AVARICE
Suggested Launch Activity TEACHER’S NOTES
CENTRAL QUESTION About Launch What is the importance of charity in a healthy civil Activities society? This optional introductory activity is designed to support you in the We can expand our understanding of a vice by examining its opposite classroom. However, the virtue. While the topic of this lesson is avarice, or greed, and how primary narratives and destructive it is to civil society, we can also explore how charity photos in the section that benefits civil society. follows can be used with or Individuals can benefit others and the larger society through without this introduction. charitable giving that demonstrates selflessness. Charity and philanthropy help shape a healthy civil society by promoting the virtues of contribution, justice, respect, and responsibility because republican self-government is predicated on the virtues of the people. Great philanthropists have donated and continue to donate millions and even billions of dollars to charitable causes, and moral and social uplift to improve the lives of millions of fellow citizens. James Smithson, Andrew Carnegie, John D. Rockefeller, Henry Ford, and Bill Gates are only some of the wealthy industrialists and entrepreneurs who have given their fortunes to help others. But, one does not need to be a billionaire to help others in the community. Together, ordinary Americans donate billions of dollars annually to causes in their communities, around the nation, and even around the world.
DISCUSSION • For the following series of charitable causes, have the students raise their hands if they would support giving to the cause. ɩɩ A children’s hospital where families do not have to pay for services
HEROES & VILLAINS: THE QUEST FOR CIVIC VIRTUE ɩɩ A program to eliminate malaria or other diseases around the world ɩɩ A public library with free books to borrow and computer services ɩɩ An art museum or museum of natural history such as the Smithsonian museums ɩɩ A public park with open spaces, sporting fields, walking and biking paths, and beautiful landscaping ɩɩ School programs such as art and music, sports and extracurricular activities, and computer devices that are not funded by taxpayer money ɩɩ Community theater where local actors perform well-known plays or original plays ɩɩ Local sports leagues that need uniforms and sporting equipment ɩɩ Local programs to deliver meals, clothing, and shelter to the underserved poor of the community ɩɩ Humane societies and animal shelters • Ask the students why they would choose to support one of these charitable causes. Discuss the benefit to civil society if citizens donate their money to the good of others in society. Ask students what charitable causes exist in their community and what causes might need funding. • Time, talent, and treasure. Besides donating money, have students think of ways that they could donate their volunteer time or their talents to the above causes that they supported.
© THE BILL OF RIGHTS INSTITUTE AVARICE “Boss” Tweed and Avarice
he streets of New York were a teeming place appointments. It was called the “Tweed Charter” Tafter the Civil War. The unpaved dirt streets because he so desperately wanted that control that were strewn with trash thrown from windows he paid hundreds of thousands of dollars in bribes and horse manure from animals pulling carriages. for it. Diseases like cholera and tuberculosis thrived in After installing his own men as mayor and the unhealthy environment. Black smoke clogged in other key positions, Boss Tweed helped the the air from the burning coal and wood that immigrants and poor out in many ways. Thousands heated homes and powered factories. Over one of recent immigrants were naturalized as American million people crowded into the city, and many citizens and thus had the right to vote. Tweed also lived in dilapidated tenements. Poverty, illiteracy, made sure that the immigrants had jobs, found crime, and vice were rampant problems for the a place to live, had enough food, and even had poor and for the Irish and German immigrants enough coal money to warm their apartments that comprised almost half the population. The during the cold of winter. In addition, Boss Tweed city government offered very few basic services to contributed millions of dollars to the institutions alleviate the suffering, and churches and private that benefited and cared for the immigrants such charities were overwhelmed by the need. as their neighborhood churches and synagogues, By the mid-1850s, “Boss” William Magear Tweed hospitals, orphanages, and charities. Immigrants (1823 – 1878) was one of the leading politicians in in New York were grateful for the much-needed New York City. He headed the Tammany Hall po- services from the city and private charities. The litical machine, which controlled Democratic Par- Tweed Ring seemed to be creating a healthy society. ty and most of the votes. He had spent a lifetime In overwhelming numbers immigrants happily in public service and held a wide variety of local voted for the Democrats who ran the city. positions including volunteer firefighter, Board of However, all was not well in New York. The Education, Board of