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Respect and the “Golden Rule”: Past, Present, and Future

Brooke Emmerson Franklin Elementary Summer 2011 Sterling, IL

Library of Congress Prints and Photographs Division, Reproduction number (LC-USZ62-17131). Washington, D.C. 10-07-11

This character education lesson teaches students the importance of being a respectful citizen. Students are taught the definition of respect through discussion, visual prompts, a story, classroom activities, and role-plays.

Overview/ Materials/Historical Background/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension

Overview Back to Navigation Bar Objectives Students will:  be able to define “respect” and the “golden rule”.  be able to give examples of showing respect at school, home, and towards peers/friends.  cite at least one example from history of showing respect  demonstrate/share one way they can “fill a bucket” of another person. Recommended time frame Three thirty minute lessons Grade level 2nd Grade Curriculum fit Character Education Materials  “Have You Filled a Bucket Today? A Guide to Daily Happiness for Kids by Carol McCloud. Nelson Publishing & Marketing, 2007  Computer/projector, blackboard/whiteboard/butcher paper for writing main ideas, space for small group activities Illinois State Learning Standards Back to Navigation Bar GOAL 4: Listen and speak effectively in a variety of Teaching with Primary Sources Illinois State University situations.  4.A. The learner will listen effectively in formal and informal situations.  4.B. The learner will speak effectively in using language appropriate to the situation and audience. GOAL 24: Promote and enhance health and well- being through the use of effective communication and decision-making skills.  24.A. The learner will demonstrate procedures for communicating in positive ways, resolving differences and preventing conflict.

SOCIAL-EMOTIONAL GOALS GOAL 1: Develop self-awareness and self- management skills to achieve school and life success

GOAL 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts

Procedures Back to Navigation Bar Day One:  Greet the students.  Introduce the topic of “Respect”. Begin a discussion with, “What does it mean to show respect?” Praise students for participation.  Give pre-determined definition of “Respect”: 1). Students who show respect treat others the way they would like to be treated (Golden Rule). Give specific examples of what the Golden Rule looks like. 2). Respectful students listen to what Others have to say. 3). Students who show respect are polite and use their manners. 4). Respectful students are kind to others in their words and actions.  Further the discussion by writing the following on the board/butcher paper: o Respect at School, Respect at Home, and Respect towards Friends. o Brainstorm with the students what it looks like specifically to show respect in the

Teaching with Primary Sources Illinois State University following environments. o Ex: School – follow rules/directions, say please and thank you, use kind words, take good care of personal and school property, be safe o Home – listen to your parents/guardians, use kind words to parents and siblings, follow the rules/directions, complete your chores, take good care of your property and home, think of others when you want to be loud/listen to music, use the television, share the most coveted toys o Friends – use kind words, solve problems in a peaceful way, share toys (recess) and classroom supplies, take turns, listen when a friend talks to you, return something borrowed

 Time remaining: invite students up to model/role play some of these examples. This may require previous knowledge from other character education lessons (ex., using I statements, resolving problems).

Day Two:  Begin with a quick review of the topic: Respect. Review the definition and share ideas from previous lesson on specific examples at school, home, and towards friends.

 Dim the lights and use computer/projector to show images of examples of people demonstrating respect. 1). Sheet Music – from 1871. Titled, “Always do to others”. If musically inclined, play the tune on piano. Otherwise, read some of the lines and sing the melody. Point out that the “Golden Rule” has been important to people for many years (140 years or better). Questions: “Where might people have sung this song? Why do you think it was written? 2). Picture of Golden Rule Store – 1939 – North Carolina. Questions: “Why do you think someone named his/her store the Golden Rule Store? If you owned a store, what would you do to show that you followed the Golden Rule?

Teaching with Primary Sources Illinois State University 3). Golden Rule Club in Parade – 1897, Georgetown, CO. Questions: What do you think the Golden Rule Club did? Why do you think they are in the parade? If you started a Golden Rule Club, what would your rules be? 4). Letters of Delegates to Congress – March 1, 1781 - Aug 31, 1781 from Thomas Rodney’s Diary. Thomas writes to Congress about the importance of “honesty being the best policy”. Question: What does that mean? Do you think this is true? What if the truth will hurt your friend’s feelings? What then?

 Movement Break/Activity: Short game of Simon Says to practice respect through self-control, quiet voices, and listening to teacher.

5). Women’s Suffrage Parade. 3,000 women march for Women’s rights in an orderly, respectful way. Questions: What would an orderly, respectful way look like? Do we follow these same rules when we have parades at school (Halloween, Pirate’s Day)? Why do you think that is important? 6). “Methuselah” Willow Oak, Alexandria, VA 2006 In an effort to respect nature, a highway was build around this very old, impressive tree. Questions: What does it mean to respect nature? How can you respect nature on a daily basis? 7). Children by flag saying pledge, 1942. Questions: How can we show respect to our country when we say our morning pledge? Do you know why we say the Pledge of Allegiance every morning?

