Developing Character Through Literature: a Teacher's Resource Book

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TITLE Developing Character through Literature: A Teacher's Resource Book. INSTITUTION ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.; Family Learning Association, Bloomington, IN. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. ISBN ISBN-0-9719874-3-2 PUB DATE 2002-05-00 NOTE 187p. CONTRACT ED-99-CO-0028 AVAILABLE FROM ERIC Clearinghouse on Reading, English, and Communication, Indiana University, 2805 E. 10th Street, Suite 140, Bloomington, IN 47408-2698. Family Learning Association, 3925 Hagan St., Suite 101, Bloomington, IN 47401 (Order # 180-2199, $19.95). Tel: 800-759-4723 (Toll Free); Fax: 812-331-2776; Web site: http://kidscanlearn.com. PUB TYPE Guides - Classroom - Teacher (052) -- ERIC Publications (071) -- Reference Materials - Bibliographies (131) EDRS PRICE MFOl/PC08 Plus Postage. DESCRIPTORS *Adolescent Literature; Annotated Bibliographies; *Childrens Literature; *Citizenship Education; Concept Formation; Elementary Secondary Education; *Individual Development; Learning Activities; *Values Education IDENTIFIERS *Character Development; Character Education; Family Activities; *Trade Books

ABSTRACT Based on the idea that the most important foundation of education is character development, this book guides teachers and parents in building strong character traits while reading and discussing popular books. Children's books and young adult books draw students into discussions that can lead to action and to personal development. Thoughtful teachers and parents can ,use that literature and the activities suggested in.this book as a means of bringing their children to the commitments that will gradually form character traits and citizenship attitudes that everyone is proud to acknowledge. The units in the book stand for the most commonly described topics in character education: responsibility, honesty, integrity, respect, living peaceably, caring, civility, and the golden rule. Each unit in the book begins with a brief essay about the selected trait, followed by teaching suggestions, classroom resources, parent activities and Web sites, annotated student booklists, student Web sites, teacher Web sites, and an ERIC .annotated bibliography. By reading the initial essay in each unit and selecting one of the activities or discussion suggestions, a teacher could begin work on the trait featured in that unit. A comparison of common core of beliefs as identified by selected programs and organizations is appended. (NKA)

Reproductions supplied by EDRS are the best that can be made from the original document.

Devel opi ng Character Through Literature

A 'Ileacher's Resource Book ERIC and the Family Learning Assocation Evelyn Holt Otten - Consultant Indiana Department of Education

FAMILY LEARNING ASSOCIATION

3 Developing Character Through Literature A Teacher’s Resource Book

Published by ERIC Clearinghouse on Reading, English, and Communication Indiana University, 2805 East 10th Street, Suite 140 Bloomington, Indiana 47408-2698 Carl B. Smith, Director and The Family Learning Association 3925 Hagan Street, Suite 101 Bloomington, IN 4740 1

Copy Editor: Darra Ellis Production Editor and Cover Illustration: Neal Stepp

This project has been funded at least in part with Federal funds from the U.S. Department of Education under contract number ED-99-CO-0028. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade names, commercial prod- ucts, or organizations imply endorsement by the U.S. Government.

ERIC (an acronym for Educational Resources Information Center) is a national network of 16 clearinghous- es, each of which is responsible for building the ERIC database by identifying and abstracting various educational resources, including research reports, curriculum guides, conference papers, journal articles, and government reports. The Clearinghouse on Reading, English, and Communication (ERIC/REC) collects educational information specifically related to reading, English, journalism, speech, and theater at all levels. ERIC/REC also covers interdisciplinary areas such as media studies, reading and writing technology, mass communication, language arts, critical thinking, literature, and many aspects of literacy.

4 Acknowledgements

This book comes from the minds and hearts of many people. We want to thank all those who encouraged us and who gave us ideas along the way. Though we may not mention you by name, please know that we are grateful for your comments and for the gentle nudges that you gave us in the development of this guidebook on character development.

Evelyn Holt Otten deserves special recognition here because' we used her basic concepts and features in constructing this resource book. She wrote most of the introductory essays and guided us throughout the process of collecting materials and resources that will help teachers and parents.

Joanne Weddle took on the difficult task of writing the essay for the unit on faith-based programs. She included in her final draft the comments of several people who helped us sort out the question of how to open class discussions of the personal principles that guide children as they shape their characters. Don Wigal wrote an extensive review and gave thoughtful guidance for the faith-based programs chapter. He was . instrumental in the inclusion of reminders that classrooms need to be open to multi-faith and multi-philosophies in discussing the principles that help people develop their characters.

Vera Frye found and wrote copy for the sections on heroes and lesson ideas. These features make it con- venient for teachers and parents to show examples of a character trait as expressed in actual historical personalities and for developing actions that help children put the trait into practice. Vera's considerable investment in this character education effort puts us deep in her debt. Mei-Yu Lu, our resident expert on children's books, compiled the list of books and their summaries that will help teachers and parents choose from among the many options that are available on each character trait.

Steve Stroup and his highly professional research staff gathered the research and the numerous websites that are significant resources for each chapter.

Neal Stepp as book designer and Darra Ellis as text organizer and copy editor provide us with the attrac- tive and easy-to-read format that makes us all proud to send this book to the many people who have been asking for it.

Judy Stark, our Federal project monitor, has offered meticulous and helpful editorial comments that make this a more valuable book to all who use it. Even after all of us on the writing and editorial team have finished, Judy fine tunes our work and makes all of us look better because she participates in the process.

Our book advisors - Leo Fay, Jane Henson, John Patrick, Joanne Weddle, Evelyn Holt Otten, and Amy Eldridge - gave us a sense of direction with specific suggestions on how to make this a useful guidebook.To all these fine people, we say thank you and hope that you are as pleased as we are with the results. It is a better book because of you, and the readers know better than to blame you for printed ideas with which they might disagree. Thank you.

Carl B. Smith

5 Table of Contents

Acknowledgements Introduction

1. Responsibility ...... 1 2. Honesty ...... 27 3. Integrity ...... 45 4. Respect ...... 61 5. Living Peaceably ...... 79 6. Caring ...... 99 7. Civility and School Climate ...... 115 8. The Golden Rule ...... 139 9. Faith-Based Initiatives ...... 153

Appendices ...... 169 Index ...... 173

6 Developing Character Through Literature A Teacher’s Resource Book

Introduction: Literature and Character Development We do not suggest that children’s literature or reading stories leads directly to character development. Ordinarily fiction does not intend to teach something specific, such as, being honest pays dividends. Yet, I dare say, many of us have found books that helped us to grow, that pushed us to rethink our views, perhaps even brought about a change in our standards-in other words, the books influenced our character and helped to make us the person we are today.

Representing human struggles and feelings Content and Sensitive Issues is an essential part of good story telling. This book looks at the same traits or cate- Whether told in the books of young children or gories that appear frequently in other work relat- of adults, stories give the reader the vicarious ed to character education. Under each of the experience of living through the trials and the categories you will find book summaries for ele- thrills of characters in a book. With reflection, mentary, middle, and secondary students. The the reader can decide how he or she personally selected books have been chosen from standard would have responded to the decisions the fic- references and reviews of children and young tional character made. Each of those reflections adult books. We did not censor the book list to and decisions gradually influences the thoughts make it more or less palatable to one political and actions of the reader. group versus another. With the guidance of parents and teachers, some of the titles summarized in this book can With that understanding, however, it should be clear that teachers and parents need to use help our children to reflect, to decide, to discretion in choosing books. The philosophy or become a principled person. Isn’t that the under- the religious beliefs of the family can be applied lying purpose of all character education? to any event in a book, but parents and teachers Perhaps the underlying purpose of any educa- may want to choose which elements in a story tion? they want to highlight as part of their discus- For many current and historical reasons, cit- sions. There are children’s books, for example, izenship education, character education, and that hint at child abuse or violence. Middle service learning have risen in the consciousness school and young adult fiction today reveal all of our citizens. We at ERIC and our partners in of the social and personal dilemmas that are dis- this work see that we can contribute to the cussed in the evening news and in the school efforts of the broad community by focusing on locker rooms. In our summaries we try to alert specific character traits and associating children’s adults to some of these matters and use terms and young adult books with them. We hope such as adult content, violence, and challenging our effort facilitates reflection and leads to the traditional beliefs. attitudes and behaviors that are summed up here. This book is part of our contribution to Just as we have precluded politically correct pull together resources for teachers in a handy selections, we have also avoided knowingly adopting a particular philosophy or a sectarian format. On our website we have a much larger ethic. The attitudes, virtues, and behaviors that database of programs, instructional guides, and we have chosen seem to be generally acceptable research studies that the public may view as they wish. to all major religious philosophies. For that reason we feel that parents and schools can use

. .. 7 Introduction

these categories, select the books that match Each unit begins with a brief essay about their purposes, and guide student reflection and the selected trait, followed by teaching sugges- discussion as is appropriate. tions, classroom resources, parent activities and websites, annotated student booklists, student Decisions Actions and websites, teacher websites, and an ERIC anno- We want to say several times in this book tated bibliography. The resources and activities that character development involves more than enable various stakeholders in character educa- storing knowledge. That’s the reason we encour- tion to be involved and to see their own set of age reflection, response, and action. Those are resources. This is not a teacher‘s manual for a the ingredients that lead to personal change. specific character education program. A teacher Besides reading and discussing events in books, or parent could easily use the units in this book we feel that young people need to engage in to carry on a character education program and activities that require a personal decision. It is would find numerous resources to match the through those decisions that character develops. direction they want to go. The value of reading stories and discussing By reading the initial essay in each unit and life’s challenges with teachers and parents is that selecting one of the activities or discussion sug- the child is swimming under the watchful eye of gestions, a teacher could begin work on the trait a lifeguard, not diving alone into a muddy river featured in that unit. From there on, teachers, with unknown currents. Today, children’s and parents and students all have resources that they young adult literature explore life’s realities as can use to read about, discuss, and act on devel- they have never done before. Thoughtful teach- oping the trait under consideration. ers and parents can use that literature and the We encourage you to send us your reactions activities suggested in this book as means of to this book and your experiences in character bringing their children to the commitments that development, especially the books or stories that will gradually form character traits and citizen- you find particularly valuable in character devel- ship attitudes that we all will be proud to opment. We thank you in advance for sending acknowledge. us your thoughts. How to Use this Book The units in this book stand for the most Carl B. Smith, Director commonly described topics in character educa- ERIC Clearinghouse on Reading, English and tion: respomibiLity, bonesty, integrity or doing Communication one2 best, respect, Living peaceabLy, caring civility, and thegolden rule.

a- d$ ‘\ 1. ‘8 k I ResponsibilitywA \---/

Synonyms I i trustworthy I competent I dependable i accountable I Definition I

~ Our understanding of responsibility includes the basic belief that each of us has a mutual agreement with , those around us to do our part, to , carry our fair share of the load and I to accept the consequences of our

I1 actions. Thus in the family, neighborhood, school, church, and workplace, I personally need to j contribute time and effort according to my role and the I expectations of my associates.

1 ("Developing Responsibility in

l Children," Parent Talk, 2001) I I

I. 9 ChaDter One RESPONSIBILITY

Thomas Lickona, a recognized leader in the field of character education today, identifies responsibility as one of the basic qualities that schools should develop in their own students (199 1). Lickona asserts that responsibility is an additional “r” that schools should emphasize in their teaching of basic skills. But how can we address this complicated concept in a diverse world of students and conflicting beliefs? This paper addresses (1) the various definitions of responsibility; (2) challenges in integrating teaching of this concept in the classroom; (3) suggestions for helping children develop personal and social responsibility; and (4)resources to aid in teaching the concept of responsibility.

Definitions of Responsibility And she was on target. Employers want people who are responsible, who will do what they What does it mean to “be responsible”? contract to do, who keep priorities straight, Cultural definitions vary, but all societies have a who are reliable day to day. concept of what it means to be a responsible Included in our understanding of responsi- member of that society. Social and civic groups bility is the basic belief that each of us has a often stress building responsibility in their mutual agreement with those around us to do activities, from rites of initiation or passage to our part, to carry our fair share of the load. evidence of civic engagement required of its Thus in the family, neighborhood, school, members. However, even within local commu- church, workplace, and so on, I personally need nities, opinions vary as to what it means to be a to contribute time and effort according to my responsible citizen. The discussion among these role and the expectations of those around me. differing- constituents in the community must take place in order to reach a consensus on How to Communicate a Sense of what it means to be a responsible community ~~~~~~~ibili~? member. With students it is helpful to make a list of Becoming a Responsible Adult the agreements and expectations that the family Looking for Models or the school has for each individual. Some schools put out a statement of their rules and Karin was applying for a job and was wrap- policies so children know what is expected of ping up her reasons why she would be a good them. Those rules may actually be printed in employee. As a final selling point she said, “We the front of student planning guides that the are responsible people. We take care of our school distributes each year. In the family, too, house and we educate our kids. We pay our it is helpful to list those things that individuals bills and our taxes. We vote.” are expected to contribute to keep your home The character trait of responsibility implies running smoothly. It may be helpful to use the all that she listed. More significantly, she felt home as a familiar setting for thinking about that her statement about responsibility was the responsibilities. capstone, the clinching argument for hiring her. Developing Character Through Literature A Teacher’s Resource Book

Here is an example of a list in its beginning able for a deed or misdeed. Just as society stages. What do we do to make our home and imposes sanctions for misbehavior or neglect of family work? What is expected of each of us? responsibility, we must also recognize and cele- Make a few notes, then you can write them on brate our actions and accept the consequences a separate sheet for posting for all parties to see. for what we do. Parents Typical Expectations Challenges in Integrating Parents provide food, shelter, Responsibility in the Classroom money, and sense of direction A character education program that teaches for the children. responsibility must involve the local community Encourage students to think in building a common language and common through their own obligations. expectations. Assist with household chores, take rea- Several states, including Indiana (1995), sonable care of clothes and toys, com- have developed a common core of beliefs and plete school and church assignments. expectations for its citizens. Phi Delta Kappa’s What are my concerns about these Study ofcore Values (2000-2001), “found that expectations? In which areas do I need there are a number of core values on which to improve to make me a more respon- most people agree, including learning, honesty, sible member of my family and school? cooperation, service to others, freedom, responsibility, and civility”. (5) What steps must I take to improve my actions and show that I am a responsi- Many teachers feel uncomfortable when ble person? embarking on a discussion of beliefs because religion may become part of the discussion, a Lickona offers a working definition of natural consequence of a group discussion of responsibility: “Responsibility is an extension of how we become responsible people. It is impor- respect. If we respect other people, we value tant to understand that teaching about religion them. If we value them, we feel a measure of and teaching religion are two different topics. responsibility for their welfare. Responsibility Students need to develop a historical context literally means ‘ability to respond’. It means ori- for belief systems. Every culture develops a enting towards others, paying attention to belief system over time. Religious belief systems them, actively responding to their needs. are an important part of any social system. Responsibility emphasizes our positive obliga- Teachers are only helping students develop tions to care for each other.” (Educatingfor “perspective consciousness, .... and awareness of Character: How Our Scbool[r Can Teach Respect human choices” called for by Hanvey in 1976 and Responsibility, 1991, p 44) to achieve global awareness (Kirkwood, 2001, p He continues: “Responsibility is the active 11). side of morality. It includes taking care of self Efforts to integrate character education and others, fulfilling our obligations, contribut- must be school-wide and community-wide. ing to our communities, alleviating suffering, Although it is possible for one teacher to stress and building a better world.” (p 68) character and responsibility in his or her class- Being responsible, then, is not static but room, it is difficult to see fruition unless the dynamic. Students in the learning community whole school and community embrace such must be actively engaged in learning and must efforts. Indeed one teacher can have a tremen- help other students to learn. Children must also dous influence in a child’s life; however, to be understand that their actions, or inactions, have truly effective on a larger scale, we must all consequences in that they will be held account- Chapter One RESPONSIBILITY

work to model and encourage responsibility in behavior in the group. To help encourage the whatever venue we encounter the child. growth of personal and social responsibility in Otherwise, “this lack of cohesiveness or school the school community, teachers may try a vari- wide initiative dilutes the effectiveness of the ety of activities to foster development within systematic character curriculum” (Brooks & their students. In some classrooms, students are Goble, 1997, p 100). allowed to share in developing rules of behavior In Education is (not) a Spectator Sport and the consequences for misbehavior. Students (Daggett & Kruse, 1997), the authors provide a have specific tasks or chores assigned that they “suggestion for how a character-instilling educa- are expected to do and know the results of not tion program can be implemented within a completing the tasks and the rewards that framework of local definitions and goals” (p accompany successful completion of them. 265). Their procedures model those discussed Some students create classroom constitu- above and conclude: tions and aid in resolving issues that arise under In the process, students should be able to the constitution. Students participate in school describe and compare their own cultural government that includes a process developed and ethnic dtfferences, search for a niche for redress of grievances. Across the years stu- for their own immediate and extended dents have engaged in local and community families within society as a whole, and events and service-learning activities to further come to an understanding of universal expand their view of the breadth of their rights and responsibilities within this con- responsibilities. text (p 266). Interaction and discussion seem critical to Personal responsibility and social responsi- the process. Children need to examine the role bility are both emphasized in the character of allegiances and resolving differences. “If edu- qualities listed by the Indiana General Assembly cators fail to delve into motivational factors, in the 1995 citizenship legislation, which calls character education can turn very authoritarian for “responsibility to self, family, and the com- in practice. We must allow children to express, munity” (Indiana General Assembly, 1995). discuss, and explore the variety of motivations The family has a great effect on development of for moral behavior” (Glanzer, 2001, p 693). personal and social responsibility, especially for Training; for Responsibility - those early pre-school years so important in per- - sonality development. The child is exposed to six Steps social responsibility in the family setting in By following a routine, you can relating to other siblings and extended family build a sense of responsibility in members, neighbors, child-care providers, and your students for the areas that you in religious or other social gatherings. The old think are most appropriate. Here are six steps to Swahili proverb that “it takes a village to raise a follow to establish the kinds of behavior that child” gives all of us a stake in helping children will benefit your students. develop a sense of personal and social responsibility for their actions. 1. Create an image. School Responsibilities Make sure that your students have a picture in their minds of the behavior you focus on. When children arrive at school, a new set When they are finished playing a game, show of influences expands their sense of personal them where to replace the material and what and social responsibility. Not only are they the storage area looks like when replaced and responsible for picking up their personal what the room looks like when the toys are put belongings, they are also held accountable for back. . Developing Character Through Literature A Teacher’s Resource Book

2. Be an example. writing and post it for the students to see. If picking up materials is the objective, put a note Don’t expect your students to do something up: Pick up materials and put away before you that you don’t do. If you want them to replace leave. Then no one can say they didn’t know. their things, make sure that you put away yours as an example. Your students need to see the 5. Praise appropriate behavior. desired behavior in daily action. “You’re a responsible kid.” “Way to go!” 3. Practice one area at a time. These praises bring about change more quickly than do shouts of criticism. Let your students Children are easily distracted, so give them know you notice they are becoming responsible only one task at a time to focus on. The inclina- and like it. tion of an adult is to present children with the entire list of obligations, and to say, “Get it 6. Repeat. done.” All of us need to work on one behavioral More than mere patience is needed. change at a time. Just remember how hard it is Changing behavior requires numerous repeti- to fulfill one New Year’s Resolution, let alone tions. It’s a principle of learning that to fix a ten of them. behavior, the learner has to learn and then re- 4. Put it in writing. learn. “OK, Henry, let’s see again what a neat room looks like after you pick up your things “I didn’t know I was supposed to do that,” and put them where they belong.” is the complaint of many students. They forget sometimes intentionally. So put the obligation in

5 i3 Chamer One RESPONSIBILITY

Resources to Aid in Teaching the trustworthiness Concept of Responsibility respect for others Numerous resources exist to help teach responsibility responsibility. They range from the philosophi- fairness cal to practical teaching techniques. Here are caring some samples: citizenship Thomas Lickona’s Educatingfor Character: This multi-faceted approach includes all How Our SchooLs Can Teach Respect and community stakeholders in the promotion and Responsibility (199 1) offers a good foundation projection of character. for teaching character education and specific character qualities within the school. Two works by Barbara Lewis, The Kidj References Guide to Social Action: How to Solve the Social Problems You Choose and Turn Creative Thinking Brooks, B.D. & Goble, F. (1997). The casefor into Positive Action (199 1) and Kids with character education: The role of the school Courage: True Stories About Young People Making in teaching values and virtue. (Northridge, a Dzfference (1992), both offer practical applica- CA: Studio 4 Productions). tion of personal and social responsibility Daggett, W.R. & Kruse, B. (1997). Education through social actions for students in grades 4- is (not) a spectator sport. (Schnectady, Ny: 12. Similarly, Barbara Lewis published The Kid? Leadership Press). Guide to Service Projects: Over 500 Service Ideas for Young People Who Want to Make a Difference Glanzer, l? (2001). “Exit interviews: Learning (1996), which provides both individual, class- about character education from post-Soviet room and community projects. educators.” Phi Delta Kappan, May, 69 1- 693. The Character Education Partnership (htto://m.ceo.orgl is a national organization Kirkwood, T.F. (2001). “Our global age requires that helps parents, schools and local cornmuni- global education: Clarifying definitional ties in developing character education. The ambiguities.” The Social Studies, group offers publications, training initiatives, January/February, 10-14. and evaluation instruments for effective charac- Lickona, T. (1 99 1). Educatingfor character: ter education work. How our schools can teach respect and The Character Counts! Coalition responsibility. (New York, NY: Bantam (htto://www.character.org), sponsored by the Books). Josephson Institute, promotes the Six Pillars of Phi Delta Kappa. (2000-200 1). “Ethical leader- Character on a community-wide basis: ship camps nurture young leaders.” News, Notes and Quotes, Winter, 5.