Supervisors, and state sena- “Tweed Ring” was corruptly raking in millions of tor. Most importantly, in 1860 he dollars in graft and skimming off the top. was named the “grand sachem” Tweed doled out thousands of jobs as of Tammany Hall and was patronage and he expected favors, in control of the political bribes, and kickbacks in return. machine. In 1870, the Massive building projects such state legislature grant- as new hospitals, elaborate mu- ed New York City a seums, marble courthouses, new charter that gave paved roads, and the Brooklyn local officials, rather Bridge had millions of dollars than those in the of padded costs added that state capital in Alba- went straight to Boss Tweed ny, power over local and his cronies. They also political offices and gobbled up massive amounts
HEROES & VILLAINS: THE QUEST FOR CIVIC VIRTUE of real estate, owned the printing company that did official city business such as ballots, and received I don't care who large payoffs from railroads. Soon, Tweed owned an extravagant Fifth Avenue mansion and an estate in “does the electing as Connecticut, gave lavish parties and weddings, and owned diamond jewelry worth tens of thousands long as I get to do of dollars. In total, the Tweed Ring brought in an estimated $50 to $200 million in corrupt money. the nominating. Boss Tweed’s avarice knew few boundaries. The corruption in New York City government, WILLIAM MAGEAR TWEED “ however, went far beyond greed to cheapen the rule of law and degrade a healthy civil society. Most from criminal activities they allowed to flourish. people in local government received their jobs due In the end, Boss Tweed’s greed was too great, to patronage rather than merit and talent. The Tweed and his exploitation was too brazen. The New Ring also manipulated elections in a variety of ways. York Times exposed the rampant corruption, and They hired people to vote multiple times, and even the cartoons of Thomas Nast in Harper’s Weekly had sheriffs and temporary deputies protect them lampooned the Tweed Ring for its illegal activities. while doing so. They stuffed ballot boxes with fake In October 1871, Tweed was arrested and indicted votes and bribed or arrested election inspectors who shortly thereafter. He was tried in 1873, found questioned their methods. Sometimes, they simply guilty of forgery and larceny, and sentenced to ignored the ballots completely and falsified election twelve years in prison. He escaped in disguise results. Tammany candidates often received more to Cuba and thence to Spain in 1875 by paying votes than eligible voters in a district. In addition, $60,000 in bribes, but he was recaptured, returned the ring used intimidation and street violence by to New York, and died in jail in 1878. hiring thugs or crooked cops, and received payoffs
Defining Civic Virtues: Avarice To allow the love of wealth to lead you to do wrong acquiring it.
© THE BILL OF RIGHTS INSTITUTE Discussion Guide
Directions: Discuss the following questions with your partner(s).
1. What problems did Boss Tweed and his political machine attempt to address in New York? Why did he have the opportunity to provide corrupt services to the immigrants of New York? 2. Boss Tweed held a large number of political offices in the local and state governments. Do you think he was interested in public service to serve the public good and health of civil society, or did he have a different motive in mind? 3. What services did he provide for the immigrants of New York? Did it matter to the immigrants if these services were provided legitimately or whether they were part of the corruption of the Tweed Ring? 4. What are some examples of the avarice of the Tweed Ring? How did the greed of the Tweed Ring contribute to the corruption of the political system? How were projects that benefitted the city and its inhabitants associated with the corruption of the Tweed Ring? 5. In what ways did the people of New York continue to benefit from Tweed’s projects even after the Tweed Ring was exposed and removed from power? 6. Did Boss Tweed accept justice for his greed and illegal activities? Did he take responsibility for his actions? Or, did he seek to evade justice and responsibility to the end of his life? Explain your answers. 7. How did the press help put an end to the corruption of the Tweed Ring? What is the role of a free press in a free society and constitutional republic? To what extent do you think that journalists in newspapers, television, and on-line have maintained high standards of professional journalism and the commitment to a healthy, free society? In what ways have they succeeded or failed? Give examples to support your answer. 8. Political cartoonists like Thomas Nast still question the integrity of the public actions and personal actions of politicians today. Look at some examples of recent political cartoons and think about the following items: a. What symbols do they use that are recognizable by most Americans? b. What topics are they targeting in their satires? c. What are some common themes from the commentary about today’s politics and society? 9. Why is avarice, or greed, so destructive to a healthy political system and civil society?