Day Three:  Remind students that we are discussing the importance of being respectful to others.

 Begin with having the students sit on a rug/floor for a story (for attention purposes). Read “Have You Filled a Bucket Today? A Guide to Daily Happiness for Kids by Carol McCloud.

 Share the importance of helping to create/maintain

Teaching with Primary Sources Illinois State University an environment that is safe, calm, and peaceful for everyone to learn. What would our school be like if we tried to fill just one person’s bucket each day? Two? What if everyone in the school tried to do this? Town?

 Give examples of how students can fill others’ buckets at school, home, and in the community. Take other examples from the students.

 Activity: Have students pick one person in the class to fill his/her bucket. Give about 3 minutes to complete task. Bring group back together. How did this make you feel? How did that person react – facial expression, “thank you”, etc.?  Do this activity again, but have students choose a student that they do NOT play with at recess, to encourage helping peers, not just friends.  Extra: Have plastic buckets available with glittery pipe cleaners, confetti, etc. to signify filling the bucket. Demonstrate what happens when we hurt another’s feelings – dump out bucket.

 Activity: Human Knot Have groups of 5 (teacher assigned) come to the front of the room. Have them interlock hands (not with a peer directly next to them and not with the same person). Have them untangle themselves/solve the problem respectfully (listen to group members’ ideas, take turns, think of others before moving your body).

 Final Thought: “The last three days we have learned and practiced showing respect towards others. Who can tell me what the Golden Rule is? How can you use this rule at school, home, and with friends? Filling another person’s bucket is one example of following the Golden Rule, because you want other people to fill your bucket too. When you are respectful to other students, you will easily make new friends. When you are respectful to your teachers, your class will earn extra privileges because you will not be wasting class time (more time for fun activities). When you are respectful to your friends, you will have less disagreements and

Teaching with Primary Sources Illinois State University share more laughs together.”

“I can’t wait to hear your stories as you work to fill each others’ buckets, as well as your teachers’ and family members!” Evaluation Back to Navigation Bar  Assessment will be based on student participation in the discussion and activities. This will provide evidence that the students understood the lesson. An assessment rubric is attached. Extension Back to Navigation Bar  Follow-Up Activity: Touch base in one week on how “filling each others’ buckets” is going. Share positive stories on filling others’ buckets, but also on how others have filled your bucket.  Follow-Up Activity: Make a “Fill Your Bucket” bulletin board with simple ideas for students, to remind them of the lesson and to share the importance.  Follow-Up Activity: Invite another class into the room and have your students “fill the buckets” of the other class. This would be a fun discussion if the invited class does not know the point of the activity. Watch their reactions. Get feedback from both classes.  Follow-Up Activity: Create a school-wide theme of “filling others’ buckets”. This could be tied in with PBIS. As a school, if this concept and language is used, the students are more likely to use in their daily interactions.

Teaching with Primary Sources Illinois State University Historical Background Back to Navigation Bar

1). In order for this lesson to begin on the right note, it is assumed that prior character education lessons have been taught. In the prior lessons, the rules were established, as well as what the students’ expectations were. This helps create smooth transitions between teachers and character education lessons. 2). Prior to this lesson, students have also received a general lesson on character education and demonstrating good character. In this prior lesson, students are able to name specific characteristics that define a person of character. Being respectful is one of those characteristics. So going into this lesson, students have heard of “respect” and have a general idea of what it means. This lesson allows the teacher to dive deeper into this content area and to further understanding and application. 3). Before this lesson, students have also had a lesson on the American Flag and the significance of saying the Pledge of Allegiance each morning. It is assumed that students have also learned what the words to the pledge mean. This enables the students to understand the connection between the students saying the pledge in the primary source and respect. 4). Time for primary age students is a difficult concept to understand. In order for the students to understand the longevity of respect and the Golden Rule, it would be important for them to gain a sense of time. This could be done through a timeline with their years of birth, their parents’ birth, and their grandparents’ birth (averages). Historical dates could also be added, such as the signing of the Declaration of Independence. This would help the students understand how old some of the primary sources are. By understanding how old the concept of respect and the Golden Rule are, the students will understand that this is an important message. 5). In the discussion of the primary source involving the Letter to the Delegates of Congress, it would be helpful for students to have heard the word, “congress” before and have a general sense of who makes up Congress and what they do for our country. 6). For the photo of the women’s suffrage movement in the parade, it would provide more insight to the students if they understood why the women were walking in the parade. This would help them understand why the fact that they were “orderly and respectful” is pointed out in the write-up.