6 Developing Character Through Literature A Teacher’s Resource Book

Lesson Planning - Teaching and cracks in the driveway; how I could use a mix Learning about Responsibility from a home improvement store to shore up a crumbling area at the edge of the driveway. I The sections that follow are designed to could tell that Mr. Lovell saw these explanations assist the teacher in presenting responsibility as as part of his being a responsible resealing con- a character attribute. These sections do not nec- tractor. essarily follow a lesson plan, rather, they give What about your students? What are the teachers the ideas and resources they can use to responsibilities of being a student and how do discuss, assign projects, send ideas home for we help prepare them? Here are a few responsi- family conversation and build a small library on bilities and related actions. the topic of responsibility. Gain skill and knowledge Besides the typical classroom discussion material, there are World Wide Web references Ask and answer questions for children and for adults. These can be listed Pay attention in class and distributed as sources of ideas. These What did you learn? resources will help children to learn that being Do assigned work responsible makes them feel good about themselves, and makes others respect and appreciate What are today’s assignments? them. They allow children to search for ideas Learn to choose desirable alternatives pertinent to themselves, take notes on specific What are your options? topics, search web sites and the library for ideas Setting priorities that make sense to them. What must be done first? Second? In each section of this unit we have suggested several ways that ideas or resources in Personal goals: be a better student, that section can serve teaching and learning. improve grades, help others succeed Because children learn as much at home as How do you achieve this goal? they do at school, it is important, if not essen- Do you need any help? tial, to involve parents in teaching character to These are merely samples of the responsibil- their children. Through take-home sheets par- ities and the manner in which teachers and parents will learn how they can reinforce and ents can discuss student responsibilities. demonstrate positive character practices with their children. The take-home sheets for parents Self-Directed Learners are full of tips for parents to consider in developing character. They also show parents what Parents can use questions like those above the children are learning in school. to encourage children to think about and to accept their responsibilities as students. Our How do Children Become goal in working through these details is to help Responsible Students? children become self-directed learners and to build self-determination into their lives. When When Mr. Lovell finished resealing my you ask children, “What do you need to do to asphalt driveway, he said with pride: “That’s the achieve a goal?” you are asking your child to best I can do. Can’t ask a fellow to do more think ahead, to set priorities. Those valuable than his best.” conversations with your children eventually As he worked, he explained to me the dif- establish a mind set in your child, a way of ference between water-based sealers and petrole- thinking that says: um-based sealers; why it was important to fill

7 Chapter One RESPONSIBILITY

1. I am responsible for becoming the stu- Goal Setting for Kids, dent (or person) that I visualize. The LongView 2. I want to make choices that direct my What makes responsible behavior impor- studies, that direct my actions. tant is not the fact that the child’s room is Across the years, we want our children to clean, though some of us would do back flips grow into self-directed learners. That means for neat rooms. What makes these little things that they pursue the knowledge, the experiences important is their long term effect on the way and the skills that they need to reach their we fulfill our jobs and live our lives. Our class- goals. For example, when a child says, “I want room eventually becomes our work room. The to become a teacher or a doctor,” you always habits we learn as children, we carry into adult push them to find out what that means for life. their student years-- “What do you need to As best we can, then, we want to keep our study and to learn to become a doctor?” children looking to the future. Until they have Accept the Consequences of reasonable experience, it is difficult for children Your Actions to look beyond the week or the month. Yet, goal setting plays a valuable role in the lives of One of the major principles of being a children. Our desire is to get them to look responsible person is to accept the consequences ahead as far as they can so they see that their of your actions. Our decisions and actions lead behavior will lead to desirable effects in the to results. future. Positive acts help people and situations. Goals act like long range magnets that draw These acts often bring praise and personal satis- us toward the result. The more visual and con- faction. That’s why it is so important to compli- crete the goal, the more likely the magnetism ment children when you notice them doing will work. things that benefit school life. Make it a point Children often have a vague inclination of to catch them doing good things. how the long range process works. Someone Negative acts or an attitude of neglect asks them what they want to be when they weaken the school environment or result in grow up. “I want to be a policeman when I poor grades or trouble at school. These acts grow up.” At that moment, the child views the result in a messy room or irritated people who policeman as his hero. express their frustration in negative.talk neg- or The adult response should be: “What do ative actions. you like about being a policeman? Do you Compliments or reprimands are under- know how to prepare for the job?” Thus the standable reactions to the actions of your chil- parent or the teacher uses those early opportu- dren. Talk to them about consequences. Help nities to: them see that they initiate a chain of reactions Clarify the image of the hero by what they do. They need to learn to accept Suggest that there are preparations for responsibility for their actions. Reassure them, too, that you will help them understand and the job guide them towards actions that bring satisfac- Get an immediate sense of the goal: tion and away from those that bring hurt and “Let’s ask that policeman what he does shame. everyday.” In terms of adult goal setting, the process looks like this:

8 Developing Character Through Literature A Teacher's Resource Book

Immediate steps or actions to reach goal For example, if my long-term goal is to carry out my obligations just like a policeman, what will I want to accomplish in the next 3-6 months (intermediate goals) and what will I do Intermediate goals, e.g., education this week (immediate actions)? It always helps parents and children to write down these goals as magnets. They may change many times in the months and years ahead, but the process becomes established in the child's mind. Long term or life goals. (State these as concretely as you can. Picture your hero.)

9 Chapter One RESPONSIBILITY

(Handout for Students) Where are you headed? You may want to present students with a worksheet like the following:

Picture your goal.

0 What are the school requirements?

List the skills and knowledge you can gain now. Developing Character Through Literature A Teacher’s Resource Book

(Letter for Parents) Parents on Responsibility

Dear Parent,

At school we are working on activities that help develop good character. Recently we have been working on responsibility. Since we want children to do some tasks at home, your cooperation will be appreciated. Being responsible means: Doing what you promised you would do. Doing what you are expected to do. Doing your best. Keeping on trying. Accepting consequences of actions

Please help your child feel good about being a responsible person. Here are some ways that you can show why people respect a responsible person: 1. Explain that a responsible person follows through on commitments. Let your child see that as they grow they will be trusted with greater freedom. 2. Praise them for behaving responsibly. Actually tell them that their responsible behavior means a lot to you. 3. Don’t bring up past failures, but feel free to share your own convictions with your children. 4. When decisions seem complicated, be willing to talk with you; children about those decisions. 5. Read stories together and discuss ways that characters display responsible behavior. 6. Turn to resources about character education. See http://eric.indiana.edu for ideas and resources.

If you find or develop helpful ideas for this topic, please share them with other parents and with us at school. Thank you for your help.

Sincerely, Chapter One RESPONSIBILITY

(Handout for Parents) Responsibility and Your Child A sense of responsibility changes from year to year as your child develops. To make this more concrete, review the following list of activities where a child can show personal responsibility. Put a "+" in front of items your child already does, then go back through the list and put a > mark in front of those that you think should be the next steps for your child. This list includes responsibility for self, for personal things, for the home environment, for school and for the community. As you can see, some of these obligations are simple and some are more complex. The secret to changing a child's behavior is to start with simple tasks, establish the behavior and then move to another task. There is no fixed sequence to any of these matters. Perhaps you should start with an area that irritates you most when your child doesn't act responsibly. If you get bent out of shape when toys and games are left lying all over the room, that would be a good place to start.

Personal Care Care for House, Neighborhood - Brushes teeth without parent reminder - Carries dishes to sink - Washes hands after toilet and before - Closes doors and windows meals - Wipes up own spills - Eats reasonable diet - Cleans cooking dishes - Other - Other

Orderly Room Money - Puts clothes where directed - Saves for personal purchases - Cleans room as directed - Accounts for money - Makes own bed - Earns some money through chores - Other - Other

Toys and Games School Work / Church Work - Returns toys to storage area - Brings assignments & announcments homt - Picks up game material when finished - Finishes homework in a timely manner - Plays games during designated time - Prepares for tests as needed periods - Keeps parents informed of progress - Other - Other Developing Character Through Literature A Teacher’s Resource Book

Historical Figures Who Exemplify slave to learn to read and Responsibility write, Washington received no formal education. After the Civil War, Eleanor Roosevelt (1884- 1962), American he worked several manual jobs in West Virginia. First Lady & humanitarian, modeled civic and Eager to get an educa- national responsibility as a social activist. When tion, he traveled five Franklin D. Roosevelt was elected president in hundred miles by foot to 1932, the country gained another great leader - his wife, Eleanor, who became America’s most attend the Hampton influential First Lady. She changed the percep- Normal Agricultural Institute, which had been tion of what a First Lady could do, working tirelessly for human rights, civil rights and established to train black women’s rights. Eleanor felt a responsibility to students as teachers and tradesmen. Samuel Chapman Armstrong, the serve. She believed that the United States was her country. Throughout the White House founder, and the institution he created were to become the one great influence in Washington’s years, everything she did, she did with a sense life. Armstrong believed in work, study, of power and responsibility. Her belief that “what one has to do usually can be done” hygiene, morality, self-discipline and self- helped Roosevelt pave the way for the women reliance in large amounts. The Institute was not who would follow her. Eleanor was also a civil a place for slackers. Washington graduated with rights activist. While First Lady, she went on honors and went on to teach Native Americans. In 1881, he was hired principal by the nationwide lecture tours, and held over 350 as Alabama school that under his leadership would press conferences for women reporters only. She championed domestic civil rights for all become the Tuskegee Institute. Washington groups, pushed for better housing in all com- consistently emphasized individual responsibility. He thought that gaining the values of indi- munities, and advocated more influence for vidual responsibility, the dignity of work, and members of her gender. In 1946 she was elected the need for enduring moral and spiritual char- chair of the U”s Human Rights Commission and she helped draft the UN Universal acter were the best means for former slaves to Declaration of Human Rights. Her integrity, assume their rightful place in America. And the best way to do this, he argued, was to encour- her graciousness, and her sincerity of purpose endeared her personally to many people. age business and industry, and not through political agitation. He is famous for a speech in Atlanta in which he urged blacks to accept their social position, but to educate and train them- Booker Taliaferro Washington (1856-1 9 19, selves for a higher position through economic born a slave in Hale’s Ford, Virginia, and independence. Washington believed that politi- deprived of any early education, went on to cal power was a responsibility to be achieved become America’s foremost black educator of rather than a right that must be granted. the early 20th Century. Since it was illegal for a

2% Chaoter One RESPONSIBILITY

C. S. Lewis (Clive Staples Lewis) (1898 - studying many civilizations - including the 1963), an English author, was born in Belfast, Ancient Egyptian, Old Norse, Ancient Jewish, Ireland. Indeed, C.S. Lewis is hailed as one of Babylonian, North American Indian, Hindu, the greatest Christian philosophersof the 20th Ancient Chinese, Roman, Christian, Greek, century. He was a tutor and lecturer at Oxford Australian Aboriginal, Anglo-Saxon, Stoic, and University, and later Professor of Medieval and Ancient Indian and identified eight objective Renaissance English Literature at Cambridge values which they held in common. One of University. In the judgement of many, he is the eight cornerstone values Lewis discovered was most popular and most effective explainer and Responsibility. Lewis was one of our greatest defender of the Christian faith writing in modern thinkers about the responsibility of English in the 20th century. Lewis spent decades adults in educating the young.

14 22 Developing Character Through Literature A Teacher’s Resource Book

Websites on Responsibility htt~://www.~eocities.corn/siukai82/res~onsib~itv.htrn for Students Responsibility requires self-discipline so that your tasks are accomplished. Its value is also Definition of Responsibility. linked to that of respect. Understanding and httD://www.easd.kl2.pa.us/character/ practicing the principles will help to make you rnonthlvtraits/ResDonsibility.htrn mature and able to take charge of yourself and httD://www.wvlie.kl2.tx.us/~ro~rams/chared/ your conduct. Res~onsibilityOh20Char.Ed.htrn Some Thoughts of Kids for Kids on These two sites contain a short list of ways you Responsibility. can exhibit the trait of responsibility. htto://www.ba.kl2.ok.us/rnain/Character%20Grows Stories about Responsibility. /Res~onsibilitv/res~onsibilitv%2Okids/rability.htrnl Adventures from . The Book of firtues. httr,://librarv.thinkquest.ordlOO1709/thinkquest htto://www.pbs.ordadventures/Storytirne/ values/3res~onsibili~/responsibi~i~frarneset.htrn1 resoonsibilitv. htrn This site defines responsibility, the word in Lots of interesting stories! You can write stories other languages, and a folktale. Fun, interactive about your own life, read stories from other site. kids and experience some of the best stories from around the world. There are some of your Thoughts on Responsibility. favorite puzzles and games in a treasure chest to httD://www.sierracanvon.corn/school/character/ play! resDonsibility.htrn1 This site contains an explanation of what it Good Rules to Follow. means and some quotations about this trait. http://www.mead.kl2.wa.us/EVER/ Learn more about responsibility by reading The resoonsibilitv. htrnl Aspen Declaration here.

15 Chapter One RESPONSIBILITY

Books on Responsibility Grades 5-7 for Students CREECH, Sharon. (2000). The Wunhm. Harper Collins. ISBN0060277300. 13 year old Grades K-4 Sophie and her cousin Cody record their BARTON, Byron. (1993). The Little RedHen. transatlantic crossing aboard the Wanderer, a HarperCollins. ISBN 00602 1675 1. The little forty-five foot sailboat, which, along with red hen finds none of her lazy friends willing to uncles and another cousin, is en route to visit help her plant, harvest, or grind wheat into their grandfather in England. flour, but all are eager to eat the bread she CUSHMAN, Karen. (1995). The Midwife's makes from it. Apprentice. Clarion. ISBN 0395692296. In BUNTING, Eve and HIMLER, Ronald. medieval England, a nameless, homeless girl is (1997). A Duy2 Work. Clarion. ISBN taken in by a sharp-tempered midwife, and in 0395673216. When Francisco, a young spite of obstacles and hardship, eventually gains Mexican-American boy, tries to help his grand- the three things she most wants: a full belly, a father find work, he discovers that even though contented heart, and a place in this world. the old man cannot speak English, he has FREEDMAN, Russell. (1987). Lincoln: A something even more valuable to teach him. Photobiogrupby. Clarion. ISBN 0899 193803. STEIG, William. (1986). Brave Irene. Farr, Photographs and text trace the life of the Civil Straus & Giroux. ISBN 0374309477. Plucky War President. Irene, a dressmaker's daughter, braves a fierce GARDINER, John. (1980). Stone Fox. snowstorm to deliver a new gown to the Crowell. ISBN 0690039832. Little Willie duchess in time for the ball. hopes to pay the back taxes on his grandfather's TEAGUE, Mark. (1994). Pigsty. Scholastic. farm with the purse from a dog sled race he ISBN 0590459155. When Wendell doesn't enters. clean up his room, a whole herd of pigs comes LOWRY, Lois. (1993). The Giver. Houghton to live with him. Mifflin. ISBN 0395645662. Given his lifetime WARD, Lynd. (1952). The Bigest Bear. assignment at the Ceremony of Twelve, Jonas Houghton Mifflin. ISBN 0395148065. Johnny becomes the receiver of memories shared by goes hunting for a bearskin to hang on his fam- only one other in his community and discovers ily's barn and returns with a small bundle of the terrible truth about the society in which he trouble. lives. NAYLOR, Phyllis Reynolds. (1991). Shiloh. Atheneum. ISBN 0689316143. When he finds a lost beagle in the hills behind his West Virginia home, Marty tries to hide it from his family and the dog's real owner, a mean-spirited man known to shoot deer out of season and to mistreat his dogs.

16 24 Developing Character Through Literature A Teacher’s Resource Book

Grades 8-12 PATERSON, Katherine. (1991). Lyddie. Puffin. ISBN 01403498 12. Impoverished Vermont BAUER, Joan. (1998). Rules of the Road. farm girl Lyddie Worthen is determined to gain Putnam’s. ISBN 0399231404. Sixteen-year-old her independence by becoming a factory worker Jenna gets a job driving the elderly owner of a in Lowell, Massachusetts, in the 1840s. chain of successful shoe stores from Chicago to Texas to confront the son who is trying to force VOIGT, Cynthia. (1981). Homecoming. her to retire. Along the way Jenna hones her tal- Atheneum. ISBN 0689308337. Abandoned by ents as a saleswoman and finds the strength to their mother, four children begin a search for a face her alcoholic father. home and an identity. HINTON, S. E. (1967). The Outsiab-s.Viking. WILHELM, Kate. (1998). The Good Children. ISBN 0670532576. The struggle of three broth- St. Martin’s. ISBN 0312179146. Four children ers to stay together after their parents’ death and in Oregon hide their mother’s death for fear of their quest for identity among the conflicting being sent to foster homes. Eventually, they are values of their adolescent society. forced to report her disappearance. A lawyer is appointed and falls in love with the eldest daughter who narrates the tale.