HEROES & VILLAINS: THE QUEST FOR CIVIC VIRTUE THE TWEED RING IN THE POLITICAL CARTOONS OF THOMAS NAST IN HARPER’S WEEKLY
Directions For several years, cartoonist Thomas Nast had pilloried the graft, corruption, and outright theft carried out by the Tweed Ring and Tammany Hall in his memorable images published in Harper’s Weekly and The New York Times. In 1871 the Times published a series of news articles detailing the political machine’s abuses, and naming the most powerful of its leaders. Nast redoubled his efforts to spotlight the perpetrators through his powerful cartoons. In fact, Tweed reportedly exclaimed, “I don’t care a straw for your newspaper articles; my constituents don’t know how to read, but they can’t help seeing them damned pictures!” The voters swept the Tweed Ring from power in the November election of 1871, and trials and prison followed shortly thereafter for Tweed and his henchmen. When Tweed escaped from prison in 1875 and fled to Spain, he was captured in Spain because the police there recognized him from Nast’s cartoons.
Analyze the cartoons on the following pages and answer the questions for each image. Then prepare for a class discussion of the importance of a free press in republican government.
1. THOMAS NAST, HARPER’S WEEKLY, JANUARY 14, 1871 Note: For a clear and detailed digitized image, search Princeton University Digital Library (www.pudl.princ- eton.edu) for “Tweedledee and Sweedledum” In Thomas Nast’s cartoons, he of- ten represented William M. Tweed as “Tweedledee” and fellow Tammany Hall Democrat Peter B. Sweeny as “Sweedle- dum.”
1. Who are the people represented in the drawing? Who is the “clown” with the $15,500 diamond stick- pin? 2. What is the clown doing with the public treasury? How does this break his trust as a public servant? 3. How does Thomas Nast’s political cartoon demonstrate the vice of avarice? How does it demonstrate corruption?
© THE BILL OF RIGHTS INSTITUTE 2. THOMAS NAST, HARPER’S WEEKLY, OCTOBER 21, 1871 Note: For a clear and detailed digi- tized image, search Princeton Uni- versity Digital Library (www.pudl. princeton.edu) for “The Brains”
1. Who is the figure represented in the above political cartoon by Thomas Nast? What clues help reveal the identity of the person? 2. How do you know that the cartoon is a commentary ab- out the vice of avarice?
HEROES & VILLAINS: THE QUEST FOR CIVIC VIRTUE 3. THOMAS NAST, HARPER’S WEEKLY, NOVEMBER 11, 1871
Note: For a clear and detailed digitized image, search Princeton University Digital Library (www.pudl.princ- eton.edu) for “The Tammany Tiger Loose” As is the case in most of his work, Nast uses rich symbolism in this image. Tweed himself had selected the snarling tiger as the symbol for the firemen’s company that he established, but Nast used Tweed’s own symbol against him. The tiger is shown mauling the female figure, Republic, whose helmet (the ballot) and sword representing power, lie broken nearby. The banner of Law and the American flag are tattered beneath her. The other female figure represents Justice, with her broken scales and sword at her side. The male figure represents Mercury, Roman god of commerce, with his winged helmet smashed at his left side. The arena is filled with a large audience taking in the spectacle, and the Tweed Ring’s members look on with determined attention.
1. What does the tiger represent about Tammany Hall and the Tweed Ring? 2. Who is the corrupt emperor seated above in the stands? What clues does the cartoonist, Thomas Nast, reveal about the identity of the emperor? 3. Judging by the figures that have been mauled and killed by the tiger and what they represent, what is Nast’s commentary about the health of government and civil society?
© THE BILL OF RIGHTS INSTITUTE 4. THOMAS NAST, HARPER’S WEEKLY, AUGUST 19, 1871
Note: For a clear and detailed digitized image, search Princeton University Digital Library (www.pudl.princ- eton.edu) for “Two Great Questions”
1. Cartoonist Thomas Nast drew all of the major figures in the Tweed Ring in the above cartoon. Why are they all pointing at each other? 2. How does the writing and the cartoon show a commentary about the vice of avarice in the Tweed Ring? To what extent do any of the figures take responsibilities for the wrongs they are commit- ting?