Teaching with Primary Sources Illinois State University Primary Resources from the Library of Congress Back to Navigation Bar

Image Description Citation URL Golden Rule Milburn, J.H. http://memory.loc.gov/c or Always do "Golden Rule or gi-bin/query/r? to others / by Always do to ammem/mussm:@field( J. H. Milburn. others ". 1871. NUMBER+@band(sm1 American Library of 871+02324)) sheet music, Congress, Music 1871 Division. Washington, D.C. 10-07-2011

Photograph Library of http://memory.loc.gov/c shows sacks Congress, Prints gi-bin/query/r? of flour in the and Photographs ammem/fsaall:@field(N window of the Division, UMBER+@band(ppmsc Golden Rule Reproduction a+05618)) Store in number (LC- Mebane, DIG-ppmsca- North 05618 DLC). Carolina. Washington, D.C. 10-07-2011 Letters of Smith, Paul H., http://memory.loc.gov/c Delegates to et al., eds. gi-bin/query/r? Congress, Vol Letters of ammem/hlaw:@field(D 17, March Delegates to OCID+@lit(dg01734)) 1,1781 – Aug. Congress, 1774- 31, 1781. 1789. 25 From Thomas volumes, Rodney’s Washington, Diary D.C.: Library of Congress, 1976- 2000).

A view of a Western http://memory.loc.gov/c parade on History/Genealo gi-bin/query/r? Monday, July gy Department, ammem/hawp:@field(N 5, 1897, in Denver Public UMBER+@band(codha Georgetown, Library wp+10001158)) Colorado, The Reproduction G.A.R. is number (X- followed by 1158). Denver,

Teaching with Primary Sources Illinois State University the Golden CO. 10-07-2011 Rule Club. 3,000 women Library of http://memory.loc.gov/c march with Congress, Rare gi-bin/query/r? order, respect, sympathetic Book and Special ammem/rbcmillerbib:@f spectators Collection ield(DOCID+@lit(rbcmi Division, ller002706)) NAWSA Miller Scrapbook Collection. Washington, D.C. 10-07-2011 Video of the http://memory.loc.gov/c arrival of Thomas Edison, gi-bin/query/r? William Inc, 1901. ammem/papr:@field(N McKinley's Library of UMBER+@band(lcmp0 (former Congress Motion 01+m1b26646)) president)fune Picture, ral train at Broadcasting and Canton, Ohio, Recorded Sound 1901 Division Washington, D.C. 10-07-11 "Methuselah" Library of http://memory.loc.gov/c Willow Oak, Congress, Prints gi-bin/query/r? George and Photographs ammem/hh:@field(DOC Washington Division, ID+@lit(VA2028)) Memorial Historic Parkway, American Alexandria, Engineering VA Record, Reproduction Number (HALS VA-15). Washington, D.C. 10-07-11 San Francisco, Library of http://www.loc.gov/pictu Calif., April Congress Prints res/item/2001705928/ 1942. and Photographs Children at the Division, Weill public Reproduction school number (LC- USZ62-17131). Washington, D.C. 10-07-11

Teaching with Primary Sources Illinois State University Rubric Back to Navigation Bar

Character Education

CATEGORY Criteria Points Outstanding Student responded to all of the 10 Points questions by answering each question with well-thought and insightful responses. Student also used complete sentences. This student also showed high class participation, raising hand on many questions and willingly participating in the classroom activities planned. This student can be seen as a leader among his/her peers by demonstrating appropriate behavior throughout the lessons. Well Done Student responded to all questions 8 Points with adequate responses. Student also used complete sentences. This student also showed good class participation, raising hand on several questions and participating in most classroom activities. Satisfactory Student responded to all of the 6 Points questions with brief responses. Student answered some questions with yes/no. This student also showed class participation, by raising hand at least once to answer questions/participate. Needs improvement Student responded to some of the 4 Points questions with adequate responses. Student answered questions with some yes and no answers. This student showed little classroom participation, raising hand only once or twice, and did not participate in all classroom activities. Unsatisfactory Student responded to some of the 2 Points questions with inadequate responses. This student did not raise hand to participate throughout the entire lesson and did not participate in any classroom activities. No attempt made Student made no attempt to answer 0 Points any of the questions asked by the teacher. When given encouragement, student refused to participate in the lesson with a verbal response or by joining in the classroom activity. Teaching with Primary Sources Illinois State University Teaching with Primary Sources Illinois State University Handouts Back to Navigation Bar

Teaching with Primary Sources Illinois State University