17 25 Chamer One RESPONSIBILITY

Websites on Responsibility Responsibility can and must be taught. Being for Parents responsible is an attitude as well as a skill. Teach your child now. Money and Kids: A Parental Guid Child Raising Advice: responsible children. to Teaching Financial Responsibility http://rns.essortment.corn/childraisinpad rcsphtrn By Paula Hogan Steps at every age of your child's development httD://www. hoPanfinancial.com/ to follow to ensure that you are raising a caring publications/webaaii94.html and responsible child. Knowing how to use money wisely is a critical skill that is best learned starting at a young age. Helping Your Child Learn Responsible Imparting this knowledge is an issue many par- Behavior with activities for children ents wrestle with. Edited by Theodor Rebarber http://www.kidsource.com/kidsource/content/ Helpful tips for teaching responsibility with behavior.htrnl#honesty chores. Our children deserve to learn important lessons httD://www.Dositivekarning;.com/choretip.htrn from us and to acquire important habits with By giving your children chores to do, you are our help. They need help in learning what mat- not only teaching them to be productive mem- ters to us. We want our children to grow up to bers of the family but you are also teaching be responsible adults. We want them to learn to them responsibility. Get children involved with feel, think, and act with respect for themselves the process of choosing which chores to do! and for other people. We want them to pursue This will encourage your child and give the their own well being, while also being consider- feeling of self importance. ate of the needs and feelings of others. Teach your Child about Responsibility Stages of Responsibility. htt~://www.ag;ctr.Isu.edu/4hcritters/ httD://www.sarasotachurch.ore/resDonsi.htm PAR RESPONSIBLITY.htm Practical Suggestions for Responsibilities You h ttp://www.aectr.Isu.edu/4hcritters/irna~es/ Can Expect Your Child to Begin at Specific parentsa.htrn Ages Responsibility. Stories and Parents Guide. Responsibility's Meaning Adventures from The Book of virtues. http://connectcornmunity.org;/ http://www.pbs.ordadventures/PTMenu/ responsibility rneans.htrn1 respons.htrn Responsibility is a social value, part of the com- Responsibility is an important element of all pact that makes living in a shared world possi- our relationships with each other. These stories ble. Individual responsibility is the habit of see- will help your child understand that acting ing oneself in relation others and to the future. responsibly means understanding that hidher Some say responsibility is the flip side of having behavior affects other people, and accepting the individual rights; for most, it's about making consequences of hidher own behavior. There's life better. also a place for you to ask questions about your Parent's Guide to Responsibility. child. httD://www. fortdodg;e.ordcharactercounts/ Teaching Children Responsibjlity. ";? pide:htm VA

.... l8 26 Developing Character Through Literature A Teacher’s Resource Book

Parent Handout.Helping Children Become The responsible child: How to teach responsi- Responsible bility (Ages 6 to 8) http://www.extension.urnn.edu/distribution/ by Mary VanClay fami~vdeveloprnent/corn~onents/696110.htrnl http://www.paren tcenter.corn/refcap/parentind raisin_~/3810.htrnl Chapter One RESPONSIBILITY

Websites on Resposibility week unit, which incorporates four disciplines: for Teachers Computer Science, English, Mathematics, Social Studies, and to a lesser extent, Science. It Lesson Plan: Responsibility - Six focuses on personal, community, and global Pillar Shuffle. responsibilities. Texans Building Character http://edweb.sdsu.edu/courses/EDTEC596/Units/ httD://fcs.tarnu.edu/tbc/dessonDlans/ Respon/ResDonsibilitv.htrnl responsibilitv.htrn Teaching Children Responsibility. Being Responsible. Responsibility is the result of a learning process, Teaching Guide for Grades K-5. of being cared for, of learning to care for others. http://www.goodcharacter.corn/YCC/ http://www.hopeandhealin~.com/child7.htrn BeimResponsible.htrn1 Learning Activities on Responsibility. Are you a responsible Person? http://connectcornrnunitv.org/ Teaching Guide for Grades 7-12. responsibility means.htrn1 http://www.coodcharacter.corn/ISOC/ Grades 3-5 Responsibilitv.htrn1 http://www.charactered.net/preview/lessons/ responsibility-35.asp Responsibility and Sport. http://www.~oodcharacter.corn/Responsibilitv5.htrnl Responsibility You will find the definition of responsibility, Teaching Responsibility in the Classroom. find out about the benefits of responsible http://www.agctr.Isu.edu/4hcri tters/ behavior and four levels of responsibility. teach RESPONSIBL1TY.htrn http://www._peocities.corn/siukai82/responsiblity.htrn Middle School Lesson Plan: Be Responsible. Creative Activities on Responsibility. http://info.csd.orc/staffdev/chared/Lessons/ from Center for Character Development rniddle/rniddle.htrnl http://www.charactercenter.com/actl/ Character Education Lesson Plans. actResponsibi1itv.htrn http://www.svusd.kl2.ca.us/character/ Helpful Tips for Teaching Responsibility Responsibilitv.htrn with Chores. List of Activities by Grade Level. Lee-Bee Chore Charts. http://www.cune.edu/stiohn/k-resDonsibility.htrn http://www.positivelearninc.corn/choretip.htrn Getting at the Truth: Who should take A Great Web Site on Responsibility. responsibility for our history? Meaning and importance of responsibility, Grades 9-12 many types of responsibilities, some examples, http://www.pbs.ore/horneland/educators3.htrnl proverbs and maxims, steps to making responsible decisions, more quotes, action steps, and Hard Work. activities booklist. Grade Level 1 http://www.kl2.hi.us/-rnkunirnit/responsibilitv.htrn http://www.ncpublicschools.ordnccep/lD/ Ip99d.htrnl Basics for Teaching Responsibility to Elem-entary and Middle School Students related words, Grades 8- 12

20 28 Developing Character Through Literature A Teacher’s Resource Book

starting point for the development of activities, Are you a responsible Person?:Teaching lessons, and discussions related to a character Guide. trait. Grades 7-12. http://www.calvertnet.kl2.md.us/instruct/ http://www.goodcharacter.corn/ISOC/ resDonsibilitv.shtrn1 ResDonsibiliw.htrnl Being Responsible: Teaching Guide. Responsibility and Sport. Grades K-5. http://www.~oodcharacter.com/Responsibility5.html http://www.coodcharacter.corn/YCC/ BeinvResponsible.html

21 29 Chapter One RESPONSIBILITY

ERIC Bibliography on DL http://orders.edrs.com Responsibility AN: ED430850 ERIC annotated bibliographies add brief DE: *Citizenship Education; *Citizenship ideas to help with this topic. Many of the anno- Responsibility; *Public Schools; *Social Studies tated articles are available in full text. See the AB: This publication includes practical sugges- Appendix for directions. tions for emphasizing responsibility in social The following reports of research and class- studies classes for grades 9-12, and is a compan- room practice are summarized here from the ion to “Building a Foundation for Citizenship,” ERIC database. For more information on arti- which outlines steps for establishing a cles in the database, or to find the full text of citizedcharacter education program in North an article go to http://eric.indiana.edu to search Carolina public schools. Strategies for teaching the database. The numbers at the top of each the social studies strands “Economic, Legal and reference enable you to go directly to the article Political Systems” and “United States History” that you seek. include intellectual exercises that require students to learn and make choices related to AN: EJ605448 responsibility. Each of the strategies provides an AU: Persico, Marilyn A. example of a multidimensional learning experi- TI: Our Responsibility Is Teaching ence, and is organized to include a goal, skills, Responsibility. the responsibility theme, a strategy, assessment, PY: 1996 and resources. An appendix includes rubric SO: Middle School Journal; v28 n2 p39-42 models and traits for the National Civic Nov 96 Standards and Responsibilities of School DE: *Middle School Students; *Socialization; Personnel. (MM) *Student Behavior; *Student Needs AB: Describes five effective programs that AN: ED4 17798 address the socialization needs of students: (1) a TI: Activities for Teaching Responsibility: Vice Principal’s Action Committee; (2) an Teaching Responsibility in the Elementary administrative dispute mediation program; (3) School Curriculum. an interpersonal skills offering for sixth graders; CS: North Carolina State Dept. of Public (4) a conflict resolution guidance component to Instruction, Raleigh. the discipline office; and (5) a school wide peer PY: 1997 counseling assistance program. (DLH) PR EDRS Price MFOl/PC03 Plus Postage. DL: httt,://orders.edrs.com/ AN: ED430850 TI: The Social Studies CharactedCitizenship AN: ED417798 Education Connection. Teaching Responsibility DE: *Class Activities; *Elementary School in the High School Social Studies Curriculum. Curriculum; *Learning Activities; CS: North Carolina State Board of Education. *Responsibility PY: 1997 AB: The activities in this book are idea starters AV: North Carolina State Board of Education, for teaching about responsible behavior. The Division of Instructional Services, Language activities provide opportunities to discuss and Arts/Social StudjeFsl N. Wilmington St., reflect on personal and group_responsibilities c- Raleigh, (NC‘2760 1-2825. i) during daily activities in ord?nary, familiar situ- NT: For’retateaxocument, /‘ ‘;Building 1 ”1 a cq) @asat -’r home,/yi> schoolfin neighborhoods1 -7- ‘ifand Foundationfor,@&~r&ip?’jee ,,E,D 3$Q66/ $idmmuniti$?h&feas lllj’lcan be adapted I\\// apd + u-2, PR: EDRS Price MFO 1/PC02 Plus Postage. aedi ---appropriately inpgmary to uppbelemen-\

22 30 Developing Character Through Literature A Teacher’s Resource Book

tary classes, with the discretion of the teacher PY: 1996 and the needs of the students guiding how the SO: Social Studies; v87 n5 p224-27 Sep Oct activities are used in the classroom. The follow- 1996 ing components are included for each activity: DE: *Class Activities; *Creativity; *Educational (1) activity overview, a brief description outlin- Games; *Instructional Materials; *Learning ing suggested steps to follow; (2) literature con- Activities; *Teaching Methods nection, a list of books on related topics to use AB: Argues that with a little creativity and some in integrating instruction; (3) “ways I can use scrounged materials, social studies teachers can this idea,” an opportunity for teachers to identi- construct interesting games and activities. fy ways they can incorporate the suggested Provides examples of games and a lesson plan activities in existing lessons or units and to teaching responsibility through a group con- adapt to individual and class needs. Selected struction. Profiles an instructional materials activities also include handout masters, copy center that collects and distributes donated ready masters to support the activities. Example materials. (MP) titles of activity units are: (1) “Recipes for Responsible Behavior”; (2) “Times When We AN: ED395697 Act Responsibly”; (3) “Behaviors that Bug Me”; AU: Williams, Linda K.; and others (4) “Turn Over a New Leaf”; (5) “Room TI: Caring and Capable Kids: An Activity Responsibilities”; and (6) “Oops! Your Guide for Teaching Kindness, Tolerance, Self Irresponsibility is Showing!” There are 26 activ- Control and Responsibility. ity units in all. (EV) PY: 1996 AV: Innerchoice Publishing, PO. Box 2476, AN: EJ547059 Spring Valley, CA 9 1979 (Activity book, AU: Lickona, Thomas $18.95; cassette tape of songs in this book by TI: Teaching Respect and Responsibility. composer Linda K. Williams is also available). PY 1996 PR: EDRS Price MFOl Plus Postage. PC Not SO: Reclaiming Children and Youth: Journal of Available from EDRS. Emotional and Behavioral Problems; v5 n3 DE: *Ethical Instruction; *Interpersonal ~143-51Fall 1996 Competence; *Interpersonal Relationship; NT: Special theme issue on “Kids and *Moral Values; ‘Values Education Conscience.” AB: With the purpose of developing caring and DE: *Change Strategies; *Ethical Instruction; capable children, this book offers teachers and *Social Development; *Student Responsibility; counselors a collection of over 75 activities as *Youth Problems teaching and guidance tools. Characteristics of AB: Argues that the surge of violence by youth caring and capable children, which reflect the arises from a national crisis of character. development of empathy, compassion, assertive- Proposes that schools join families, churches, ness, and self discipline, are described. The and communities in instilling universal ethical activities are grouped into the following eight values. Outlines a comprehensive approach to developmental units: (1) kindness; (2) toler- character development and offers supporting ance; (3) respect; (4)service to others; (5) research and practical examples of schools that responsibility; (6) self control; (7) peer pressure; implement these principles. (RJM) and (8) ethical decision making. The first component of each unit is a short-story that embod- AN:c7J5fq256 0 iF- thsunit theme, followed-by questions to /,-I <2-5> pz.--/- \ i ’,’ \c~: -,y, AU: BrowniDGid ~~,W. ~~ mT maSilitate2n-exahange oFreactioris>to ihe\story. TI: *bgya;apl$’ l\‘lll A&¶uen I UC’ayAfinw (cr;piso followi

23 31 Chamer One RESPONSIBILITY

and similar situations that they may have expe- skills in a deliberate, enjoyable fashion and to rienced. The subsequent four or five activities elevate their awareness of each person’s responsi- in each unit are designed as small group discus- bility to create a cooperative environment wher- sions, called “sharing circles.” Their purpose ever they may be. Interdependence is a central and the process of their implementation are theme as is the awareness that dissent and con- described in the introductory chapter. In addi- flict are natural and productive elements in tion, four to six class activities are included in society. Activities are grouped into seven topic each unit. The final component of each unit areas with accompanying handouts. The topic consists of song lyrics that relate to the theme areas include: (1) “Appreciating Dif-ferences”; of the unit, and reinforce the lessons learned (2) “Communicating Effectively”; (3) from the unit. Adaptations to activities are sug- “Developing Friendship Skills”; (4) “Helping gested for younger students, and may also be and Being Helped”; (5) “Including Others”; (6) made to suit different ability levels, cultural “Re-solving Conflict”; and (7) “Working backgrounds, and interests of students. BAC) Together. ” (EH)

AN: EJ5 1908 1 AN: ED366425 AU: Pauly, Lynn; and others AU: Grossnickle, Donald R.; Stephens, Ronald TI: Know When to Say No. D. PY 1995 TI: Developing Personal and Social SO: Learning; v24 n2 p12-14,16 Sep 1995 Responsibility. A Guide to Community Action. DE: *Parent Teacher Cooperation; *Student CS: National School Safety Center, Malibu, Behavior; *Student Responsibility; *Teacher CA. Expectations of Students; *Teacher Student PY: 1992 Relationship; *Values Education AV: National School Safety Center, Pepperdine AB: Describes one elementary teacher’s experi- University, 24255 Pacific Coast Highway, ence when a minor event (a student forgetting Malibu, CA 90263 ($9). to bring a permission slip and lunch for a field PR EDRS Price MFOl/PC05 Plus Postage. trip) resulted in a major class lesson in responsi- DL: httD://orders.edrs.com/ bility. Another teacher and a social worker pres- DE: *Citizenship Education; *Social ent their perspectives on the situation and pro- Responsibility; *Student Responsibility; *Values vide suggestions for teaching responsibility. Education (SM) AB: Noting that much is known about teaching and learning personal and social responsibility AN: ED389642 but little is incorporated into the K 12 curricu- AU: Schilling, Dianne lum, this book is intended for parents and edu- TI: Getting Along: Activities for Teaching cators as a guide to helping children develop Cooperation Responsibility Respect. personal and social responsibility, especially as it PY: 1993 relates to behavior in school. Part 1 of the book AV: Innerchoice Publishing, PO. Box 2476, consists of five chapters: (1) “Making Spring Valley, CA 9 1979. Responsibility Education a Priority at Home PR: EDRS Price MFOl Plus Postage. PC Not and School”; (2) “Teaching Responsibility”; (3) Available from EDRS. “Exploring the Meaning of Personal and Social Responsibility”; (4) “Settingsoals for Learning

24 32 Developing Character Through Literature A Teacher’s Resource Book

teaching personal and social responsibility, contains four chapters: (1) The Case for Values while the single chapter that makes up part 3 Education; (2) Educating for Character: Why describes 16 exemplary programs, resources, Schools Need Help from Home; (3) What and references for parents, schools and the com- Values Should Schools Teach? and (4) What is munity. Six appendixes contain a sample teach- Good Character? Part Two, “Classroom ing unit from the Character Education Strategies for Teaching Respect and Institute, a sample responsibility lesson from Responsibility,” includes an introduction to the Home School Institute, a description of a parts two and three: “Teaching Respect and responsible student from a high school depart- Responsibility: The Big Ideas” as well as 11 ment, a letter from a teacher to parents on chapters: (5)The Teacher as Caregiver, Model, course responsibility, a sample parent student and Mentor; (6) Creating a Moral Community handbook, and a list of responsibility oriented in the Classroom; (7) Moral Discipline; (8) elementary school behavioral expectations. Creating a Democratic Classroom (MDM) Environment: The Class Meeting; (9) Teaching Values through the Curriculum; (10) AN: EJ455182 Cooperative Learning; (11) The Conscience of AU: Blair, William Craft; (12) Encouraging Moral Reflection; (13) TI: Give Class Jobs Clout. Raising the Level of Moral Discussion; (14) PY: 1992 Teaching Controversial Issues; and (15) SO: Learning; v21 n2 p86 Sep 1992 Teaching Children to Solve Conflicts. The final DE:*Classroom Techniques; *Student section, “Schoolwide Strategies for Teaching Responsibility Respect and Responsibility,” contains five chap- AB: Presents one teacher’s classroom techniques ters: (16) Caring beyond the Classroom; (17) for teaching responsibility through real world Creating a Positive Moral Culture in the learning experiences. Wall charts rotate every- School; (18) Sex Education; (1 9) Drugs and day jobs. Students apply for challenging jobs. A Alcohol; and (20) Schools, Parents, and lottery system determines who gets favorite Communities Working Together. An appendix, jobs. Students vote on who organizes special “Getting Started and Maintaining events. Momentum,” is included. (LL)

AN: ED337451 AN: EJ408172 AU: Lickona, Thomas AU: Guyton, Jane M.; Fielstein, Lynda L. TI: Educating for Character. How Our Schools TI: Student Led Parent Conferences: A Model Can Teach Respect and Responsibility. for Teaching Responsibility. PY: 1991 PY: 1989 AV: Bantam Books, 666 Fifth Ave., NY, NY SO: Elementary School Guidance and 10103 ($22.50). Counseling; v24 n2 p169-72 Dec 1989 PR Document Not Available from EDRS. DE: *Parent Teacher Conferences; *Student DE: *Controversial Issues Course Content; Leadership; *Student Responsibility; *Student *Moral Values; *Student Responsibility; ‘Values Role Education AB: Describes program in which elementary AB: Drawing- from research, this book examines school students lead parent teacher conferences, shares authors’ exDeriences with the student led

. . *k* 3.3 Chapter One RESPONSIBILITY

AN: ED306644 teachers follow the same system of three warn- AU: Lane, William C., jr. ings, sending a notice to parents on the third TI: The Discipline of Discipline. warning. Students are sent to a time out room PY: 1989 on their fourth and each subsequent decision to NT: Paper presented at the Annual Meeting of disregard a rule. The time out room is a place the National Association of Secondary School where students examine their behavior, explore Principals (New Orleans, LA, February 24-28, options, and strengthen their skills in basic con- 1989). tent areas. Other program features are explained PR EDRS Price MFOl/PCOl Plus Postage. at length. Data collected‘during three consecu- DE: *Discipline; *Participative Decision tive school years suggest that the new plan has Making; *Policy Formation; *School been very effective in fostering responsible Effectiveness; *StudentResponsibility behavior choice. Discipline referrals dropped AB: The discipline of discipline is the corner- from 316 to 169 between February 1986 and stone upon which educators should build the February 1988. Discipline is no longer equated other disciplines. Teaching responsibility for with punishment, but is a regular part of the one’s actions must stand beside the teaching of school’s curriculum. (MLH) writing, reading, and arithmetic. Discipline cannot be mastered when stifled with negative AN: EJ269788 reward systems and punishment. This paper AU: Pendergrass, R. A. describes a comprehensive discipline policy TI: A “Thinking” Approach to Teaching developed by Dunbar Middle School in Fort Responsibility. Meyers, Florida, a racially mixed, lower middle PY: 1982 class community. In fall 1985, a committee SO: Clearing House; v56 n2 p90-92 Oct 1982 comprised of the assistant principal, several DE: *Behavior Patterns; *Classroom teachers, and a guidance counselor drafted a dis- Communication; *Decision Making; *Student cipline plan based on choices and consequences Responsibility; *Student Teacher Relationship; (adapted from Lee Canter‘s discipline system). *Teacher Role The plan outlines acceptable and unacceptable AB: Outlines a procedure for teaching students behavior and positive and negative conse- to be responsible. Argues that the procedure can quences. Since students choose their behavior, not only promote personal growth in students they must have clear, concise guidelines, com- but free time for teachers to assist students who bined with fair and consistent consequences. All need extra help. (FL)

26 Synonyms truthful trustworthy genuine veracity

Definition Honesty is telling the truth - in other words, conforming our words to reality. Integrity is conforming our reality to our words - in other words, keeping promises and fullfilling expectations.