HEROES & VILLAINS: THE QUEST FOR CIVIC VIRTUE Virtue In Action
trive to be a model of selflessness and charity for others in your daily life. S • Think about ways in which Boss Tweed deceived himself into thinking that we was serving others when he was really serving his own interests. Identify ways that you can avoid that vice in your own life. • When working on a group project in class, make sure that you contribute to the effort and give credit to others for their contributions. • If you play a team sport, play the game selflessly that contributes toward a team victory rather than trying to win all the glory as an individual. • Think of ways that you can volunteer your time to a local charitable cause with a family member or friend. • Work with the student council or a teacher to organize a project to help a local charity. • In your classes, be respectful and civil when having a debate or discussion. Listen carefully to others and value their contribution, rather than dominating a conversation. • At home, think of ways that you can selflessly contribute by doing extra chores or serving your family in some small way.
Sources & Ackerman, Kenneth D. Boss Tweed: The Rise and Fall of the Corrupt Pol Who Conceived the Soul of Modern New York. New York: Carroll and Graf, 2005. Further Allswang, John M. Bosses, Machines, and Urban Votes. Baltimore: Johns Reading Hopkins University Press, 1986.
Lynch, Dennis Tilden. Boss Tweed: The Story of a Grim Generation. New Brunswick: Transaction, 2002.
Trachtenberg, Alan. The Incorporation of America: Culture and Society in the Gilded Age. New York: Hill and Wang, 1982.
© THE BILL OF RIGHTS INSTITUTE Virtue Batman Begins (2005), directed by Christopher Nolan Bruce Wayne is a billionaire orphan who is trained in martial arts and as- Across the sumes the identity of Batman to fight crime. The city of Gotham is filled Curriculum with corrupt city officials and police officers, overrun by vice and crime, and controlled by a crime boss. As Batman, Wayne joins forces with a single good officer, Jim Gordon, and his friend, assistant district attorney, Rachel Dawes, to fight the rampant greed and corruption that plagues Gotham and its city government. Wayne never loses faith in the citizens’ desire and abil- ity to create a better Gotham.
Roald Dahl, Charlie and the Chocolate Factory (1964) Veruca Salt is a greedy and spoiled child who demands that her every wish be fulfilled. In this early scene in the book (and in two different versions of the movie), Veruca screams at her father to spend a fortune on candy bars that might hold a Golden Ticket to tour Willy Wonka’s chocolate factory. Her greed will later get her into trouble and causes Mr. Wonka not to select her to inherit the factory. MR. SALT: “As soon as my little girl told me that she simply had to have one of those Golden Tickets, I went out into the town and started buying up all the Wonka candy bars I could lay my hands on. Thousands of them, I must have bought. Hundreds of thousands!....But three days went by, and we had no luck. Oh, it was terrible! My little Veruca got more and more upset each day, and every time I went home she would scream at me, ‘Where’s my Golden Ticket! I want my Golden Ticket!’ And she would lie for ours on the floor, kicking and yelling in the most disturbing way.”
OTHER WORKS The Adventures of Robin Hood, by Roger Lancelyn Green The Adventures of Huckleberry Finn, by Mark Twain The Gangs of New York, (2002) directed by Martin Scorsese “Midas—and Others” in Mythology by Edith Hamilton Mr. Smith Goes to Washington, (1939) directed by Frank Capra The Untouchables, (1987) directed by Brian De Palma
HEROES & VILLAINS: THE QUEST FOR CIVIC VIRTUE NAME:______Avarice DATE:______
Directions Are there ways that American culture promotes avarice, or greed? How do advertis- ing, media, social media, movies, or television shows promote rampant consumerism, debt, and greed? What effect does that have on our civil society? What people and institutions can you think of that contradict that selfishness and greed? ______
“There’s an honest graft, and I’m an example of how it works. I might sum up the whole thing by sayin‘: ‘I seen my opportunities and I took ’em.’ ” –GEORGE W. PLUNKITT, 1905
© THE BILL OF RIGHTS INSTITUTE A CHARACTER EDUCATION IMPLEMENTATION GUIDE CHARACTER EDUCATION SIMPLIFIED
Equip teachers for character education that lets them do what they do best, in the context of subjects they already teach.
