

Eyre, Richard. Three Steps to a Strong Family. Simon & Schuster, 1994.

Farley, E.J. Developing Values Through Children’s Literature. Phi Delta Kappan Education Foundation,1994. Fastback #362.

Gauld, Joseph. Character First: The Hyde School Difference. ICS ICS Press, 1993.

Gough, Russell. Character is Everything. Harcourt, Brace, 1996.

Heath, Douglas. Schools of Hope: Developing Mind and Character in Today’s Youth. Jossey-BassPublishers, 1994.

Hirsch, E.D. The Schools We Need and Why We Don’t Have Them. Doubleday, 1997.

Huffman, Henry. Developing a Character Education Program, One District’s Experience.ASCD, 1994.

Kilpatrick, William. Why Johnny Can’t Tell Right From Wrong. Simon & Schuster, 1992.

Kilpatrick, William. Books that Build Character. Simon & Schuster

Lickona, Thomas. Educating for Character: How Our Schools Can Teach Respect and Responsibility.Bantam, 1991.

Lickona, Thomas. Raising Good Children. Bantam, 1983.

Pellowski, Anne. The Storytelling Handbook. Simon & Schuster, 1995.

Ryan, Kevin. Reclaiming Our Schools. Prentice-Hall, 1993.

Thompson, James.Positive Coaching, Building Character and Self-Esteem Through Sports. Warde, 1995.

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Local Resources for Character EducationChicago Public Schools1819 West Pershing RoadChicago, Illinois 60609Contact either:Interfaith Partnership(773) 535-3710Professional Development(773) 535-4240Safe and Drug-Free Schools and Communities(773) 535-7440

Chicago Foundation for Education400 North Michigan Avenue, Room 311Chicago, IL 60611e-mail: [email protected]: Martha McNeill(312) 670-2323

Family AnnexBuckney and Associates1700 East 56th StreetChicago, IL 60637 |Contact: Patricia Buckney(773) 324-2454

North Central Regional Educational Laboratory1900 Spring Road, Suite 300Oak Brook, Illinois 60523Contact: Ernestine Riggs(800) 356-2735

University of Illinois Cooperative Extension Service6438 Joliet RoadCountryside, IL 60525e-mail: [email protected]: Cheryl Gholar(708) 352-0109

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National Character Education OrganizationsCenter for LearningSister Rose Shaffer, President and CEO21590 Center Ridge Road, Rocky River, OH 44116Tel: (216) 331-1404, Fax: (216) 331-5414

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Develops interactive curriculum units, distributes student-centered educational materials andsponsors in-service renewal programs.

Center For Advancement of Ethics and CharacterProfessor Kevin Ryan, DirectorSchool of Education, Boston University605 Commonwealth Avenue, Boston, MA 02215Tel: (617) 353-3262, Fax: (617) 353-3924Publishes articles, papers, and a quarterly newsletter and conducts research in the field of characterand moral development.

Center for the 4th and 5th Rs, Respect and ResponsibilityProfessor Thomas Lickona, DirectorP.O. Box 2000, Education Department,SUNY Cortland, Cortland, NY 13405Tel: (607) 753-2456, Fax: (607) 753-5980Distributes articles on character education, sponsors an annual summer institute, publishes anewsletter, Fourth and Fifth Rs, maintains a browsing library of character education materials, and isbuilding a network of “Fourth and Fifth Rs Schools.”

Character Counts Coalition1250 N. Pitt StreetAlexandria, VA 22314Tel: (773) 739-9515Promotes the Six Pillars of Character: trustworthiness, respect, responsibility, fairness, caring, andcitizenship.

Character Developmental FoundationLori Wiley, DirectorP.O. Box 4782, Manchester, NH 03108-4782Tel/Fax: (603) 472-3063Conducts character education workshops for teachers, parents, and others

Character Education InstituteYoung Jay Mulkey, President8918 Tesoro Drive, Suite 575, San Antonio, TX 78217-6253Tel: (800) 284-0499, Fax (210) 829-1729Distributes Character Education Curriculum for prekindergarten through ninth grade studentsemphasizes self-esteem, tolerance, self-discipline, and critical thinking skills to address such issues assubstance abuse, negative peer pressure, and diversity.

Character Education Partnership, Inc.John Martin, Executive Director and CEO809 Franklin Street, Alexandria, VA 22314-4105Tel: (703) 739-9515, (800) 988-8081Fax: (703) 739-4967Maintains a computerized data base of character education information, produces publications andvideo materials, and conducts an annual forum.

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Chicago Foundation for EducationLouanne Holland, Project Director400 N. Michigan Avenue, Suite 311, Chicago, IL 60611Tel: (312) 670-2323, Fax: (312) 670-2029Seeks to improve the quality of education by developing and implementing programs that directlyinfluence classroom instruction.

Close-Up FoundationStephen Janger, President and CEO44 Canal Center Plaza, Alexandria, VA 22314Tel: (703) 706-3330, Fax: (703) 706-0001Promotes informed civic participation through experimental learning programs, distributes publica-tions on the issues, process and skills of active citizenship and sponsors training programs forstudents.

The Communication NetworkProfessor Amitai Etizoni, Founder2130 H Street, N.W. Suite 714-X, Washington, D.C. 20052Tel: (202) 994-8142, Fax: (202) 994-1639National, nonpartisan publishes policy recommendations, a quarterly journal, and a monthly newslet-ter.

Community of CaringRebecca Anderson, Executive DirectorJoseph P. Kennedy, Jr. Foundation1350 New York Avenue, NW, Washington, D.C. 20005Tel: (202) 393-1250Addresses destructive student attitudes implements its programs through teacher training, valuesdiscussions student forums, parent involvement, and community service. It is not confined to theclassroom , nor is it a separate curriculum.