-Steven R. Covey, The Seven Habits of High4 Effective People: Restoring the Character Ethic, 1989, p.195.

35 Chamer Two HONESTY

Honesty remains one of the most hotly debated topics, whether in the halls of justice or the tenets of religions. We expect citizens to be honest and truthful; we profess honesty as “the best policy”; yet we see blatant examples of dishonesty in some of our public figures. How then can we help to foster honesty in our children? These questions and others are explored in this essay (1) Why honesty?; (2) What does it mean to “be honest”?; (3) What does honesty look like in the classroom, or the community?; (4)What resources are available to help in addressing this important character quality?

In our U.S. history, we are exposed to Honesty, trust and truth are concepts devel- heroes such as George Washington and oped in the early years as the child learns to rely Abraham Lincoln, both U.S. Presidents revered on caregivers for food and comfort. If the care for their honesty. Yet we must also acknowledge is sporadic, the child learns distrust and is often administrations of other U.S. Presidents marred insecure. As the child matures, these concepts by less-than-honest activities, including Ulysses are reinforced or diminished by further experi- S. Grant, Richard Nixon, and Bill Clinton. ences in the community, the school, and the How do we, as a people, present these contra- larger society. There are some societies where . dictions in the highest office of our democracy? mistrust is fostered and a paranoia and suspi- Honesty is one of the key qualities that sepa- cion exist among its members; however, for rates these presidents. So how do we encourage most of the world societies, there is a degree of honesty as a quality for our children. to develop? honesty, trust and truth fostered among its members. Why honesty? Phi Delta Kappa’s Study of Core Values list- Truth or honesty is widely recognized ed honesty as second among the seven identi- among democratic societies as a necessary com- fied by its members as “a number of core values ponent for survival. Without the foundation of on which most people agree” (2000). The James truth or honesty, there would be no trust in F. Ackerman Center for Democratic Citizenship anyone or anything. The very fabric of society at Purdue University similarly lists both truth would be torn because there would be nothing and justice among their seven democratic core on which one could rely. No laws or justice sys- values (www.ackerman.purdue.edu). tem would exist or be enforced; the law of the The Chicago Public Schools’ Office of bully would be the ruling order and each would Schools and Programs includes honesty and be subject to the capricious whims of those who truthfulness in their Character Education retain their power out of fear. Although many Initiative “A Rainbow of Character” works of fiction have explored this concept, and (http://www.chicagot>ublicschools.edu). certain authoritarian governments have tried to Among many of the world societies and rule with this tenet of power, social reality religions, the concepts of honesty, truth and teaches us that some degree of truth, honesty, trust appear. Each is steeped in their individual and trust is important for our world to func- history and beliefs, but these core beliefs come tion. through for the stability of society.

28 36 Developing Character Through Literature A Teacher’s Resource Book

What does it mean to “be honest”? obeying rules and work guidelines admitting one’s own error Schoolchildren around the world learn of “Honest Abe” Lincoln, the 16th President of trustworthy, keeping secrets ’ the United States, and the man with whom the Children must experience everyday lessons adjective “honest” is most associated in this in honesty and realize that honesty encompasses country. Legends abound about his honesty in more than truth telling. Modeling throughout word and deed, whether paying off a debt for a the school community is a necessity. Character ruined book he had borrowed, or walking miles education programs are most effective when the to school to learn, or studying long hours by community embraces them. The multifaceted lamplight to absorb as much knowledge as he approach of character education is thus rein- could. These legends astound school children forced in whatever environment the children and are intended to teach moral lessons of find themselves. Examples of the honest indi- integrity, perseverance, and honesty. But leg- vidual can be found in both fiction and non- ends of people long gone are not enough. fiction, allowing students to explore collectively There must be discussions relevant to the or individually, what honesty entails. child’s world that exemplifies honesty as well. How to Motivate Students? The “Giraffe Project” Chttt,://www.ciraffe.org) focuses on ordinary “heroes” who have been A concern often expressed by parents and recognized for their accomplishments. Those philosophers about the inclusion of character honored as “giraffes” are willing to “stick their education in the classroom and school commu- necks out for others,” both in word and deed. nity is that of “promoting lists of virtues that Honesty is a basis of recognition as those serve a political agenda or are justified primarily “giraffes” are honest to themselves and others. on political grounds” (Glanzer, 2001, p. 693). They oftentimes take unpopular positions in No such intent is included in character educa- order to improve the quality of life for others tion. To continue the concern expressed by and make policy makers aware of a difficult Glanzer: challenge in their local community. They are If educators fail to delve into motivational willing to educate and advocate for others factors, character education can turn very whose voices are often not heard. They are will- authoritarian in practice. We must allow chil- ing to show by example. They characterize the dren to express, discuss and explore the variety courage of “to thine own self be true,” in the of motivations for moral behavior. Teachers words of William Shakespeare. could aid in this process by creating a commu- What does honesty look like in the class- nity of inquiry in the classroom that allows the room or the community? discussion of deeper philosophical and religious Consider these acts of honesty: issues that relate to ethics. In this way, students may discuss reasons to be virtuous and choose not stealing others’ property those that are more convincing than political or taking credit for own efforts cultural pressure (2001, p. 693). accepting credit or blame What resources are available to help in for one’s work addressing this important character quality? telling the truth Numerous resources exist to help teach this returning too much concept. They range from the philosophical to change from the store the practitioners’ teaching strategy orientation. u respect for self and others The following offerings are only a beginning on the teachers’ continuing quests for resources.

29 37 Chapter Two HONESTY

Thomas Lickona. Educatingfor Character: responsibility, fairness, caring and citizenship) How Our Schools Can Teach Respect and on a community-wide basis. This multifaceted Responsibility (1991) was published a decade ago approach includes all community stakeholders in but offers a good foundation for teaching char- the promotion and projection of character. acter education and specific character qualities within the school. Lickona notes: “Dealing honestly with people - not deceiv- References ing them, cheating them, or stealing from them http://www.ackerman.purdue.eduThe James F. - is one basic way of respecting them. So is fair- Ackerman Center for Democratic ness, which requires us to treat people impartial- Citizenship, Purdue University. ly and not play favorites.” (p. 45) http://www.character.org Character counts! Barbara Lewis. The Kid? Guide to Social Coalition of the Josephson Institute. Action: How to Solve the Social Problems you http://www.chicagopub licschoo ls. edu-The Choose - and Turn Creative Thinking Positive into Chicago Public Schools, Character Action (199 1) and Kid with Courage: True Education Initiative “A Rainbow of Stories about Young People Making a Difference Character”. (1992), offer practical application of personal and social responsibility through social actions Covey, S.R. 1989 The Seven Habits of Highly for students in grades 4-12. Similarly, Barbara Effective Peop ple: Restoring the character Lewis published The Kid? Guide to Service ethic. (NY, NY: Fireside). Projects - Over 500 Service Ideasfor Young People http://www.giraffe.orgThe Giraffe Project. Who Want to Make a Difference (1996), which Glanzer, I? 2001 “Exit interviews: Learning provides both individual, classroom and com- about character education from post-Soviet munity projects. Educators.” Phi Delta Kappan, May, 691- The Character Education Partnership 693. (httd/www.cep.org) is a national organization Lickona, T. 1991 Educatingfor character: How to help parents, schools and local communities our schools can teach respect and responsibil- in developing character education with children. ity. The group offers publications, training initia- (New York, Bantam Books). tives, and evaluation instruments for effective IW character education work. Phi Delta Kappa. (2000-2001 .) “Ethical leadership camps nurture young leaders.” Nms, The Character Counts! Coalition Notes and Quotes, Winter, 5. (http://www.character.org) is sponsored by the Josephson Institute and promotes the Six Pillars of Character (trustworthiness, respect for others,

30 38 Developing Character Through Literature A Teacher's Resource Book

Teaching and Learning cussion of honesty as a character trait. Besides about Honesty the typical classroom discussion material, there are World Wide Web references for children The sections that follow are designed to and adults. These can be listed and distributed assist the teacher in presenting and discussing as potential sources of ideas, or they can be honesty as a character attribute. These sections assigned to students who will search them and do not necessarily follow a lesson plan. Rather, report back on the potential benefits of the web they give teachers the ideas and resources they sites that were explored. can use to discuss, assign projects, send ideas Children, like most learners, learn most home for family consideration and build a small effectively when they become involved in the library on the topic of honesty. subject. These resources allow them to search Whether the subject of honesty is for ideas that are pertinent to themselves, take approached indirectly (Who knows what notes on specific topics, bring their families Barbara Jordan is known for?) or directly (Here into the picture by bringing home ideas and are three historic figures known for their hon- materials, or search web sites and the library for esty.), the information in this unit will serve as the kinds of ideas that make sense to them. In a quick reference to begin the discussion. each section of this unit, one or NO ways are Unlike traditional lesson plans, this is not a suggested that the ideas or resources in that sec- step-by-step procedure for moving through a tion can serve the teaching and learning of the particular sequence. But teachers have in this topic. unit numerous options for the study and dis-

31 '! 39 Chapter Two HONESTY

(Handout for Parents) Ben Franklin reminds us: “Honesty is the best policy.” If honesty is so important, how do we develop a sense of honesty in children? Consider these techniques:

1. Keep asking questions of children to clarify a situation. . Are you sure? Tell me again how it happened. . Give me more details. Will Jacob‘s mother be home? . How will you get the answers if you do not understand? 2. Praise your children when they tell the truth, especially in difficult situations. “You did the right thing. Thanks for making me proud of you.” 3. Talk about honest and dishonest acts as they occur around you: “How awful for Mrs. Jones to have her wedding ring stolen. I wonder who the low-life thief was?” 4. In schoolwork encourage your children to do their best. That is all you expect. They don’t have to cheat because then it is not their work, not their best. “I’m proud of you and you must be proud of yourself because you are doing your best work.” n 5. Do not tolerate petty theft. “I want you to return the grapes that are left. Then apologize to Mrs. Allen for taking grapes from her yard without her permission.” 6. In your child’s mind build an image of an honest person: “You are a fine, honest person. You get better all the time and your teachers and friends are glad to have you around.”

Franklin, Benjamin (1706-1790), American printer, author, diplomat, philosopher, and scientist, whose many contributions to the cause of the American Revolution (1775-1783), and the newly formed federal government that followed, rank him among the country’s greatest statesmen.

32 40 Developing Character Through Literature A Teacher's Resource Book

(Handout for Students) Honesty in Other Languages See if the class can pronounce these words that stand for honesty. Then come up with words in other languages.

Ch'inese cbeng Sincere, true, honesty; to make sincere sbi Solid, substantial, hard, real, true.

French bon n2tete' Characteristics of a person or a behavior which shows conformity to rules of morality, probity or loyalty.

German ebrlicbkeit Honesty, honorable dealing, fairness.

Hawaiian kupono Upright, honest; ku means to stand; pono means goodness, uprightness, morality.

~~ ~ Japanese makoto To make what you say happen or to do what you say.

Korean jin sbil Right and straight; integrity; an honest person fears neither the light nor the dark.

~~ Spanish bonradez Honest, integrity, uprightness.

~ ~~ Tagalog katapa ta n Being fair, upright and just in all aspects of personal behavior.

33 41 Chapter Two HONESTY

Historical Figures Who Exemplify reinforced many times thereafter as he led our Honesty country through the terrible period of the American Civil War.

George Washington (the 1st President, 1789- 1797) led the 13 colonies through the Barbara Jordan (1936-1996) was a remarkable Congresswoman and a model for honesty in Revolutionary War, then served two terms as first president of the United States, during politics. She was a politician who worked hard which time his ideals of liberty and democracy for what she believed in. Jordan was known set a standard for future presidents and for the until her death as a candid umpire of the politi- whole country. Washington’s fame for honesty, cal game-one of the few national figures to pos- of course, is based on the tale of his confession sess the stature, independence and nerve to his father that he had cut down his father‘s required for declaring when and where the rules favorite cherry tree. While history may not bear of ethics had been breached. She was accus- out this folktale, Washington’s life is a study in tomed to being the first black to do a number of honesty, modesty, courage, and integrity. things. The Washington Post once described Jordan as “the first black woman everything -only a slight exaggeration. She was the first black woman in the Texas Senate; she was the Abe Lincoln (the 16th first black woman from the South to serve in President) (1861-1 865), Congress; she earned her Bachelor of Law and from this position Degree; and she got the nation’s highest civilian firmly and fairly guided honor, the Presidential Medal of Freedom in the nation through its 1994 for being*“themost outspoken moral voice most perilous period. of the American Political System”. Among the many virtues which Lincoln exempli- fied in high degree, there is none for which he is Cochise Shi-ka-she (18 12-1874) was chief of the Chiricahua group Apache in Arizona. so well known as his of honesty. This reputation Around 1850 he inherited the leadership of the was earned early in his Chiricahuas from his father. The Chiricahua career, when an “idle and chief had often expressed his great regard for dissolute” business part- those who displayed two attributes: courage and ner abandoned him with devotion to the truth. Nobody exhibited both an enormous debt. more persistently and dramatically than did Lincoln did not try to Cochise himself. He scorned a liar. He held to a shirk or avoid the debt, but rather acknowledged simple philosophy about the truth: “A man has his responsibility, and then harnessed himself to only one mouth and if he won’t tell the truth he a life of patient frugality and hard work in order [should be] put out of the way.” He clearly had to pay it off, earning himself the nickname, a great instinct for the truth and a keen capacity “Honest Abe.” This reputation for honesty was for distinguishing deceit and falsehood.

34 42 Developing Character Through Literature A Teacher’s Resource Book

Websites on Honesty Honesty for Grades K-5. for Students http://charactenvork.corn/elernentarypa~es/ honesty. htrn! By searching for information This site features the definition of the trait, links and ideas on the Web, students may find ways to biographical sites of people who exhibited the that they can help themselves or bring back trait, and a mini poster to download and print. some of the interesting points that they have The people listed are George Washington, uncovered. This kind of personal exploration Abraham Lincoln, and Pinocchio. always intrigues students, as does the possibility of playing some of the games that sometimes Great Website on Honesty. appear on websites for students. httD://www.kl2.hi.us/-rnkunirnit/honestv.htrn Describes the meaning and importance of hon- Definition of Honesty. esty, great reasons to tell the truth, some exam- htt~://www.wvlie.kl2.tx.us/cand i/chared/ ples, heroes and heroines, proverbs and maxims, Honestf!!20char.%20ed. htrn tips for being more truthful, more quotes, action steps and community service ideas and activities, A Fun Site about Honesty. and a booklist on honesty. http://libransthinkauest.org/TOO1709/ thinkauest values/6honestv/honestv frarneset.htrn1 Quotes on Honesty. A hnanimated site gives the definition of hon- http://www. ioseDhsoninstitute.ordquotes/ esty, the word in other languages, and a folktale quotetruth.htm about the value of honesty. Honesty Pays. Some Thoughts on Honesty by Kids for Kids. http://www.school-for-champions.com/character/ http://www.ba.kl2.ok.us/rnainl honesty. h trn Character%20Grows/ This site gives an explanation of how being hon- Honestv/Honest%2OKids/honkids.htrn est can benefit you; also refers to truth, dishonesty, integrity. Lesson on Honesty (1st Grade). httv://www.charactered.net/preview/lessons/ Adventures from The Book of Virtues. choosesound.asp http://www.obs.ordadventures/PTMenu/ Learn what honesty is and how you can be hon- honestxhtrn est. Thoughts on Trustworthiness. http://sierracanvon.corn/school/character/ trustworth. htrn Being trustworthy is another way to say you show honesty. Learn more about being honest. Chamer Two HONESTY

Books on Honesty for Students Grade 4 to 7 Consider having students share the BAUER, Marion Dane. (1986). On My Honor. ways in which issues of honesty occur Clarion. ISBN 0899194397. When his best in these books. Perhaps a classroom friend drowns while they are both swimming in library of these and other titles that a dangerous river that they had promised never bear on honesty can be the source of a regular to go near, Joel is devastated and terrified at exchange of ideas as long as honesty is the fea- having to tell both sets of parents the terrible tured character trait. Children might want to consequences of their disobedience. share these books with their family members BAWDEN, Nina. (1992). Humbug. Clarion. and bring back thoughts from members of their ISBN 0395621496. When eight year old Cora families. is sent to stay next door with the seemingly K to Grade 3 pleasant woman called Aunt Sunday, she is tor- mented by Aunt Sunday’s mean-spirited, deceit- ANDERSON, Hans Christian. (2000). The ful daughter, but finds an ally in Aunt Sunday’s Emperor2 New Clothes: A Tale Set in China. elderly mother. Candlewick. ISBN 0763601 195. Two rascals sell a vain Chinese emperor an invisible suit of FITZHUGH, Louise. (1964). Harriet the Spy. clothes. Harper & Row. ISBN 0060219106. Eleven COLLODI, Carlo and YOUNG, Ed. (1995). year old Harriet keeps notes on her classmates Pinocchio. Philomel. ISBN 0399229418. The and neighbors in a secret notebook. When adventures of a talking wooden puppet whose some of the students read the notebook, they nose grows whenever he tells a lie. seek revenge. DEMI. (1990). The Empty Pot. Henry Holt. FLETCHER, Ralph. (1997). Spider Boy. ISBN 0805012176. When Ping admits that he Clarion. ISBN 0395776066. After moving to is the only child in China unable to grow a another state, seventh grader Bobby deals with flower from the seeds distributed by the the change by telling people at school made up Emperor, he is rewarded for his honesty. stories and then retreating into his world of pet spiders and books about spiders. HOBAN, Russell and HOBAN, Lillian. (1970). A Bargain for Frances. FOX, Paula. (1984). One-eyed Cat. Scarsdale. HarperCollins. ISBN 0060223294. Thelma ISBN 0027355403. An eleven year old shoots a usually outsmarts Frances until Frances decides stray cat with his new air rifle, subsequently suf- to teach her a lesson about friendship. fers from guilt, and eventually assumes responsibility for it. SHARMAT,Marjorie W. and MCPHAIL, David M. (1978). A Big Fat Enormous Lie. Dutton. ISBN 0525265104. A child’s simple lie grows to enormous proportions.