2 CHARACTER EDUCATION SIMPLIFIED Introducing Our New Resource
hat are the deepest, truest aims of character education? Think about the character education Wyou already do at your school—whether formal or informal. What are you really trying to accomplish? Though we value our students’ character formation, it can seem a daunting task. So many expectations are laid at our doorstep. So many demands pull at our time. How do school leaders ensure that, amidst competing demands, our highest aims aren’t pushed aside? Could it be less complicated? Yes, it can. Satisfying character education can be profound— and as uncomplicated as Heroes & Villains: The Quest for Civic Virtue. Heroes & Villains is a curricular supplement that equips teachers to integrate character education into their existing curriculum, then gets out of the way to let them do what they do best ... in the context of the subjects they already teach. Teaching civic virtue can be robust, yet adaptable enough to tailor to your teachers and students. In fact, the more flexible it is, the more you can harness the power of the strongest element your school already has: the relationships among faculty, students, and staff. At the Bill of Rights Institute, the ideas and ideals of the Constitution are at the heart of our work. This is why we developed a resource to reinvigorate the teaching of civic virtue based on primary sources, grounded in critical thinking, and focused on history. Better yet, because we know the constraints teachers face daily, we designed it to be easily
i tailored to your existing curriculum, to your own school, e believe and to the students who walk its hallways. W Character education is often viewed as an “add-on that increased program” that distracts from “real teaching”. But it should understanding of be a rich teaching experience, not a demand—and certainly not a costly, off-the-shelf “add-on”. Even more, it can be a virtue will lead to seamlessly integrated part of curriculum and instruction. more individuals The key? Simplicity. Heroes & Villains is neither costly nor acting virtuously in an add-on. Instead, it is a straightforward and adaptable curricular supplement. Based on the content history and school, and these English teachers are already teaching, it provides a clear changes will pay framework for extending that very content into the realm of character and civic virtue. dividends in improved We respect that you and your faculty—not any one school climate. program or book—bring the most vital elements to the character-education table: knowledge of your own school, its faculty, and its students. This guide is for faculty who supervise curriculum and character education. With a small investment of time up-front, you can determine how your colleagues and students can get the most out of Heroes & Villains. The “Working Notes” section will get you started as you tailor this surprisingly simple resource to your own school. Look at the Heroes & Villains overview and see how you can bring the virtues of Aristotle and the Founders to your students. Start with the “Working Notes” on page 11. If you don’t already have a copy of Heroes & Villains, contact us at [email protected]. We’ll get it into your hands so you can get started.
ii TABLE OF CONTENTS
Heroes & Villains Program Overview...... 1
Why Storytelling?...... 4
Heroes & Villains Materials Overview...... 6
Working Notes and Ideas for Implementing Heroes & Villains
Laying the Groundwork with Your Faculty...... 8
Civic Virtues Based on the Thinking of the Founders...... 9
The Question: How can we make character education seamless and integral to our school’s culture?...... 10
Working Notes: Our Current School Climate and Culture...... 11
Leadership Working Notes...... 12
Understanding Working Notes...... 14
Informing Instruction and Implementation Working Notes...... 16
Integration Throughout the School and Across the Curriculum...... 18
Brainstorming Space...... 20
Organizing Your Thoughts: Planning for the School Year Worksheet...... 21
Next Steps—First Steps...... 22
iii John Quincy AdAms, future president of the United States, whose mother Abigail instilled in him as a boy the necessity of virtue — those qualities that “wake into life the character of the hero and the statesman.”
John Quincy Adams, by Izaak Schmidt (1783). Pastel on vellum. Image courtesy the National Portrait Gallery, Smithsonian Institution. iv HEROES & VILLAINS Program Overview
t an age when most children today are beginning their high school education, young John AQuincy Adams was practicing French along with statesmanship skills on a diplomatic trip to Europe with his father. He had not wanted to go. His mother Abigail wrote him a wonderful letter expressing her hope that he would not regret the journey. She wrote:
“Great necessities call out great virtues. When a mind is raised and animated by scenes that engage the heart, then those qualities, which would otherwise lie dormant, wake into life and form the character of the hero and the statesman.”
Mrs. Adams knew that her son held those qualities in his heart and closed her letter with this stirring admonition:
“The strict and inviolable regard you have ever paid to truth, gives me pleasing hopes that you will not swerve from her dictates, but add justice, fortitude, and every manly virtue which can adorn a good citizen, do honor to your country, and render your parents supremely happy.”