Developmental Studies CenterEric Schaps, President2000 Embarcadero, Suite 305, Oakland, CA, 94606Tel: (510) 533-0213, Fax: 464-3670Helps schools foster children’s ethical, social, and intellectual development, improves classroom andschool climates, strengthens links between schools and families they serve, and provides children withopportunities to learn and practice positive values.

Elkind and Sweet Communications /Livewire VideoDavid Elkind and Freddy Sweet, Co-Owners3450 Sacramento St., San Francisco, CA 94118Tel: (415) 759-3904, Fax: (415) 665-8006Produces video-based programs to help young people understand that they have the power of choiceand are responsible for the choices they make.

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Ethics Resource CenterMichael G. Daigenault, President and CEO1120 G Street, N.W., Suite 200,Washington, D.C. 20005Tel: (202) 737-2258, Fax: (202) 737-2227Evaluates ethics and character education programs, provides needs assessments for districts,develops and administers survey instruments and provides teacher and administrator trainings.

The Giraffe ProjectAnn Medlock, Founder and PresidentP.O. Box 759, Langley, WA 98260Tel: (206) 221-0757, Fax: (206) 221-7817Focuses media attention on individual heroes and on what can be done to inspire more citizens to actfrom the heart and to work for the common good.

The Heartwood InstituteEleanore N. Childs, President425 N. Craig St., Suite 302, Pittsburgh, PA 15213Tel: (412) 688-8570, Fax: (412) 688-8552Distributes a K-6 ethics curriculum that provides teachers with concepts, tools, and support forguiding children to ethical understanding.

The Hyde FoundationJoseph W. Gauld, President616 High Street, Bath, Maine 04530Tel: (207) 443-8631Operates The Hyde School, a private boarding school in Bath, Maine. Engages each student’s uniqueintellectual, physical, social, emotional, and spiritual resources, and brings the family back intoeducation.

The Institute for Global EthicsRushworth M. Kidder, President11/13 Main Street, Camden, Maine 04843Tel: (207) 236-6658, Fax: (207) 236-4014Provides ethics training, seminars, lectures, publications, and consulting services.

Jefferson Center for Character EducationB. David Brooks, President and CEO2700 East Foothill Boulevard, Suite 302Pasadena, CA 91107Tel (818) 792-8130, Fax (818) 792-8364

Addresses the need for character education in our schools as a prevention program to societal ills.Supports curriculum developmental training, consulting, conference workshops, a national journal,and a quarterly newsletter.

Josephson Institute of EthicsMichael Josephson, President4640 Admiralty Way, #1000,, Marina del Rey, CA 90292-6610

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Tel: (310) 306-1868, Fax: (310) 827-1864Provides workshops, training, seminars, and publications on ethics and values.

National Youth Leadership CouncilJames Kielsmeier, President1910 West County Road B, Roseville, MN 55113Tel: (612) 631-3672, Fax: (612) 631-2955Seeks to engage and connect young people to communities and schools through innovations inlearning, leadership, service, and public policy.

Northeast Foundation for ChildrenJay Lord, Director71 Montague City Road, Greenfield MA 01301el: (413) 772-2066, (800) 360-NEFCFax: (413) 772-2097Works to improve the quality of classroom teaching through its professional developmental programs,summer workshops, long term collaborations, and teacher resources.

Personal Responsibility Education Process (PREP)Cooperating School Districts of Greater St. LouisLinda McKay, PREP Coordinator13157 Olive Spur Road, St. Louis, MO 63141Tel: (314) 576-3535, ext.130, Fax: (314) 576-4996Seeks to strengthen students’ character, sense of responsibility, and academic achievement. Is not asingle, specific program. Rather, it is a flexible process that can be adapted to the interests, needsand strengths of a particular school or school district.

Positive Action CompanyCarol Gerber Allred, Director321 Eastland Drive, Twin Falls, ID 83301Tel: (800) 345-2974, (208) 733-1328 (in Idaho)Fax: (208) 733-1590Produces the Positive Action Family Kit structured to help families identify and do commonly acceptedpositive actions.

Quest InternationalDavid Spencer, President1984 Coffman Road, P.O. Box 4850, Newark, OH 43058-4850Tel: (614) 522-9165, Fax: (614) 522-6580Develops programs that bring parents, educators, business and community leaders, and otherconcerned adults together to encourage healthy development of children and youth.

Southern Poverty Law Center (Teaching Tolerance)Morris Dees, President400 Washington Avenue, Montgomery, Alabama 36104Tel: (334) 264-0286, Fax: (334) 264-3121Provides teachers at all levels with resources and ideas for promoting interracial and interculturalunderstanding in the classroom.

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Teacher FeedbackTo help us assist and support the needs of the schools, we would like you to give specific suggestions orcomments you have regarding this character education curriculum. Please respond to the questionsbelow:

School ________________________________________ Grade Level _______________

1. What material in the book was most helpful to you?__________________________________________________________________

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2. What suggestions would you make for improving this book?__________________________________________________________________

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3. How well does the curriculum guide support your efforts to teach character education to students?__________________________________________________________________

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4. What CE programs/activities are currently implemented at your school?__________________________________________________________________

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5. What materials do you use?__________________________________________________________________

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6. What additional materials do you need to support classroom instruction in character education?__________________________________________________________________

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7. Have you been trained in character education? � yes � noHas the staff been trained? � yes � noHave parents been trained? � yes � no

Return to:Martha J. JanthoExecutive AssistantDepartment of Character Education125 South Clark - 9th FloorChicago, Illinois 60603mail Run#125