36 44 Developing Character Through Literature A Teacher’s Resource Book

Grade 8 to 12 son contracts a rare disease. Jack must now somehow learn to lie if, as he comes to believe, AVI. (1991). Nothing but the Truth: A lying is the only way to give Toby enough hope Documentary Novel. Orchard. ISBN to effect a cure. 0531059596. A ninth grader’s suspension for singing “The Star Spangled Banner” during PEARSON, Mary E. (2001). Scribbler of homeroom becomes a national news story. Dreams. Harcourt Brace. ISBN 0 152023208. Despite her family’s long feud with the KOLLER, Jackie F. (1998). The Falcon. Crutchfields, seventeen year old Kaitlin falls in Atheneum. ISBN 0689812949. While running love with Bram Crutchfield and weaves a tan- from the truth to escape painful memories of gled web of deception to conceal her identity losing his eye, seventeen year old Luke gets him- from him. self into a series of dangerous situations. VECCHIONE, Patrice. (2001). Truth and Lies: MOWOW, James. (1990). City of5uth. St. An Anthology of Poems. Henry Holt. ISBN Martin’s Press. ISBN 031207672X. Jack leads a 0805064796. An anthology of poetry about rather routine life as a “deconstructionist,” truth and lies from different cultures. destroying old works of art, until his beloved

37 4,s J’ Chamer Two HONESTY

Websites on Honesty "THEFT TALK" Counseling Service Inc. for Parents httD://www.thefttalk.com/Proo Many parents know their child will be taught Teaching honesty can improve about drugs, alcohol or sex, but interestingly teenage years enough, we find the topic of theft is often left By Joyce Hulett. out of this list. Just by reading this document htt~://archive.showrnenews.com/2000/Dec/ you, as a parent or guardian, are taking the right 20001214LifeOO1.asp step to help prevent theft activities in your Answers for Questions from parents about how child's life. to teach the child to be honest. Do Children Understand What Stealing is All Teaching Honesty About? By Kathleen Belanger, Project Director Author: Marie Helen Goyetche httD://www.sfasu.edu/aas/socwklreach/honesty.htrn httD://www.suite10 1 .corn/article.cfrn/early The five steps in learning honesty. childhood education/49439 At one time or another, most young children Looking at Values: Honesty will take something that doesn't belong to them. httP://www.parentinvpress.com/valhonest.htrn1 They believe everything is theirs. As adults we Honesty. Adventures from The Book of call it stealing, but do children really perceive it Virtues. as such? httP://www.Dbs.org/adventures/PTMenu/ Teaching Life Lessons through Sports: honestv.htrn Honesty. Honesty encompasses truthfulness on many lev- by Dr. Michael Simon els, including honesty with others as well as with httD://www.sikids.corn/sDortsDarents/DsycholoPy/ oneself. The stories in this episode help teach sirnon2.htrnl some of the values of being honest, as well as the consequences of being dishonest. Some suggestions for activities that teach honesty & trustworthiness Stages of Honesty httD://character.sketches.unl.edu/booklet.htrn By Evin O'Ryan. htto://www.liPhtconnection.ordarticles/honestv.htrn The honest child: How to teach honesty One way to look at honesty is that it develops in (Ages 6 to 8 ) four stages. In this model, the stages are (1) by Mary VanClay Natural Honesty, (2) Dishonesty, (3) Artificial httP://www.parentcenter.corn/refcap/parenting/ Honesty, and (4) Refined Honesty. To become a raisind3764.html unified being, you must travel through all four stages.

38 46 Developing Character Through Literature A Teacher's Resource Book

Websites on Honesty Honesty-Key to Your Character. for Teachers Grade Level: Elementary http://www.scps.kl2.fl.us/curriculurn/ Teachers are always searching index.cfrn?fuseaction=chared for new approaches to engage their students. These websites open the door to quick and free Honesty Pays. ideas that teachers will find useful. Explanation of how being honest can benefit you. Also refers to truth, dishonesty, and Honesty. Character Education Resource for integrity. Elementary Students. http://www.school for charnpions.corn/character/ A Character Building Education Resource for honestyhtrn Schools, Families, and Communities ... Character really works! Honesty - Character Trait. http://www.charactenvorks.corn/elernentarypaees/ Character Corner at Evergreen Elementary honesty. htrnl School. http://www.mead.kl2.wa.us/EVElUhonestv.htrn Honesty. Character Education Resource for Secondary Students. Honesty - Lesson. A Character Building Education Resource for Grade Level: 1 Schools, Families, and Communities ... From the Character Ed.Net. Character really works! http://www.charactered.net/preview/lessons/ httD://www.charactenvorks.corn/secondarv.htrnl# honestv &.asp anchor467277 Expansive Site on Honesty. 7 Lesson Plans on Honesty. Definition of the trait, advice on how to be Grade Levels: 3-12 honest, proverbs and maxims, more quotes SWSD Character Education about honesty, heroes and heroines, action steps http://www.svusd.kl2.ca.us/character/Honestv.htrn and community service ideas, 8 great reasons to tell the truth, 10 tips for being more truthfnl, Aligned bsson: Honesty. and a booklist. Multicultural Lesson Plans http://www.kl2.hi.us/-mkunirnit/honestv.htrn http://204.98.1.2/passport/lessonplan/lessons/ honesty.htrn1 Honesty & Trustworthiness This site contains a definition of honesty, relat- Honesty is the Best Policy. ed words, and practical applications of the trait. Grade Level: 2 A suggested reading list for elementary and Focuses on using multicultural literature. middle school students is included. This site is a http://www.trinity.edu/deDartrnents/education/ good starting point for the development of SACW coreunit2.htm activities, lessons, and discussions related to a character trait. Honesty-Key to Your Character. http://www.calvertnet.kl2.rnd.us/instruct/ Grade Level: Middle and High School honestv.shtrn1 http://www.scps.kl2.fl.us/curriculurn/ index.cfrn?fuseaction=honest1

.I !:. ChaDter Two HONESTY

ERIC Bibliography on Honesty ents four short, realistic vignettes about children who must choose between honest and dishonest courses of action. By identifying with the char- ERIC annotated bibliographies add brief acters and familiar situations, children will be ideas to help with this topic. Many of the anno- better able to understand the value of honesty tated articles are available in full text. See the and the importance of being truthful with Appendix for directions. themselves and others in order to become a The following reports of research and class- responsible person. (HTH) room practice are summarized here from the ERIC database. For more information on arti- AN: ED421474 cles in the database, or to find the full text of AU: Seng, SeokHoon; Siang, Low Meow; Wei, an article go to http://eric.indiana.edu to search Tan Tai the database. The numbers at the top of each TI: Value Orientation of Singapore Adolescents reference enable you to go directly to the article Towards Truthhlness, Justice and Compassion. that you seek. PY 1998 NT Paper presented at the Annual Conference AN: ED430666 of the Educational Research Association AU: Christesen, Barbara (Singapore, November 23-25, 1998). TI: Learning about Honesty, Grades K-2. PR: EDRS Price MFO l/PCO 1 Plus Postage. [Videotape with Teacher‘s Guide.] DL: httD://orders.edrs.com/ PY: 1998 DE:*Adolescents; *Honesty; *Justice; *Moral AV: Sunburst Communications, Inc., 101 Values; *Student Attitudes Castleton St., Pleasantville, NY 10570; Tel: AB: This study examined the value orientation 800-431-1934 (Toll Free); Fax: 914-747-4109 of Singapore adolescents toward the three fun- (Order No. 268903, $59.95 plus $6 damental values of truthfulness, justice, and shipping/handling; CA and NY residents must compassion. A random sample of 3 15 second- add sales tax). ary school students from 4 schools in Singapore NT:Videotape not available from ERIC. (135 males and 180 females) completed a ques- PR: Document Not Available from EDRS. tionnaire, and a select sample of 19 students DE: *Honesty; *Values Education completed interviews about their perspectives AB: This teaching guide and video comprise a and orientation toward truthfulness, justice, program intended to help young children begin and compassion. The study also examined the to understand how to tell the difference effects of family, school, daily activities (includ- between right and wrong, and decide what is ing social activities), and the mass media on the the honest thing to do in a puzzling situation. values of the adolescents, and it noted gender The first half of the guide presents an overview differences related to value orientation. Each of the “Learning about Honesty” program, value orientation was tested on three moral including questions for children to think about concepts. Truthfulness focused on sincerity, before viewing the program video and a synop- honesty, and promise keeping. Justice focused sis of the video. Suggested follow up activities as on moral rightness, equity, and fairness. well as suggestions for generating bulletin board Compassion focused on mercy, care and con- materials are included, as is a 14 item bibliogra-- cern, and benevolence. The questionnaires and interviews asked students to_ma,ke moral judge-

script of the

40 48 Developing Character Through Literature A Teacher’s Resource Book

sionate, but if caught in a moral dilemma of N., Suite 616, Minneapolis, MN 55401, choice between truthfulness and compassion, tel: 612-338-2068 ($12.95). most showed little or no compassion; families PR Document Not Available from EDRS. and schools significantly affected the adoles- DE:*Ethical Instruction; *Honesty; *Integrity; cents’ fundamental value orientation. Students *Lying; *Values Education spent about 3-4 hours daily with television and AB: Readers learn how to discern the truth newspapers; and females were more compas- from lies through a series of activities, games, sionate than males, but both sexes were equally and experiments. This book invites young stu- truthful and just. (Contains 75 references.) dents to look at lies in a fair and balanced way. (SM) Different types of lies are examined and the purposes they serve and discussed. Problem- AN: ED418429 solving activities are given. An answer guide is AU: Wilde, Susie provided for the included problems, questions TI: Book Characters Who Inspire Character and quizzes. The book concludes with a bibli- Development: Models of Respect, ography, index, and author vita. (MM) Responsibility, Honesty and Caring in Current Children’s Books. AN: EJ552809 PY: 1998 AU: Lee, Kang; Cameron, Catherine Ann; Xu, NT Paper presented at the YMCA of the USA Fen; Fu, Genyao; Board, Julie National Child Care .Conference “YMCA Child TI: Chinese and Canadian Children’s Care: We Build Strong Kids, Strong Families, Evaluations of Lying and Truth Telling: and Strong Communities” (Chicago, IL, April Similarities and Differences in the Context of 23-26, 1998). Project supported by the Chapel Pro and Antisocial Behaviors. Hill Carrboro YMCA amd Capital Area PY 1997 YMCA. SO: Child Development; v68 n5 p924-34 Oct PR EDRS Price MFOl/PCOl Plus Postage. 1997 DL: httD://orders.edrs.com/ DE:*Cultural Differences; *Honesty; *Lying; DE:*Characterization ; *Childrens Literature; *Moral Values; *Value Judgment *Fiction; *Reading Material Selection AB: Compared Chinese and Canadian 7, 9 , AB: This annotated bibliography describes 52 and 11 year olds’ moral evaluations of lie and current works of literature for children which truth telling in stories involving pro and antiso- have characters who inspire character develop- cial behavior.The study found that Chinese ment. The bibliography is divided into sections children rated truth telling less positively and lie on: (1) Respect for the Self; (2) Respect for telling more positively in prosocial settings than Others; (3) Respect for the Earth; (4) Canadians. Both rated truth telling positively Responsibility; (5) Honesty; and (6) Caring. and lie telling negatively in antisocial situations. The bibliography concludes with a series of dis- Findings suggest a close relation between socio- cussion questions about 12 different books. The cultural practices and moral judgment. questions come from the collaboration of chil- (Author) dren and adults who shared books in YMCAs across the country. (NKA) AN: EJ522273 AU: Urban, Hal AN: ED414227 TI: Honesty Is Still the Besppcy. Teaching

41 49 Chapter Two HONESTY

DE:*Ethical Instruction; *Integrity; *Lying; AN: ED353531 *Reputation; *Social Values; ‘Values Education AU: Bean, Reynold AB: Presents a lesson plan that accentuates hon- TI: Honesty, Perseverance & Other Virtues: esty as a central tenet of moral behavior. The Using the 4 Conditions of Self-Esteem in first handout requires written answers to open Elementary and Middle Schools. ended questions based on the students’ personal AV ETR Associates, PO. Box 1830, Santa convictions. Subsequent handouts contain Cruz, CA 95061-1830 (Title #559 H8, quotes, arguments, and “Six Reasons for Being $19.95). Honest.” A class discussion follows. (MJP) NT:For related guides, see CG 024 748-75 1. PR: EDRS Price MFOl Plus Postage. PC Not AN: EJ48 1 138 Available from EDRS. AU: Bond, Gwenda DE:*Elementary School Students; *Ethical TI: Honesty and Hope: Presenting Human Instruction; *Ethics; *Self Esteem Rights Issues to Teenagers through Fiction. AB: This book is about understanding ethics PY 1994 and morality. It is about helping children have SO: Children’s Literature in Education; v25 nl higher self esteem by teaching them what makes p41-53 Mar 1994 them good, noble, special and worthy of respect DE:*Adolescent Literature; *Childrens from others as well as self respect. The appen- Literature; *Civil Liberties; *Literature dixes provide a “who’s who” that correlates with Appreciation chapter 5, a 200 item list of biographies for AB: Provides description and analysis of numer- children, and a checklist and lists of techniques ous adolescent novels that all deal with human related to building self esteem. (ABL) rights issues in a variety of cultures and national settings. Focuses on works by James Watson AN: ED272533 and Rachel Anderson. Claims that using such AU: Brandes, Barbara works honestly will foster in students a hopeful TI: Academic Honesty: A Special Study of sense of motivation. (HB) California Students. CS: California State Dept. of Education, Sac. AN: EJ467977 AV: Bureau of Publications, California State AU: Popham, W. James Department of Education, 72 1 Capitol Mall, TI: Appraising Two Techniques for Increasing PO. Box 944272, Sacramento, CA 94244-2720 the Honesty of Students’ Answers to Self ($2.50). Report Assessment Devices. PR: EDRS Price MFOl Plus Postage. PC Not. PY: 1993 Available from EDRS. SO: Journal of Personnel Evaluation in DE:*Cheating; *Questionnaires; *Self Education; v7 nl p33-41 Jun 1993 Evaluation Individuals; *Student Attitudes; DE:*High School Students; *Research *Teacher Attitudes Methodology; *Responses; *Student Reaction; AB: A study was conducted in California to *Test Validity explore the extent of cheating, its relationship AB: Techniques for increasing honesty of stu- to personal and situational factors, and the dent self report measures, the inaccessible cod- actions of school personnel to promote academ- ing system and the alphabet soup response ic honesty and responsibility. Questionnaires

42 50 Developing Character Through Literature A Teacher’s Resource Book

highest scores on the California Assessment include the questionnaires and percentile Program’s mathematics tests. The three question- responses. (GDC) naires are presented, with a summary of responses. The results indicated that the reported inci- AN: EJ272129 dence of cheating was much higher among high TI: Honesty: A Teaching Supplement. school students than 6th graders who most often S0:American Educator: The Professional reported copying on tests and plagiarizing. High Journal of the American Federation of Teachers; school students reported use of crib notes and v6 n4 p33-48 Win 1982 copying during tests. About 93% of high school DE:*Ethical Instruction; *Instructional students reported seeing other students cheating Materials; *Moral Values; *Values Education on tests more than once. More cheating was AB: Provides selections from history, mythology, reported by students from high-scoring schools, children’s literature, current events, and journal- and students with lower grades cheated more. istic accounts that may be used as classroom School staff reporting that cheating was a signifi- materials in teaching the value of honesty. cant problem included 41% of secondary school Includes a bibliography of resources on honesty. staff and 3% in elementary schools. Appendices WJL)

43 n

Synonyms doing one's best co m Pete n ce se If- e ste e rn se If- c o n fi de n ce s e If- e ffica cy perseverance pride Definition Several years ago a recruitment slogan of the United States Army declared: "Be all that you can be." Although it was intended to encourage young people to enlist in the Army, the statement captures the essence of "doing one's personal best."

52 Chapter Three INTEGRITY

Why do we need to foster these attitudes toward personal accomplishment in children? How can we help children define their personal best and work toward achieving their best? What resources are available to help teachers and other community stakeholders in working with students to encourage them to strive toward their personal best? This essay explores these questions and offers some suggestions for addressing the issues.

Why do we need to foster these few reach complete self-actualization but it is attitudes toward personal imperative to strive toward it. accomplishment in children? Everyone nee& a dream. Without a dream, we become apathetic. Without a As humans we deal with feelings and emo- dream, we become fatalistic. Without a tions. Our culture reinforces those feelings and dream and the hope of attaining it, socie- emotions by the ways it responds to our ty becomes our enemy. We educators must actions. We may receive a pat on the back or a realize that some young people act in compliment for a job well done, or a disdainful antisocial ways because they have lost look or we may be ignored. However the mes- their dreams. And we must realize that sages are delivered, children learn early that we as a society are partly responsible for their feelings can be influenced by the actions that loss. Teaching is a noble profession of those around them. whose goal is to increase the success for all Because we deal with the young and influ- children. We must do everything we can ence their development, we want to encourage to achieve this goal. If not, we -society, them to become independent thinkers who schools, teachers, and students -will all reach their greatest potential. However, there is fiil (Eitzen, 1992, p 590). always the risk of failure and negative feelings Viktor Frankl, a Jewish psychiatrist who may follow. How do we help children develop survived the Nazi death camps, later discussed the “stick-to-it-iveness” needed to complete a his experiences in Man? Search for Meaning: An task and to realize the only real competitor is Introduction to Logo Therapy (1984). Ftankl’s within themselves? This is a very difficult ques- interpretation of psychology arose from the cat- tion to address. aclysmic realization that he had lost everything Abraham Maslow’s theory of the hierarchy but his life, and even that was subject to the of basic human needs moves “from the most whims of his persecutors, but he had not lost basic to the most complex” (Kellough and his dignity and the power to choose his Kellough, 1996, 60), from the basic survival response to his surroundings. Frankl related sto- needs of food, shelter, and clothing to “self- ries of survivors who walked through the camps actualization’’ needs. From his study of people spreading hope with their crumbs of bread and such as Thomas Jefferson, Jane Addams, by carrying themselves with dignity. Frankl Eleanor Roosevelt, Abraham Lincoln (Brooks & believed that one may not always choose the Goble, 1997, p 19), Maslow concluded that circumstances of one’s life, but one can choose

46._ .. 53 Developing Character Through Literature A Teacher’s Resource Book

how he or she will react to those circumstances. educational approach to teach responsible and Thus the goal, or the dream, or the push to participatory citizenship” (p. 4). meet the next challenge becomes most important to the individual. It is not competing What resources are available to against others that is vital but the individual help teachers and other community striving to become all they can be and doing stakeholders in working with one’s personal best. students to encourage them to Charles Haynes, noted First Amendment strive toward their personal best? scholar, states.. . “schools certainly have a Consult with local Boys’ Clubs and Girls’ responsibility to teach how humanity has strug- Clubs, 4-H, the local YMCA and YWCA, PTA, gled with the great moral issues through the and other social and cultural clubs. These centuries” (Jones, 1998). “Students must be groups advocate youth enrichment and help. If encouraged to be intellectually honest, to there are no such organizations locally, investi- ground their discussion by gathering facts, to gate starting local chapters of those appropriate respect the religious significance attached to cer- to your region. tain moral issues, and to remain humble before what they have yet to learn” (Ryan and Bohlin, Service-learning is a national and interna- 1999). tional movement that connects the academic curriculum with local service for community How can we help children in improvement. Every state in the U.S. and many defining their personal best and countries in the world have service-learning work toward achieving that programs. Contact the Corporation for personal best? National Service (http://www.cns.gov) to find ways of linking your students to local projects. Exposure to a wide variety of literature that Thomas Lickona‘s Educatingfir Character: illustrates character qualities helps children How Our Schools Can Teach Respect and identify what qualities to emulate and how to Responsibility (1991), offers a good foundation overcome adversity to be successful. Discussion for teaching character education and specific and reflective essays can help students clarify character qualities within the school. their own personal feelings. Works by Barbara Lewis, The Kids Guide to Action is also important. “Children must Social Action: How to Solve the Social Problems learn that self-esteem isn’t inborn but must be You Choose -and Turn Creative Thinking into earned by doing something to be proud of, per- Positive Action (199 1) and Kids with Courage: haps by becoming an Eagle Scout, volunteering True Stories About Young People Making a at a food bank, or helping an elderly neighbor” Dzfference (1992), offer practical application of (Hinds, 2000, p. 225). personal and social responsibility through social From his own experience as a superintend- actions for students in grades 4-12. Similarly, ent of Hudson Public Schools (MA), Berman Barbara Lewis published The Kid: Guide to notes, “...personal empowerment and increased Service Projects -Over 500 Service Ideafir Young sense of relevance of the curriculum that results People Who Want to Make a Dzfference (1996), from service learning improves academic per- which provides individual, classroom and com- formance, helps create a safer and more caring munity projects. school culture, and nurtures ownership and The Character Education Partnership pride in their community” (2000, p. 4). He fur- (htto://www.ceo.orz) is a national organization ther adds that service-learning “may be our best

54 Chapter Three INTEGRITY

to help parents, schools and local communities purdue.edu/ackerman/), Purdue University, uses in developing character education with the chil- seven core values, including justice, common dren. The group offers publications, training ini- good, individual rights and responsibilities, rea- tiatives, and evaluation instruments for effective soned loyalty to one’s country, truth, diversity, character education work. and equality of opportunity. The Character Counts! Coalition The Chicago Public Schools, Character (http://www.character.org) is sponsored by the Education Initiative (http://www. Josephson Institute and promotes the Six Pillars chicagopublicschools.edu), offers “A Rainbow of of Character (trustworthiness, respect for others, Character” highlighting caring, courage, cour- responsibility, fairness, caring and citizenship) tesy, fairness, family pride, honesty and truthful- on a community-wide basis. This multifaceted ness, kindness and helpfulness, respect, responsi- approach includes all community stakeholders in bility, and the work ethic. the promotion of character. The Giraffe Project (http://www.&afFe.ord The James F. Ackerman Center for recognizes ordinary heroes, everyday people who Democratic Citizenship (httP://www.edci. “stick their necks out” for a cause or a belief.