Indeed, to the Founding generation, virtue was inseparable from freedom; self-government depended on a virtuous people. Abigail Adams’ son, as an adult, said, “Public virtue cannot exist in a nation without private [virtue], and public virtue is the only foundation of republics.” But what happens to a republic when virtue withers? In a nation founded on principles such as
1 individual liberty and consent of the governed, IMBUING civic and character education must be central to all that we teach. Indeed, to teach civic virtue is civic virtue into every to help preserve our republic. In his Second Inaugural Address, President aspect of school life Barack Obama alluded to the need for citizens to live virtuously every day: will lead to deeper understanding, and that “What makes us exceptional, what makes us America, is our allegiance to an idea greater understanding will articulated in a declaration made more than two centuries ago: ‘We hold these lead to an improved school truths to be self-evident, that all men are created equal. That they are endowed climate and culture. by their creator with certain unalienable rights, and among these are life, liberty, and the pursuit of happiness…’ History tells us that while these truths may be self- evident, they’ve never been self-executing. That while freedom is a gift from God, it must be secured by his people here on earth. …You and I, as citizens, have the obligation to shape the debates of our time, not only with the votes we cast, but the voices we lift in defense of our most ancient values and enduring ideas.”
2 Ancient Values, Enduring Ideas, Daily Difference
Those “most ancient values” include commitments to justice, perseverance, initiative, and other virtues of citizenship that allow a free people to govern themselves. These are among the citizen virtues that the Founders believed were necessary for self-government. The goals of the narratives, discussion guides, lists of resources, and journal prompts in this program include an increased understanding of civic virtue on the part of both students and teachers. We invite you to engage students with the resources not only in U.S. History, but also in World History and English classes, as well as the wider school community through department meetings, The lessons were faculty meetings, lunch-and-learns, assemblies, or other valuable because creative options that could work best for your school. We they made the believe that imbuing civic virtue into every aspect of school life will lead to deeper understanding, and that greater students reevaluate understanding will lead to an improved school climate and their own ethics. culture. We can address challenges common to the school Although many environment with a richer and more complete understanding of our students of civic virtue. For example, does bullying occur because a are “good” people, student is seeking “respect”? Does cheating or plagiarism take place because students lack understanding of—or these lessons help experience with—perseverance? A deeper and historically- reinforce the virtues grounded understanding of virtue can be arrived at through and standards that discussion in which all take part. When all in the school, students and adults, discuss the deepest and historically- we would like our grounded understandings about civic virtue, both the students to embrace whole school and the community benefit. and display as citizens.
– FIELD-TESTING TEACHER
3 WHY STORYTELLING?
“If history were taught in the form of stories, it would never be forgotten.”
–RUDYARD KIPLING
he same is true of virtue. People of all ages discussion of all the narratives, students will Tare naturally drawn to stories. While Mrs. implicitly judge: Why do we admire heroes? Adams wrote to her son about “scenes that On the other hand, why do we harshly judge engage the heart,” her son was living those individuals like Benedict Arnold? The virtues scenes in two countries in revolution, the fate (and lack thereof!) highlighted in these of the new nation at stake. Her lesson—that stories—along with self-reflection, discussion, trying times are tests of virtue—endures when and journaling—encourage teachers and young peoples’ minds are raised by studying students to make these virtues a habit. historical examples. Within the selection of Educators don’t simply reach students in visual and historical narratives in this program their schools and classrooms; their influence are examples of civic virtue to be identified, extends beyond into times and places discussed, analyzed, and evaluated. In the unpredictable and unknown, and may shape stories of villains from history are opportunities the lives of generations. As Abigail wrote to her to analyze the actions of individuals who son in 1780, we hope these materials on civic perhaps strove for virtue, but failed. virtue will help you “transmit this inheritance The materials in this resource were selected to ages yet unborn.” to engage the heart as well as the mind. Through
These lessons serve a vital purpose and prompt interesting conversations that connect past events to current events and to students themselves.
–FIELD-TESTING TEACHER 4 The lesson—that trying times are tests of virtue—endures when young people study historical examples.
5 HEROES & VILLAINS Materials Overview Working Notes and Ideas for Implementing
his civic education resource stays away • Ten narratives, photo-narratives, or primary HEROES & VILLAINS Tfrom shallow topics, instead inviting sources convey stories of individuals who teachers and students to dive straightforwardly faced crises of civic virtue—including into robust, history-based topics. Through Benedict Arnold, Frederick Douglass, rich narratives, critical questions, meaningful Elizabeth Eckford, and more. discussion, and personal application, teachers • Journaling exercises engage individual and students will examine the “civic virtue” students’ hearts and minds. assumptions of our nation’s Founders and their relevance today. • “Virtue in Action” supplements provide ideas for demonstrating civic virtue in schools and communities.