48 55 Developing Character Through Literature A Teacher’s Resource Book

References FRANKL, V. (1984). Man: searchfor meaning An introduction to hgo therapy. (New BERMAN, S. (2000). Buildinga Nation of York: Washington Square Press). Citizens -The Role of Character Education in America’s Schools, testimony to the HINDS, M.D. (2000). “Violent kids: Can we Committee on Education and the solve the problem?” Social Education, Workforce, House subcommittee on Early 64(4): 225-31, May/June 2000. Childhood, Youth and Families, March 1, JONES, R. (1998). “Looking for goodness.” 2000. American School Board Journal. December BROOKS, B.D., and GOBLE, F.G. (1997). 1998. The case for character education: The role KELLOUGH, R.D., and KELLOUGH, N.G. of the school in teaching values and virtues. ( 1996). Middle school teaching: Method (Northridge, CA:Fireside). and resources. (Upper Saddle River, NJ: EITZEN, D.S. (1992). “Problem students: The Prentice-Hall, Inc.). sociocultural roots”. Phi Delta Kippan, RYAN, K.A., and BOHLIN, K.E. (1999). 73(8): 584-90, Apr 1992. Building character in schools. (San Francisco: Jossey-Bass, Inc.). Chapter Three INTEGRITY

Lesson Ideas n’t do anything smoothly or easily. He was a Downs Syndrome child. A person of integrity always does his or her The next day Gary went to his job. He best because they know that they stand for made beds in a motel along with a crew of peo- something valuable. In a sense, integrity means ple. He worked hard for his floor crew and your reputation with yourself. enjoyed his job. They seemed to like having Remember that Hamlet said: “To thine him with them. At the end of the day, the own self be true.” He recognized that to have manager called all the motel workers together peace of mind, to sleep well at night, a person for a monthly meeting. He put his arm around acts according to a set of personal values. Gary and announced that he had won the Discussion Questions/ employee of the month award because they all agreed that he made beds better than anyone Journal Notes else. He took his award home and showed his What are your basic values? What are the mother. She made him a chocolate sundae to things you want other people to remember celebrate his winning this award. about your character? [Now write your reactions in your Learning Take your list of basic values and put them journal.] in order of importance to you. Which one is first? Which one is second? How are you going to practice the value you listed first? Give examples. Doing One’s Best - Lesson Activity Directions: Read this anecdote to your students and ask them to write their reactions in their jour- nah. You may want to have the students share some of their thoughts after they have written. Gary’s mother took him to the “Y” so they both could get some exercise. After walking around the track with his mother, Gary picked up a basketball and tried to shoot some baskets. He didn’t make many baskets and he looked really clumsy when he dribbled. He stumbled and his tongue was hanging out of his mouth as he concentrated on throwing the ball toward the hoop. On another court next to Gary some athletic-looking boys were playing basketball. One of them stopped and pointed to Gary and got his friends laughing as he imitated Gary in stumbling and looking awkward as he pushed the ball on the floor. Gary saw that they were laughing at him and walked away. He was big- ger than the boys who were laughing at him because he was in his late teens. But he could- Developing Character Through Literature A Teacher’s Resource Book

(Handout for Parents) Doing One’s Best To get parents involved in building this character trait, feel free to copy the letter below and send it to the parents of your students.

Dear Parent,

Your child is involved in school activities that ask young people to think about good character and the decisions that they make to develop the attitudes and the actions of good citizens. Currently, we are working on “Doing One’s

Best. ” Your help in this effort will encourage your child to participate positively. We are emphasizing doing one’s personal best as different from competing with others and trying to win a competition. As you watch television or read a book together, use those events as opportunities to discuss the value of doing the best a person can do, whether the activity is playing soccer or studying for a math quiz.

Here are some things you can do with your child: Talk about the difference between winning and the satisfaction of personal achievement Ask your child to describe his or her current best in any activity-music, sports, school, crafts-then compliment your child for that good effort. Explain that the word “integrity” is often used to describe a person who always seems to do his or her best.

Please feel free to share other ideas you may have so we can all benefit from your experience. Thank you for your help and for your continued cooperation.

Sincerely, Chamer Three INTEGRITY

Historical Figures Who Exemplifl times happens in distinguished families, one Integrity member seems to fall heir to the best qualities of the previous generations and none of the flaws. So it was with Robert. From both the Carters Nolan Ryan (born in and the Lees he inherited a handsome counte- Jan. 31, 1947) is the rr nance. From his father came rare physical strength and endurance. The sense of duty that Harry had learned from George Washington was vividly imparted to his son Robert. From his greatestwonpowertime. over The pitcher fastball 300right ofgames orhander all mother he learned patience, control and disci- and pitched an unri- pline. Ann Carter Lee’s gentleness was inherited valed seven no hitters. e@ by Robert, and his loving care of his ailing Nolan played all posi- mother was the mainstay of her life. tions during 28 major Robert Lee’s choice of a military career was league seasons (1966 - dictated by financial necessity. He was accepted 93) with the New York to the United States Military Academy and grad- Mets, California uated second in his class, constantly gaining the Angels, Houston Astros, and Texas Rangers. In admiration of his peers. But greater than his aca- addition to his prowess as a pitcher, Nolan Ryan demic success was his record of no demerits has always maintained the highest reputation as while being a cadet which today has still not a man of irreproachable character and integrity. been equaled. After serving with distinction in In spite of the millions of dollars Ryan has the Mexican - American War (1849, he went made, he has always remained one of the last of on to serve with distinction in his native the old time players, oblivious to the big money Virginia. Upon the outbreak of the Civil War he contracts, and with an eye only on the well took command of the Army of Northern pitched game. He has remained true to his prin- Virginia. His brilliance as a commander is leg- ciples no matter what temptations he encoun- endary, and military colleges the world over tered. He knew in his heart what was right and study his campaigns as models of the science of wrong for him. He knew that success at the war. That he held out against an army three expense of his integrity would be no success at times the size and a hundred times better all. He knew that he could never reach the high- equipped than his own was no miracle. It was est level of achievement by means of shortcuts or the result of leadership by a man of exceptional compromises that violate his deepest values. He intelligence, daring, courage and intcgriq. His taught respect and dedication by the way he men all but worshiped him. He shared their acted. That’s why people remember the Ryan rations, slept in tents as they did, and, most Express. importantly, never asked more of them than he did of himself. Robert E. Lee (1807-1870) considered by Robert E. Lee spent his post war years edu- most authorities to have been the Confederacy’s cating young Virginians as President of best general, was born and raised in his beloved Washington and Lee College and working for Virginia.” Robert was the fourth child of a reconciliation among all Americans, displaying Revolutionary War and above all, Harry” Lee and Ann Developing Character Through Literature A Teacher’s Resource Book

Oskar Schindler (1908-1 974) An ethnic the summer of 1942, he witnessed a German German, Schindler was born in Zwittau, an raid on the Jewish ghetto. Watching innocent industrial city in Austria Hungary, what is now people being packed onto trains bound for cer- the province of Moravia in the Czech Republic. tain death, awakened something in him. In December 1939, when the German Army As the Russian army approached, the Nazi’s occupied Poland, Oskar Schindler, never one to tried desperately to complete their program of miss a chance to make money, marched into liquidation and sent all remaining Jews to die. Poland on the heels of the SS. He dived head- But Schindler remained true to the first into the black market and the underworld “Schindlerjuden,” the workers he referred to as and soon made friends with the local Gestapo. “my children.” After the liquidation of the His newfound connections helped him acquire a Krakow ghetto and the transfer of many Jews to factory which he ran with the cheapest labor the Plaszow concentration camp, Schindler used around: Jewish. At first he seemed like every his influence to set up a branch of the camp for other usurping German industrialist, driven by Jewish workers in his factory compound in profit and unmoved by the means of his profi- Zablocie and made his now famous list of the teering. In the pursuit of profit, Schindler workers he would need for its operation. Near becomes dependent on the Jews for their expert- the end of the war, the Nazis ordered Schindler‘s ise and as he becomes dependent upon the factory in Poland closed, and his workers to be Jews, Schindler begins to know them as human exterminated in the Auschwitz death camp. But beings. They appear to be quite different from Schindler made his list, a roll call of his Jewish the Nazi propaganda’s depiction of Jews as “ver- employees, and bribed Nazi officers to allow the min” and as “rats.” Schindler has a financial workers to be transferred to a factory he would investment in his Jewish workers, but at the open in his native Czechoslovakia. When hun- same time he develops an investment in them as dreds of Jewish women who worked for human beings. Schindler were mistakenly shipped to Auschwitz Schindler was making money, but everyone rather than Czechoslovakia, he saved them. So in his factory was fed, no one was beaten, no by the end of the war he had spent everything one was killed. It became an oasis of humanity he made on keeping 1,200 Jewish men and in a desert of moral torpor. As the brutality of women alive. Schindler lost everything. He was the holocaust escalated, Schindler’s protection of penniless. Never again did he prosper. his Jewish workers became increasingly active. In

53 60 Chapter Three INTEGRITY

Websites on Integrity for Students Integrity for 6-12th Grade Students. This site defines the trait and includes links to Integrity. bibliographical sites of the people who exhibit- Definition, related words, practical ed integrity. applications, and suggested reading. htto://w.characterworks.com/secondary. htrnl ~~ htt~://www.cdvertnet.kl2.rnd.us/ #anchor472330 instrucdintevrity.shtrnl Personal Integrity and its Benefits. Academy of Achievement. Hall of Integrity. This unit focuses on the importance of personal Quotes from achievers who have remained true integrity in all areas of our lives. It emphasizes to their principles no matter what temptations the link between the choices we make and the they encountered. results that follow. Offers usehl suggestions on htto://www.achievement.orv/autodoc/steps/int?index how to maintain integrity in the face of dificul- Integrity for K-5th Grade Students. ty. htt~://~eocities.com/siukai82/inte~rity.htrn This site defines the trait and includes links to bibliographical sites of the people who exhibit- Thoughts on Trustworthiness. ed integrity. Here you will find the four enemies of integrity. htto://www.characterworks.corn/elernentarypa~es/ httD://sierracanvon.com/school/character/ intepriw.htrnl trustworth.htm Developing Character Through Literature A Teacher's Resource Book

Books on Integrity for Students Grade 4 to 7 Here are books you and your BAUER, Marion Dane. (1 986). On My Honor. students can read as a backdrop for New York: Clarion Books. ISBN 0899194397. discussions about integrity, doing When his best friend drowns while they are one's best. both swimming in a treacherous river that they had promised never to go near, Joel is devastat- Kindergarten to Grade 3 ed and terrified at having to tell both sets of De PAOLA, Tomie. (1989). Art Lesson. New parents the terrible consequences of their dis- York: Putnam. ISBN 039921688X. Having obedience. learned to be creative in drawing pictures at FOX, Pads. (1984). One-Eyed Cat: A Novel. home, young Tommy is dismayed when he goes Scarsdale, W. Bradbury Press. ISBN to school and finds the art lesson there much 0027355403. An eleven-year-old shoots a stray more regimented. cat with his new air rifle, subsequently suffers POLACCO, Patricia. (1992). Chicken Sunday. from guilt, and eventually assumes responsibili- New York: Philomel Books. ISBN ty for it. 0399221336. To thank Miss Eula for her won- FREEDMAN, Russell. Lincoln: A derful Sunday chicken dinners, three children Photobiography. New York: Clarion Books. sell decorated eggs to buy her a beautiful Easter ISBN 0899193803. Photographs and text trace hat. the life of the Civil War President. SOTO, Gary. (1992). Too Many Tamales. New MAGORIAN, Michelle. (198 1). Good Night, York: Putnam. ISBN 0399221468. Maria tries Mr. Tom.New York: Harper & Row. ISBN on her mother's wedding ring while helping 0060240784. A battered child learns to make tamales for a Christmas family get-togeth- embrace life when he is adopted by an old man er. Panic ensues when hours later, she realizes in the English countryside during the Second the ring is missing. World War. STEPTOE, John. (1987). Mufaro's Beaut@ SISKIND, Leda. (1992). The Hopscotch Tree. Daughters. New York: Lothrop, Lee & Shepard New York: Bantam Skylark. ISBN Books. ISBN 0688040454. Mufaro's two beau- 0553087150. In 1960, after moving to a new tiful daughters, one bad-tempered, one kind school, ten-year-old Edith Gold becomes the and sweet, go before the king, who is choosing target of an older girl who claims to hate her a wife. because she is Jewish. Vi, Leong. (1991). A Letter to the King. New York: HarperCollins. ISBN 0060200790. When Ti Ying's father is put in prison, Ti Ying, his youngest daughter, is able to save him by writing and delivering a letter to the king.

55 \> 62 I r _I ChaDter Three INTEGRITY

Grade 8-12 use her gifts as a weaver to do the bidding of the all-powerful Guardians. CHEN, Da. (1 999 1). Colors of Mountain. New York: Random House. ISBN 0375502882. A PECK, Robert. (1972). A Day No Pigs Would coming-of-age memoir filled with humiliation, Die. New York: Knopf. ISBN 0394482352. To a revenge, vindication, and, ultimately, pride. thirteen-year-old Vermont farm boy whose father slaughters pigs for a living, maturity CROMIER, Robert. (1974). Chocolate War. comes early as he learns “doing what‘s got to be New York: Pantheon Books. ISBN 0394828054. done,” especially regarding his pet pig who can- A high school freshman discovers the devastating not produce a litter. consequences of refusing to join in the school’s annual fund raising drive and arousing the wrath SALINGER, J. D. (1951). The Catcher in the of the school bullies. Rye. Boston: Little, Brown. ISBN 0316769533. A coming-of-age story that has fascinated youth LOWRY,Lois. (2000). Gathering Blue. Boston: and adults. A boy leaves his high school and Houghton Mifflin. ISBN 0618055819. Lame roams around New York City talking to and and suddenly orphaned, Kira is mysteriously arguing with various people about life and hap- removed from her squalid village to live in the piness. Coarse language. palatial Council Edifice, where she is expected to Developing Character Through Literature A Teacher's Resource Book

Websites on Integrity for Parents Academy of Achievement. Hall of Integrity. Quotes from achievers who have remained true Personal Integrity and its Benefits. to their principles no matter what temptations This unit focuses on the impor- they encountered. tance of personal integrity in all htto://w.achievernent.ordautodoc/steps/int?index areas of our lives. It emphasizes the Thoughts on Trustworthiness. link between the choices we make Here you will find the four enemies of integrity. and the results that follow. Offers useful suggestions on how to maintain integrity in the face httD:llsierracanvon.corn/school/character/ trusnvorth.htm of difficulty. htt~://geocities.~orn/siukai82/integritv.htrn Integrity. Definition, related words, practical applications, and suggested reading. htt~://www.calvertnet.kl2.rnd.us/instruct/ intemityshtrnl

': ': .- 57 4 Chapter Three INTEGRITY

Websites on Integrity for Teachers Thoughts on Trustworthiness. Here you will find the four enemies of integrity. Integrity. httD://sierracanyon.corn/school/characterL Definition, related words, practical trustworth.htrn applications, and suggested reading. ._ ~~ Personal Integrity and Its Benefits. htt~://www.cdvertnet.k12.rnd.us/ This unit focuses on the importance of personal instruct/intePrity.shtrnl integrity in all areas of our lives. It emphasizes Integrity for K-5th Grade Students. the link between the choices we make and the This site defines the trait and includes links to results that follow. It offers useful suggestions on bibliographical sites of the people who exhibited how to maintain integrity in the face of difficul- integrity. ty: httD://www.charactenvorks.corn/elernentaypaces/ htt~://~eocities.~orn/siukai82/inte~rity.htrn inteprity.htrnl Importance of Integrity. Integrity for 6-12th Grade Students. Why it is important, definition, implications, This site defines the trait and includes links to and development ideas. bibliographical sites of the people who exhibited httD://w.info.corn.ph/-tspeace/transsp 23.htrn integrity. Academy of Achievement. Hall of Integrity. htte://w.characterwOrks.com/ Quotes from achievers who have remained true secondary.html#anchor472330 to their principles no matter what temptations Teaching Guide: Doing the Right Thing for they encountered. Grades K-5. httD://www.achievernent.orP/autodoc/steps/int?index Includes educational goals, discussion questions, Integrity: Some Activities from the I CARE student activities, writing assignments, home Program Manual. assignments and a letter to parents. httr,://www.usoe.k12.ut.us/curr/chared/pubs/icare/ http://www.Poodcharacter.corn/YCC/ int.htrn1 DoinPRieht.htrn1 Activities by Grade Level. Integrity for Grades 7-12. Self-evaluation, discussion questions, writing httD://www.cune.edu/stiohn/k-integrityhtrn assignments and student activities. Integrity MattersTM! httD://www.Poodcharacter.corn/ISOC/Inte$y.html Exciting new character video series for kids. Each video of the Integrity Matters! series takes Teaching Guide: Saying No to Alcohol and one character trait and explores it in a fun and Other Drugs for Grades 5-9. creative way with lots of repetition. Includes educational goals, discussion questions, httD://www.intePrity-rnatters.corn/horne.htrnl student activities, and writing assignments. httD://www.Poodcharacter.corn/BCBC/ Activities for Your Classroom. SayinPNo.htrn1 htt~://www.williston.kl2.sc.us/kees/charactered.htrnl #inteaitv Developing Character Through Literature A Teacher's Resource Book

ERIC Bibliography on Integrity book defines the parents' mission as learning to trust and enhance the child's emerging maturity ERIC annotated bibliographies add brief ideas rather than simply concentrating on behavior to help with this topic. Many of the annotated management. Organized chronologically, the articles are available in full text. See the book examines personality development from Appendix for directions. early childhood through adolescence while The following reports of research and classroom interspersing subjects that recur throughout practice are summarized here from the ERIC development. Topics considered include the database. For more information on articles in parent-child love relationship, parental authori- the database, or to find the full text of an article ty and temper, building self-discipline, the typi- go to httD://eric.indiana.edu to search the data- cal "back and forth" pattern of development, base. The numbers at the top of each reference emotional development, conscience develop- enable you to go directly to the article that you ment, materialism and emphasizing people, citi- seek. zenship in school, student motivation, adolescent needs and fostering maturity, sexuality, and spiritual values. 12 references. (KB) AN: ED437172 AU: Berger, Elizabeth AN: EJ519625 TI: Raising Children with Character: Parents, AU: Hoffman, Joan Trust, and the Development of Personal TI: The Challenge: Are You a Person of Integrity. Integrity? PY: 1999 PY: 1995 AV: Jason Aronson, Publishers, Inc., PO. Box SO: English-in-Texas; v27 nl p8-9 Fall 1995. 1539, Fort Lee, NJ 07024-1539 ($30). Tel: NT: Published by the Texas Council of Teachers 800-782-00 15 (Toll-Free); Fax: 20 1-840-7242. of English, English Dept., San Antonio College, PR Document Not Available from EDRS. 1300 San Pedro, San Antonio, TX 78212. DE: *Adolescents; *Child Rearing; *Children; DEM: *Ethical Instruction; *Integrity *Integrity; *Parent Child Relationship; *Parents DER Adolescents; Case Studies; Ethics; Moral DE: Emotional Development; Maturity Development; Secondary Education; Values; Individuals; Moral Development; Personality Writing Assignments Development; Student Motivation; Trust AB: Makes a case for teaching integrity in the Psychology classroom through writing assignments and case AB: Based upon the view that character devel- studies of ethical situations that teenagers opment is not by and large the result of special would face in their daily lives. (TB) lessons, but is rather embedded in and the product of the child's growth, this book focuses AN: ED422234 on how the intimacy of the ordinary day stimu- AU: Smith, Richard, Ed.; Standish, Paul, Ed. lates and enhances the child's potential for TI: Teaching Right and Wrong: Moral morality, devotion, and idealism. The book Education in the Balance. identifies general themes in the intimate rela- PY: 1997 tionship between parents and children and AV: Stylus Publishing, Inc., PO Box 605, shows how to support and enhance positive Herndon, VA 20172-0605. Tel: 703-661-1581; character development. Vignettes from everyday $19.95.

59 1. 66 Chapter Three INTEGRITY

DER Higher Education; Integrity; Moral purposes they serve and discussed. Problem Issues; Moral Values solving activities are given. The book is organ- AB: This book addresses key issues in moral ized in nine chapters, including: (1) “Truth is education with a detailed analysis of recent aca- Stranger than Fiction: Where Does the Truth demic literature on the topic with careful rebut- Lie?”; (2) “Sniffing Out the Truth: How Your tals and counter-arguments presented. The pur- Senses Can Deceive You”; (3) “Be True to pose of the book is to deepen discussion on the Yourself: Lies You Tell Yourself”; (4) “Social topic of moral education and its place in the Lies: Are We Lying, or Just Being Polite?”; (5) society. The contributing authors present a “Myth-Matics: How Numbers Can be Used to focus for discussion and reasoned debate. Deceive”; (6) “There are No Cats in America: Chapters include: (1) “Shared Values in a Historical “Facts” and Myths Cultural and Pluralist Society?” (Marianne Talbot; Nick Personal”; (7) “Adver-Lies: How Advertisers Tate); (2) “Three Proposals and a Rejection” Shape Your Opinions and Actions”; (8) “All Hat (John White); (3) “Can Education Be Moral?” and No Cattle: Public Relations and Media (Mary Midgley); (4) “Fabulously Absolute” Lies”; and (9) “You Are an Agent of Truth: (Paul Standish); (5) “The Spirit of Moral How to Live in a World of Lies.” An answer Education - Or What, Subject of My Will, guide is provided for the included problems, You Will” (Tony Skillen); (6) “A Moral Fix” questions and quizzes. The book concludes with (Carole Cox); and (7) “Innate Morality: A a bibliography, index, and author vita. (MM) Psychoanalytic Approach to Moral Education” (Michael Rustin). (EH) AN: EJ544570 AU: Smith, David AN: ED414227 TI: Communication and Integrity -Moral AU: Kincher, Jonni; Espeland, Pamela, Ed. Development and Modern Languages. TI: The First Honest Book about Lies. PY: 1997 PY: 1992 SO: Language-Learning-Journal; n15 p3 1-35 AV Free Spirit Publishing Inc., 400 First Mar 1997. Avenue North, Suite 616, Minneapolis, MN DEM: *Moral Development; *Moral Values; 55401; telephone: 612-338-2068 ($12.95). *Questioning Techniques; *Speech PR Document Not Available from EDRS. Communication; *Student Reaction DEM: *Ethical Instruction; *Honesty; DER Second Language Instruction; Second *Integrity; *Lying; *Values Education Language Learning; Student Motivation DER: Advertising; Elementary Education; AB: Argues that pupils in the second language Ethics; Mass Media Effects; Moral Issues; classroom should be encouraged to respond to Mythology; Propaganda; Social Influences; questions for personal information truthfully Stereotypes and that certain aspects of existing teaching AB: Readers learn how to discern the truth practice encouraging the opposite should be from lies through a series of activities, games, scrutinized. Focuses on the objections to this and experiments. This book invites young stu- premise and outlines reasons for seeking truth- dents to look at lies in a fair and balanced way. hlstudent responses. (CK) Different types of lies are examined and the

60 67 synomyms regard consideration esteem courtesy honor ad mi ra ti on deference Defiitisn Honor and deference are expressed in all major world religions, philosophies and cultures. All social groups believe in respect for self and others, for example, toward the elders as the keepers of wisdom, toward families as preservers of traditions, and toward individuals as members of the group. i!! @la- &'.=%. i @It-.- 68 Chanter Four RESPECT

“Withoutfeelings of respect, what is there to distinguish men fiom beasts?” - Conjkcius This essay explores several aspects of teaching about respect, including (1) the varying definitions of respect; (2) the need to address respect in a civil society; (3) some concerns about “teaching respect”; (4)how respect can be addressed in a school community in concert with local, family and community expectations; and (5)what resources are available to help in teaching this concept.

The Varying Definitions of Respect something.” Lickona considers respect and responsibility to be the “fourth and fifth R’s” of “To respect is to show honorfor the worth of education (p. 43). someone or something. ’’ - Character Counts Kohlberg’s stages of cognitive moral devel- From earliest time, humans have grappled opment build upon the child’s freedom of with the role of the individual in relation to choice in developing both self respect and society and how respect for self and others is respect for community and the quest for justice attained. Through the ancient philosophical (Brooks & Goble, 1997, p. 31). Respect is questions of Plato and Socrates to the modern commonly identified among diverse ethnic, reli- discussion of moral education, character educa- gious and social groups as an important quality tion, citizenship, values education, and virtues, for their children to learn. From the Chicago the debates continue as to what basic beliefs Public Schools’ Character Education Initiative should be fostered among the youth of society. “A Rainbow of Character” Brooks and Goble give an example: (htt~://www.chica~opubliachools.org)to the Work with Muslim, 7th Day Adventist, Character Counts! Coalition (&://www. Lutheran, and Jewish and Roman Catholic edu- character.org), respect stands among the essen- cators all resulted in the generation of a list of tial qualities identified for the school communi- values that were overlapping. All groups listed ty to foster among students. such values as honesty, respect, courage, perseverance, responsibility and caring as common The Need to Address Respect in a values that must be taught in their schools Civil Society (1997, p. 56). The ancient Greek philosopher Plato noted Thomas Lickona’s groundbreaking work, long ago that “civilization is the victory of per- Educating for Character: How Our Schools suasion over force.” But how do we achieve Can Teach Respect and Responsibility (199 I), that civilization and maintain or reintroduce offers a solid foundation for teaching character civility in our society? Daggett and Kruse sug- education and specific character qualities within gest: the school. Lickona notes that “respect means History works as a model for the present showing regard for the worth of someone or and future largely because the matter of behav- Developing Character Through Literature A Teacher’s Resource Book

ior-oriented education for a society’s young peo- Another concern often voiced is “Whose ple is not a new, or even a recent, issue. values will be taught?” Character educators Essentially the same viewpoints and differences would respond that it is more properly a ques- of opinion on what and how to teach young- tion of “what values” than “whose values”. sters have continued unabated since Plato and Schools are, by their very nature, value-laden in Aristotle outlined and enunciated differing that the local community, state and federal gov- alternatives in ancient Greece (1997, p. 264). ernments decide what is of value to be taught. In resolving these differences to come to a The conversation about what character qualities working plan, Daggett and Kruse continue: should be fostered in the school environment needs to be held with all stakeholders. To be A far more productive approach is to con- truly effective, character education programs centrate on the rarely discussed topics about should be reinforced in the school, the home, which there is almost complete agreement. and the local community where the children These are the areas where the community can interact. agree on expectations for adult behavior roles, including honesty, responsibility, and ethics. Another concern expressed by critics is that These, then, should be the areas incorporated in teaching respect, or any other character qual- in curricula and directed toward letting student ity, teachers may be indoctrinating our youth. know about attitudes and behavior patterns Glanzer comments: appropriate for citizens in a free society, citizens As committed educators, we should resist who can state their differences, can agree to dis- promoting lists of virtues that serve a political agree, and can still get along with and respect agenda or are justified primarily on political one another (1997, p. 264). grounds. If educators fail to delve into motivational factors, character education can turn very Some Concerns about authoritarian in practice. We must allow chil- “Teaching Respect” dren to express, discuss, and explore the variety of motivations for moral behavior. Teachers Some critics express concern that schools could aid this process by creating a community are involved in trying to teach respect. Isn’t this of inquiry in the classroom that allows the dis- more appropriate to the family? Educators cer- cussion of deeper philosophical and religious tainly agree that the family should start the issues that relate to ethics (2001, p. 693). process, but they would also counter that teaching of respect should be done in all social inter- How can respect be addressed in a actions in which the child engages. Brooks and school community in concert with Goble answer: local, family and community Schools are the common denominators in expectations? society. Not all children come from poor homes or rich homes. Not all children come With your studendchildren, discuss: from good homes or dysfunctional How can I show respect for myself? homes. There are few commonal- For others? At my school? In my ties among our youth. One thing neighborhood? Society? The world? they all have in common, however, Generate ideas of what respectful atti- is that they all attend school. tudes are. Therefore, our schools have the responsibility and opportunity to instill core values and char- Why is it important to have respect acter in the children who cross their thresholds and show respect? (1997, preface). What happens when disrespect is

~ . :J 63 70 Chapter Four RESPECT

shown? How does disrespect make initiatives, and evaluation instruments for effec- people feel? tive character education work. Many examples from fiction and non- The Character Counts! Coalition fiction works can help this discussion. (httd/w.character.org) is sponsored by the See the booklist below. Josephson Institute and promotes the Six Pillars Service learning is a valuable tool for of Character (trustworthiness, respect for oth- exploring the concept of respect, both for self ers, responsibility, fairness, caring and citizen- and for others. Students come to realize that ship) on a community-wide basis. This multi- the things they learn in the classroom are rele- faceted approach invites all community stake- vant to the social environment in which they holders in the promotion and projection of live. Their direct service toward addressing a character. real community need enhances self-respect and References fosters a sense of belonging in the community with the commitment of making improvement. Brooks, B.D. & Goble, F. (1997). The casefor character education: The role of the school What Resources are Available to in teaching values and virtue. (Northridge, Help in Teaching This Concept? CA: Studio 4 Productions). For further background, consult the work (httD://w.character.org). Character Counts! of psychologists Lawrence Kohlberg and Coalition of the Josephson Institute Abraham Maslow, as well as philosophers such Daggett, W.R. & Kruse, B. (1997). Education as Alexis de Tocqueville and leaders of the is (not) a spectator sport. (Schnectady, IW Founding Era of the United States. In the Leadership Press). words of Thomas Jefferson, James Madison, Glanzer, l? (2001). Exit interviews: Learning Thomas Paine, and Benjamin Franklin, one can about character education porn post-Soviet find many hints on why an attitude of respect is educators. Phi Delta Kappan, May, 691- fundamental to our democracy. 693. The Character Education Partnership Lickona, T. (199 1). Educating for character: (httd/www.cenor$ is a national organization How our schools can teach respect and to help parents, schools and local communities responsi6ility. (New York, NY: Bantam in developing character education with the chil- Books). dren. The group offers publications, training Developing Character Through Literature A Teacher’s Resource Book

(Handout for Students) Student Activity Love and respect are closely allied. When you love someone or an institution, you naturally show them respect. Showing respect follows from an acknowledgement of value or worth in the other person, in the worth of their- * Ideas Strength of character Laws that protect you Charitable actions And so on By identifying some value or worth you are in effect finding a reason to love that person, your school, your church, the city council. To illustrate the point, ask your students to draw a line down the center of a sheet of paper. In the left column have them list 6 people and 4 institutions or businesses that they deal with regularly. In the right hand column have them write at least one value that they see in that person or business. Then discuss ways that they can honor or show respect as a result of the values they have identified.

65 72 .. Chapter Four RESPECT

(Handout for Students) Classroom Activity To get your students thinking about how respect shows up in daily activity, read the following incident then ask your students to discuss their reactions or to write their reactions in their journals.

Amy and Her Daring Children Amy and her three children were outside in their driveway. The children were playing and Amy was watering flowers. Her five-year-old was helping a two-year-old climb on a two-wheel bike. As they began to move, the bike started to tip, threatening to spill the two-year-old onto the pavement. But the five- year-old grabbed the bike and struggled to keep it from falling. He held the bike and saved his little sister from falling off. Amy saw this and said, “Jon, thank you for saving Anna from falling and hurting herself. Thanks for watching so she won’t get hurt.” Jon smiled, knowing that his mother might have yelled at him.

What is your reaction to this little story?

What does Amy’s comment tell her son?

1. Amy did not admonish her son: “Why did you put your little sister on a dangerous bike?” (Many of us might have.) 2. She complimented her son for preventing the baby from being hurt. Thus she gets across the idea that Jon should be protecting the baby while showing respect for his actions in preventing injury.

66 73 DeveloDing: Character Throwh Literature A Teacher’s Resource Book

(Handout for Parents) Parent Activity You may wish to copy the following letter and send it to the parents of your students.

Re: Attitude of Respect

As part of our work on character development your child and classmates have been discussing the attitude of respect. They have been doing activities that help them understand the role that respect plays in our lives. We encourage you to continue the discussion at home. In order to function reasonably well, a democracy depends on mutual respect. Freedom of speech, for instance, assumes that we respect each other’s right to express our opinions. That’s the reason we have discussed in class our respect for government, school, family, and individu-

We know that a sense of respect for others starts in the family. Please find time to ask your children questions like the following: Besides the members of your family, who do you respect the most? (List five people)

What is there about those people that causes your respect?

Are there businesses or institutions that have gained your respect? Why?

The direction of this discussion will remind your children of the people that they admire. It will help them concentrate on traits they may want to imitate. Then one final question: Have you ever told those people what you admire in them? Would you feel comfortable in telling them? They would be pleased. If your discussions reveal some effective ideas, please share them with the rest of us. Thank you so much for all you do for your child. Sincerely,

67 14 .. . Chapter Four RESPECT

Historical Figures Who Exemplify tion of morale in English youth. He saw the Respect effect of our 20th century industrialized, urban- ized society: the decline in physical health, the erosion of moral standards, and the loss of self- discipline. He wanted to use his popularity as a Respect for the Natural Environment war hero to help rebuild the vitality and dynamism of young people. Robert was St. Francis of Assisi (118 1/82- 1226) is one of impressed by the character building impact of the most popular saints in Christendom. He was taking urban young people away from the city canonized a saint only two years after his death. and back to the great outdoors. His scouting Most people know Francis as an ascetic who movement quickly crossed the seas to numerous loved animals. He was even named the Patron countries around the world. It inculcates the Saint of Ecology because of his great respect for highest ideals of respect for the individual and creation. But he was also known as a powerful, society combined with a sense of duty, self- authentic Bible preacher in an era when this was reliance, service to others and charity to all. rare. Francis expressed a sense of love, compassion, and respect for all of God’s creation: for people, for animals, and for the environment. Respect for Others His relationships with others were always marked by an unconditional respect. He Dr. Martin Luther King Jr. believed no individual could be condemned. On (1929-1968) is one of the the contrary, he believed every human being is most prominent black leaders an image of God. our nation has ever known. Advocating non-violence and passive resistance he took Respect for Authority major steps towards creating a nation where all men are treat- The name Robert Baden-Powell (1857- 194 1) ed equally. Dr. King was a is known and respected throughout the world as -. - strong advocate of nonviolent protest and fought a man who devoted himself to the service of his for civil rights for all Americans with a great elo- country and his fellow men in two separate and quence found in his speeches, such as, his complete lives. He was a soldier fighting for his famous “I Have a Dream” speech. “I have a country, and he worked for peace through the dream that my four little children will one day brotherhood of the Scout Movement. From the live in a nation where they will not be judged by very beginning, Lord Baden-Powell was commit- the color of their skin, but by the content of ted to making a significant difference in the lives their character.” Kings life was dedicated to the of young people. When Robert Baden-Powell fight for human rights for all. He serves as an returned to England from South Africa in 1903 example of love for humanity in the spirit of as a war hero, he was appalled at the deteriora- human kinship. Developing Character Through Literature A Teacher’s Resource Book

Websites on Respect for A Fun Site about Respect. Students This site gives a definition of respect, the word in other languages, a story about respect, and an Character Trait - Respect animated game where you make the call on how htt~://www.rnead.kl2.wa.us/EVER/respect.htrn to show this character trait (requires installation of free QuickTime software, so ask your Self-Quiz “How would you rate yourselk?” teacher). httD://www.arp.sprnet.org/Curric/cc!/Respect/ http://library.thinkquest.or~/lOO1709/thinkquest respect. htrn values/2respect/respect frarneset.htrn1

Definition of Respect. There Are Many Different Ways to Show http://www.easd.kl2. oa.us/character/rnonthlytraits/ Respect. resDect.htrn You will find the definition of the trait, links to Thoughts on Respect. biographical sites of people who exhibited the This site tries to help explain the concept of trait, and a mini poster to download and print. respect. It also contains suggested songs and sto- httD://www.characterworks.com/secondary.html ries and some quotations. #anchor5 1 1335 httD://www.sierracanyon.corn/school/character/ Demonstrating Respect. Some Action Steps. remect. htrn httD://www.fortdod_pe.or_p/charactercounts/ Tips for Keeping the Peace. charactercorner0 101. htrn This site offers some good suggestions on how Compassion and Respect. to keep peace and also ways to show respect to Definition of the trait, its benefits, tips on another person. Take a look and learn more becoming more compassionate and caring, about how the trait of respect is shown in a per- proverbs and maxims, advice on how to show son’s life. compassion, quotes, action steps and books on httD://www.esrnationd.org/keeppeace.htrnl compassion. http://www.kl2.hi.us/-rnkunirnidrespectl.htrn Chapter Four RESPECT

Books on Respect for Students children at Napville Elementary School always ignore Officer Buckle’s safety tips, until a police These books contain strong images of peo- dog named Gloria accompanies him when he ple who show respect for self, for nature, for gives his safety speeches. others. Use these incidents to generate a discussion about how one devel- Grade 4 to 7 ops an attitude of respect. CLEARY, Beverly. (1952). Henry and Beezus. K to Grade 3 Morrow Junior. ISBN 0688213839. All Henry Huggins can think about is owning a bicycle, CHERRY, Lynn. (1990). The Great Kapok Eee. and he and his friend Beezus come up with vari- Harcourt Brace Jovanovich. ISBN 015200520X. ous ideas to make money. The many different animals that live in a great kapok tree in the Brazilian rainforest try to con- CONLY, Jane Leslie (1993). Crazy Lady. vince a man with an ax of the importance of not HarperCollins. ISBN 0060213574. As he tries cutting down their home. to come to terms with his mother‘s death, Vernon finds solace in his growing relationship FLEMING, Virginia M. and COOPER, Floyd. with the neighborhood outcasts, an alcoholic (1993). Be Good to Eddie Lee. Philomel. ISBN and her retarded son. 03992 19935. Although Christy considered him a pest, when Eddie Lee, a boy with Down’s FLEISCHMAN, Sid. (1986). The Whipping Syndrome, follows her into the woods, he shares Boy. Greenwillow. ISBN 0688062164. A bratty several special discoveries with her. prince and his whipping boy have many adventures when they inadvertently trade places after FOX, Mem and VIVAS, Juile. (1985). Wi@d becoming involved with dangerous outlaws. Gordon McDonald Partridge. Kane/Miller. ISBN 09 16291049. A small boy tries to discover SPINELLI, Jerry. (1990). Maniac Magee. Little, the meaning of “memory” so he can restore that Brown, & Co. ISBN 0316807222. After his of an elderly friend. parents die, Jeffrey Lionel Magee’s life becomes legendary, he accomplishes athletic and other HENKES, Kevin. (1991). Chrysanthemum. as feats which awe his contemporaries. Greenwillow. ISBN 0688096999. Chrysanthemum loves her name, until she starts WHITE, E. B. (1952). Charlotte’s Web. Harper going to school and the other children make fun Trophy. ISBN 0064400557. Wilbur, the pig, is of it. desolate when he discovers that he is destined to be the farmer’s Christmas dinner until his spider RATHMA”, Peggy. (1995). Oficer Buckk friend, Charlotte, decides to help him. and Gloria. Putnam’s. ISBN 0399226168. The Developing Character Through Literature A Teacher’s Resource Book