• Cross-curricular connections make it easy for faculty and staff to work together toward the same character goals within the context of their own classrooms.
• Suggestions for further reading from literary and historical primary sources.
These exercises, based on historical events, are definitely more effective in getting students to examine their own commitment to these virtues.
– FIELD-TESTING TEACHER 6 Working Notes and Ideas for Implementing HEROES & VILLAINS
7 Laying the Groundwork with Your Faculty
• As you introduce Heroes & Villains to • In keeping with the above, affirm faculty and staff for the first time, ask for teachers that they can encourage them to recall their favorite stories from students who do have a faith tradition childhood or early adulthood. to relate their thinking about virtue
• Transition to a discussion about successful to it. Allow those who wish to do so storytelling in the classroom. Chances to reflect on examples from their own are teachers are already comfortable with faiths. (For example, individuals from a storytelling approach. (e.g., history sacred texts who acted virtuously, narratives, Supreme Court cases, stories religious teachings, etc.) of science discoveries, or lab reports • Acknowledge that all schools and all done as story structure). curricula do teach values or virtue,
• Maintain an atmosphere that allows whether implicitly or explicitly. You are faculty to feel confident discussing merely providing a language that enables virtue with students. Assure them that free and open discussion. when discussing with students, they can • Request that teachers review the materials emphasize that civic virtue may include, and hold “listening sessions” for them to but does not require, religious belief. come to you with any questions about their use of Heroes & Villains. • Encourage teachers to share information with families, and invite parents to come to class for discussions.
8 Civic Virtues Based on the Thinking of the Founders
First things first. Let’s define our terms. InHeroes & Villains, virtue is defined as:
Conduct that reflects universal principles of moral and ethical excellence essential to leading a worthwhile life and to effective self-government. For many leading Founders, attributes of character such as justice, responsibility, perseverance, etc., were thought to flow from an understanding of the rights and obligations of men. Virtue is compatible with, but does not require, religious belief.
Next, what virtues do we include and how do we define them? Based on writings of the U.S. founders, we could have chosen a number of civic virtues that were important to their understanding of the running of a constitutional republic. Of that number, Heroes & Villains addresses the following:
Contribution: The discovering of your Perseverance: To stay the course, passions and talents, and the use of them choosing not the easy path, but rather the to create what is beautiful and needed. right one. Working hard to take care of yourself and Respect: To protect your mind and body as those who depend on you. precious aspects of your identity. To extend Courage: Standing firm in being a person of that protection to every other person you character and doing what is right, especially encounter. when it is unpopular or puts you at risk. Responsibility: To strive to know and do Humility: To remember that your ignorance what is best, not what is most popular. To is far greater than your knowledge. To give be trustworthy for making decisions in the praise to those who earn it. best long-term interests of the people and tasks of which one is in charge. Integrity: To tell the truth, expose untruths, and keep your promises. Self-Governance: To be self-controlled, avoiding extremes, and to not be influenced Justice: To stand for equally applied rules or controlled by others. and to make sure everyone obeys them.
9 THE QUESTION How can we make character education seamless and integral to our school’s culture?
et outside the “character curriculum box.” Instead, stop to think about the following three Gaspects of your school: Leadership, Understanding, and Informing Instruction. As you do, you’ll naturally discover ways to weave the themes of Heroes & Villains into the processes and culture that already exist among your faculty, students, and staff. As you, with your faculty, plan to integrate Heroes & Villains into your school’s teaching and culture, these three areas will provide you with the clearest path to implementation.
Leadership • Faculty & staff buy-in and participation • Implementation • Integration with existing character education efforts • Role-modeling • Parent & community involvement
Informing Understanding Instruction • Staff education / professional development • Behavior management • Teaching the content • School-wide: • Cross-curricular efforts classrooms, offices, cafeteria, gym, hallways • Year-round reinforcement of ideas • Faculty & staff performance reviews • Peer discussions • Classroom rules • School-wide, all- department application • Home-school communication
10 WORKING NOTES: Our Current School Climate and Culture
Before using Heroes & Villains at your school, describe the current school culture, character strengths, and areas for growth. Use the following prompts to help you do just that.
Our School’s Best Cultural Our School Culture Could Be Attributes Are… Improved by a Focus On… • •
• •
• •
• •
• •
Our Ideal School Culture Would Be…
11 Let’s start with… Leadership
Below, and on the following pages, are some leadership-related items to consider as you integrate Heroes & Villains into the curriculum and civic education at your school.
Faculty Ownership • Among your faculty, who are the key influencers whose leadership can help make this happen?
• How will we incorporate staff feedback to tailor this to our school?
• How might that feedback inform your use of Heroes & Villains?
Integration with Existing Character-Education Efforts • What existing character efforts, formal or informal (if any), does your school employ?
• How can Heroes & Villains content bolster those efforts? What tensions may exist?
Role Modeling • How do your faculty and administrators already exemplify these virtues for the school community?
• How might this role-modeling look in different areas of school life (rehearsal rooms, athletic fields, classrooms, hallways, cafeteria, etc.)?
12 “People who work together will win, whether it be against complex football defenses, or the problems of modern society.”
–VINCE LOMBARDI
Athletics & Extracurriculars • How might coaches, resource teachers, directors, and other extracurricular and facility staff extend these ideas beyond the classroom?
Parents & Community Involvement • How involved should parents be in this process? What opportunities exist to extend these ideas beyond the classroom?
• How might you involve the larger community (outside speakers, authority figures such as law enforcement, older students mentoring younger students, etc.)? What about volunteer opportunities?
On what other leadership areas may you want to focus as you implement Heroes & Villains?
13 Next, look at… Understanding
Use the prompts below to plan how you will ensure that everyone in the school community shares the same understandings as you use Heroes & Villains.
Staff Education and Professional Development • How will these civic virtues be understood and reinforced among your school’s faculty?
• Who will be primarily responsible for this effort?
• What opportunities will the faculty have to discuss these ideas with each other on an ongoing basis?
Teaching the Content • How will social studies and/or English teachers address this content?
• How many teachers in each department will cover this content?
• Will the content be taught all at once, periodically, or throughout the year?
• What cross-curricular efforts would be helpful? What, for example, could this look like in a math or science classroom?
• Will we evaluate students in some way? If so, how?
• How will these virtues be reinforced year-round… ¤¤ in social studies or English classrooms? ¤¤ in other classes? ¤¤ in school assemblies, communications, or daily announcements?
14 Peer Discussions and Mentoring: Students • Identify students whose leadership could move others in the direction of these goals.
• What opportunities will older students have to mentor younger students?
• In what contexts can you envision getting students to discuss these ideas? ¤¤ In class… ¤¤ Outside of class…
• How might student clubs, student government, or other school groups reinforce these goals in your school?
On what other areas of student and faculty understanding may you want to focus as you implement Heroes & Villains? •
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“Nobody ever listens to a teenager. Everybody thinks you should be happy just because you're young. They don't see the wars that we fight every single day.”
–FROM FREEDOM WRITERS
15 Thinking about... Informing Instruction and Implementation
Below, and on the following pages, are feedback-related items to consider as you and your faculty implement Heroes & Villains.
Your School: Start with Your Strengths • Look back at what you noted on your “School Climate and Culture” chart on page 11. Which civic virtue does your student body currently reflect most fully? Which virtue is currently weak? (Full list on page 9.)
• Consider the civic virtue that is strongest at your school. How can you reinforce it? How can you harness it to improve in the weakest area?
Policies & Language • Given the language and format of Heroes & Villains, how might your feedback to students (both positive and constructive) be revised?
• How might classroom and school policies be revised to reflect these civic virtues?
Faculty Feedback • What could positive accountability look like in relation to these virtues? Are there ways to incorporate these concepts into existing feedback systems?
• Identify some informal ways colleagues can hold each other accountable for role-modeling these civic virtues.
16 Home-School Communication • How can discussions about conduct be used to reinforce these civic virtues with students and their parents?
• How can written communication to parents incorporate the language of civic virtue?
What additional feedback-related ideas do you have as you integrate Heroes & Villains into your school curriculum and culture? •
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“The life I touch for good or ill will touch another life, and that in turn another, until who knows where the trembling stops or in what far place my touch will be felt.”
–FREDERICK BUECHNER
17 Integrating Heroes & Villains Throughout the School and Across the Curriculum
ach narrative includes a “Virtue in Action” section with concrete suggestions for making civic Evirtue both active and a habit. In addition to these examples, you may consider some of the following suggestions.
In the Social Studies Classroom