Grade 8 to 12 punks into a boxing gym, where he learns that being a contender is hard and often discouraging BRUCHAC, Joesph. Bowman’s Store: (1997). A work, but that you don’t know anything until Dial ISBN Journey to Myself: 0803719973. you try. Tracing the journey of writer Joseph Bruchac from childhood to the beginning of his career as MAH, Adeline Yen. (2001). Chinese Cinderella: a storyteller of Native American history and The True Story of an Unwanted Daughter. lore, Bowman’s Store is a compelling and deeply Delacorte. ISBN 0385327072. A riveting mem- moving memoir. oir of a girl’s painful coming-of-age in a wealthy Chinese family during the 1940s. CARTER, Forrest. (1 976). The Education of Little Tree. Delacorte. ISBN 0440023 19X An SPFARE, Elizabeth George. (1958). The Witch autobiographical account of a Cherokee boy liv- of Blackbird Pond. Dell. ISBN 044022036X. ing with his grandparents in the Appalachian Born in the Caribbean islands, Kit finds life in Mountains. the Connecticut colony of her relatives to be extremely bleak and lonely. When her only LIPSYTE, Robert. The Contender. (1997). friendship is discovered, she finds herself accused Harper & Row. ISBN 0064471527. A Harlem of witchcraft. high school dropout escapes from a gang of

i.7I 18 Chapter Four RESPECT

Mebsites on Respect for Parents Teaching your Children Values. Based on the book of Linda and Richard Eyre. Helping Your Child Learn htto://web.rnit.edu/rnbarker/www/exercises/ Responsible Behavior. exer970501.txt Activities for children. Building Character in Children. htto://www.kidsource.corn/kidsource/content/ Character building for children isn’t a course behavior.htrnl#honesty offered in school, but it should be. Here are sug- Learn more about Respect! gestions for character building ideas. Here you will find the definition of respect, http://ohoh.essortment.corn/childrencharacrdyb family activities, and suggested reading and .htm movies. Parent’s Guide to Respect. htto://vuba.net/charactercounts/wordofiheweeW httP://www.fortdod~e.or~/charactercounts/pide. htrn firstweekofnovernber.htm Some Activities That Can Help Teach Useful Articles on Teaching Respect. Respect. htto://search.farnily.po.corn/farnilv/query. htrnl?col= htto://character.sketches.unl.edu/booklet.htm farnilv&searchtvDe= kevword&a t=TeachinP+Respect Respect Can Be Taught. Practical Advice. A Great Site about Respect! htto://www.extension.umn.edu/distribution/ httD://dlaboutrespect.net/ farnilvdeveloornent/cornoonents/6961 O9.htrnl Steps to Respect. A Bullying Prevention To Respect, Children Must Be Program. Learn Respected. htto://www.cfchildren.ordstr.html Adults often comment that today’s young people Teach your Child about Respect. are not respectful. If that‘s true, adults need to htto://www.agctr.Isu.edu/4hcritters/parrespect.htm remember that children learn by watching other‘s behaviors. Parents and caregivers can do Rusty The Respectful Raccoon. - many things to show respect for a child. Read a critter‘s character story to a child! htto://www.ap.ohio-state.edu/-carr/fcs/tirneseo.htrnl htto://www.a~ctr.lsu.edu/4hcritters/Rust~p1 .html #Respect Teaching the Discipline of Respect. Should Children Respect Adults? Respect is not the same thing as obedience. All Certainly we don’t want our children to be disre- parents want respect, but many make the mis- spectful, but do we really want them to respect take of demanding respect from their kids. all adults? htto://www.stcharlesb.org/Bulletin%2OArchive/ htto://www.fm.net/-rorewett/respect. htrnl bulletin01 190l.htrnl The Respectful Child: How To Teach Respect Respect: Why You Have To Give It to Earn It! httD://www.Darentcenter.corn/refcaD/DarentinP/ Four easy ways to build respect; activities to raisin~/3787.htrnl teach it. htto://w.rnwPsl.org/respect.htrn

7Pg Developing Character Through Literature A Teacher's Resource Book

Websites on Respect for Teachers section and tips for creating a respectful classroom are included in the middle school area. Respect for Self and Others. Also includes a newsletter and links to other This site contains lesson plans writ- sites related to the trait of respect. This is a great ten by teachers for grades 1-12, resource. including one for special education. http://www.allaboutrespect.net/ Lessons cover teamwork and helping others. Respect. Most involve a literature component. This site contains a definition of respect, related httD://www.svusd.kl2.ca.us/character/ words, and practical applications of the trait. A ResDectSelf.htrn suggested reading list for elementary and middle Respect for Cultural Differences. school students is included. This site is a good This site contains lesson plans created by teach- starting point for the development of activities, ers for grades 3-6. Lessons teach respect for indi- lessons, and discussions. vidual and cultural differences. httD://www.cdvertnet.kl2.rnd.us/instruct/ httD://www.svusd.kl2.ca.us/character/ respect.shtrn1 RespectCulture.htrn Respect for Authority. Respect for Law and Order. Character Education Resource for Elementary This site has character lessons created by teach- Students. A Character Building Education ers for grades 9-12. Lessons are clear and objec- Resource for Schools, Families, and tives are laid out. Communities. Character really works! http://www.svusd.kl2.ca.us/character/ httD://www.characterworks.corn/elernentarypaPes/ RespectLaw.htrn resDectforauthoritv. htrnl Kids Helping Kids. Respect for the Natural Environment. Team up with UNICEF USA and make a differ- Character Education Resource for Elementary ence in the world. This site includes a teacher's Students. A Character Building Education guide with activities and resources to help you Resource for Schools, Families, and teach about peace. Guide emphasizes building Communities. Character really works! children's self-esteem, communication skills, and http://www.charactenvorks.corn/elernentarypapes/ respect for others. res~ectforenvironrnent.h trnl http://www.unicefusa.or1z/issues96/sep96/puide/ Respect for Health. enelish.htrn1 Character Education Resource for Elementary Cultural/Social Diversity Appreciation and Students. A Character Building Education Understanding Activities. Resource for Schools, Families, and This site has class activities from the PBS show Communities. Character really works! Arthur. Lessons highlight cultural and social http://www.charactenvorks.corn/elernentarypaeesl diversity appreciation. Teach your students to resDectforheahhtrn1 respect one another's differences. Respect & Acceptance of Authority. httD://Dbskids.org/arthur/prownuDs/activities/ Character Education Resource for Secondary culturalsocial.htrnl Students. A Character Building Education Resource for Schools, Families, and

A short booklist is included in the elementary

r-n 73 uw Chapter Four RESPECT

Respect for Self and for Others. List of Activities by Grade Level. Georgia Stories: History Online - Values & httD://www.cune.edu/stiohn/k-respect.htm Character Education. Teaching Life Lessons through Sports: httt,://www.anvelfire.corn/Pa/hatkins/ Respect. 1ResDect.html#Self-Respect httD://www.sikids.com/sDortsparents/psvcholow/ Self-Quiz “How would you rate yourself?” sirnon3.htrnl httD://www,arD.sornet.orv/curric/cc!/ResDect/ Collection of Lessons Respect. resDect.htm on httD://www.coe.ufl.edu/Courses/EdTech/Vault[ Teaching Guides on Respect. character/resDect. html Middle school discussion questions, writing Creative Activities on Respect. assignments, and student activities for character Center for Character Development. education and life skills. httD://www.charactercenter.corn/actl/actRespect.htm httD://www.voodcharacter.corn/ISOC/ResDect.htrnl Collection of Web Sites for Teachers. Teaching Guide: The 3 R’s of Growing Up for html Grades 5-9. httD://web.utk.edu/-.arox/teachersrespect. htt~://www.~oodcharacter.com/BCBC/3rs.html Teaching Guide: Respecting Others for Grades 5-9. httD://www.Poodcharacter.com/BCBC/ Res~ectinv%200thers.html Developing Character Through Literature A Teacher’s Resource Book

ERIC Bibliography on Respect Series, Volume No. 104. CS: Father Flanagan’s Boys’ Home, Boys Town, ERIC annotated bibliographies add brief NE. ideas to help with this topic. Many of the anno- PY: 1996 tated articles are available in full text. See the AV: Boys Town Press, Father Flanagan’s Boys’ Appendix for directions. Home, 14100 Crawford Street, Boys Town, NE The following reports of research and class- 68010; Tel: 800-282-6657 (Toll Free); Fax: room practice are summarized here from the 402-498-1 3 10; Web site: http://www.ffbh.boys- ERIC database. For more information on arti- town.org ($1.95, plus $4 shipping. Nebraska cles in the database, or to find the full text of an residents must add 5% sales tax). article go to http://eric.indiana.edu to search the PR: Document Not Available from EDRS. database. The numbers at the top of each refer- DE: *Adolescents; *Change Strategies; ence enable you to go directly to the article that *Children; *Parenting Skills; *Stealing you seek. AB: This Boys’ Town publication for parents presents guidelines for a parental and societal AN: EJ562341 response to purse-snatching, shoplifting, and AU: Warger, Cynthia L.; Rutherford, Robert B., other kinds of stealing that are a part of vio- J r. lence. The guide maintains that a comprehensive TI: Teaching Respect and Responsibility in public policy approach is needed, one that is Inclusive Classrooms: An Instructional based on an appreciation of the development of Approach. learning respect for the rights of others. Stealing PY: 1997 is used as an example because it is a matrix SO: Reclaiming Children and Youth: Journal of crime for interdependent violent behaviors. The Emotional and Behavioral Problems; v6 n3 guide identifies and details three steps for teach- ~171-75Fall 1997 ing respect for others: (1) teaching respect for NT: Theme issue: “Alternatives to others’ rights, including teaching children in Punishment.” advance, monitoring children’s behavior, explain- DEM: *Conflict Resolution; *Inclusive Schools; ing that stealing is a serious offense, and teach- *Interpersonal Competence; *Social ing respect for the law; (2) responding to early Development acts of stealing, recommending that children DER: Educational Strategies; Elementary make an apology, and make restitution; and (3) Secondary Education; Intervention responding to continued stealing, including AB: Describes a strategy that teachers can use to making certain friends or situations off-limits target social goals for the classroom, teach skills, and replacing the payoffs of stealing with some- and evaluate interventions. Discusses how teach- thing equally rewarding. The guide also discuss- ers can tap all areas of the curriculum to create es the role of attachment to family members learning environments; details the design, imple- during adolescence and the importance of mentation, and evaluation of the program; and churches and synagogues in providing welcom- offers a case study. (RJM) ing positive relationships. The guide maintains that diversion programs, such as boot camps, for AN: ED423960 serious stealing offenses are ineffective. AU: Peter, Val J. Patterson’s process of coercive family interaction and its contribution to violent_behavior are pre-

82 Chapter Four RESPECT

ageable dimensions with clear solutions within “Communicating Effectively”; (3) “Developing each dimension. (Contains six references.) (KB) Friendship Skills”; (4) “Helping and Being Helped; (5) “Including Others”; (6) “Resolving AN: EJ547059 Conflict”; and (7) “Working Together.” (EH) AU: Lickona, Thomas TI: Teaching Respect and Responsibility. AN: ED386637 PY: 1996 AU: Mitchell, Stephanie SO: Reclaiming Children and Youth: Journal of TI: Evaluation of Project TREC: Teaching Emotional and Behavioral Problems; v5 n3 Respect for Every Culture. p143-51 Fall 1996 CS: Portland Public Schools, OR. Research and NT: Special theme issue on “Kids and Evaluation Dept. Conscience.” PY: 1994 DE: *Change Strategies; *Ethical Instruction; NT: Photographs and graphics may not repro- *Social Development; *Student Responsibility; duce well. *Youth Problems PR: EDRS Price MFOl/PCO6 Plus Postage. AB: Argues that the surge of violence by youth DL: arises from a national crisis of character. http://orders.edrs.com/members/sp.cfm?AN=ED Proposes that schools join families, churches, 386637 and communities in instilling universal ethical DE: *Alcohol Education; *Cross Cultural values. Outlines a comprehensive approach to Training; *Drug Education; *Multicultural character development and offers supporting Education; *Program Evaluation research and practical examples of schools that AB: The purpose of Teaching Respect for Every implement these principles. (RJM) Culture (TREC) was to ensure that racial/ethnic, gender, disability, and other circumstances AN: ED389642 did not bar student access to alcohol/drug edu- AU: Schilling, Dianne cation, prevention, and intervention services. TI: Getting Along: Activities for Teaching This report describes the implementation and Cooperation-Responsibility-Respect. evaluation of the TREC Project. Five objectives PY 1993 of TREC were to: (1) establish a committee to AV: Innerchoice Publishing, PO. Box 2476, review and develop culturally appropriate alco- Spring Valley, CA 9 1979. hol/drug prevention and education materials; (2) PR EDRS Price MFOl Plus Postage. PC Not involve students from diverse backgrounds in Available from EDRS. alcohol/drug prevention by developing multicul- DE: *Conflict Resolution; *Decision Making; tural youth conferencedretreats; (3) expand the *Interpersonal Communication; *Peace; pool of school staff with expertise concerning *Problem Solving both alcohol/drug prevention and multicultural AB: This book provides activities to introduce issues and strategies; (4) increase the knowledge or reintroduce students to conflict resolution of and support for school alcohoUdrug preven- skills in a deliberate, enjoyable fashion and to tion strategies among parents from diverse cul- elevate their awareness of each person’s responsi- tures; and (5) assist underserved and diverse bility to create a cooperative environment wher- groups of students in accessing and completing ever they may be. Interdependence is a central recommended alcoholldrug assessments. theme is the awareness that dissent,and con- Analysis of ethnographic data-support TREC’s as ‘\ flicthe Gtukal iand !“ prdductse elements in soci- positive effects on student participants. Five rec- 1 ljJ-- ‘/ \ c’- fn> T(T-k<--LJ +> 3 5-r \ I ‘ \-7==7 ety. Activities are group,ed into seven topic ,areas\ ommendations are made3Appendices- include with Accomgapyingl”l I h&doutsJTheclopjceea5)I I >crEflecjionsd’ on/’d YREC b$\ Project Coordinators,I \ \ii L- - -,, -,L_ 2c A -- , v: -’ _- \I include: (1) “Appreciating Differences”; (2) (-@cnda’s for various_aspeYts of the progy, cur-

76 83 Developing Character Through Literature A Teacher’s Resource Book

riculum for TREC student retreats, ethnograph- Together. An appendix, “Getting Started and ic interview protocols, program materials, and Maintaining Momentum,” is included. (LL) multicultural resources. UBJ) AN: EJ620690 AN: ED337451 AU: Maroney, Sharon A. AU: Lickona, Thomas TI: Reaching Every Child: Respect for Parents. TI: Educating for Character. How Our Schools PY: 2001 Can Teach Respect and Responsibility. SO: Instructor-; vl10 n5 p12-13 Jan-Feb 2001. PY: 1991 DEM: *Parent Participation; *Parent Teacher AV Bantam Books, 666 Fifth Avenue, New Cooperation; *Special Education York, NY 10103 ($22.50). DER: Elementary Education; Interpersonal PR Document Not Available from EDRS. Competence; Parents; Teachers DE: *Controversial Issues; Course Content; AB: Presents suggestions to help teachers meet ‘Moral Values; *Student Responsibility; ‘Values the challenges of maintaining communication, Education empathy, and understanding in all transactions AB: Drawing from research, this book examines involving adults in the lives of students with the current state of moral education, and asks special learning needs, focusing on: acknowledg- how schools can foster the moral development ing parents as experts on their children; focusing of children. Following a preface, the book is on the positive; maintaining confidentiality; divided into three parts. The first part is entitled involving parents; and offering support by help- “Educating for Values and Character” and con- ing parents make informed decisions. (SM) tains four chapters: (1) The Case for Values Education; (2) Educating for Character: Why AN: ED4073 13 Schools Need Help from Home; (3) What AU: Manthey, Cynthia M. Values Should Schools Teach? and (4) What is TI: With Respect for Others: Activities for a Good Character? Part Two, “Classroom Global Neighborhood. Strategies for Teaching Respect and PY: 1995 Responsibility,” includes an introduction to AV: Humanics Learning, 1482 Mecaslin Street, parts two and three: “Teaching Respect and N.W., Atlanta, GA 30309 (paperback: Responsibility: The Big Ideas” as well as 11 ISBN-0-89334-24 1-6; library binding: chapters: (5) The Teacher as Caregiver, Model, ISBN-0-89334-247-5). and Mentor; (6) Creating a Moral Community PR: EDRS Price MFO1 Plus Postage. PC Not in the Classroom; (7) Moral Discipline; (8) Available from EDRS. Creating a Democratic Classroom Environment: DEM: *Global Education; *Multicultural The Class Meeting; (9) Teaching Values through Education; ‘Self Concept; *Self Esteem; the Curriculum; (10) Cooperative Learning; *Sensory Experience; *Social Studies (1 1) The Conscience of Craft; (12) Encouraging DER: Early Childhood Education; Elementary Moral Reflection; (13) Raising the Level of Education; Empowerment; Human Dignity; Moral Discussion; (14) Teaching Controversial Sensory Training Issues; and (15) Teaching Children to Solve AB: This volume contains primary theme units Conflicts. The final section, “Schoolwide to be used by early childhood teachers to foster Strategies for Teaching Respect and children’s sense of respect for self, others, and Responsibility,” the world. Several multicultu.nal,units are pre-

77 ‘f, G 84 Chapter Four RESPECT

units contain 117 different activities. The units (6) “Touch”; (7) “Taste”; (8) “Hearing”; (9) focus on: (1) “Self Empowerment & “Smell”; and (10) “Sight. An appendix contains Self-Esteem”; (2) “African Cultural Aspects”; general multicultural resources, resources for @)”Mexican Cultural Aspects”; (4)“French each unit, and related resource books. (EH) Cultural Aspects”; (5) “Amish Cultural Aspects”;

78 65 Synonyms cooperation empathy harmony sharing com munity Definition Possessing the skills necessary to live comfortably in society without resorting to violence to settle disputes. Chamer Five LIVING PEACEABLY

Question: What do the following scenarios have in common? . . .A kindergarten teacher reminds her children “not to hurt anyone, inside or out.” . ..A middle school student advises his family of a bully who terrorizes youngsters on the school grounds. . ..A Middle-East cease-fire teeters on the brink of collapse with renewed hostilities between adversaries.

Answer: All suggest “the need for the skills include ‘democratic virtues’ such as respect for necessary to live peaceably in society and not individual rights, concern for the common resorting to violence to settle disputes” (IC 20- good, reasoned dialogue, regard for due process, 10. 1-4-4.5, 1995). Cooperation and working to tolerance of dissent, and participation in public resolve conflicts in a pro-social manner are need- life-virtues that are important to the kind of ed from the earliest interactions of childhood. character needed for democratic citizenship Youngsters are taught not to bite or pull hair (1999, 79). over a contested toy, as they are told to “share” Rushworth Kidder, president of the Institute and “get along with other children. Admittedly for Global Ethics, described results from his not all conflict scenarios are as simple as a tug- interviews with “Muslims, Buddhists, and of-war between tots over a plaything, but the Christians, men and women, liberals and con- basic concepts of sharing, cooperation and con- servatives” (138). The question posed of these flict resolution are needed by all of us daily. “ethical thinkers and actors” was: If there could How do we, as educators and concerned be a global code of ethics for the twenty-first adults, help youth to foster these skills of coop- century, what would be on it? Kidder acknowl- eration, problem solving and conflict resolution? edged that eight items were cited so often they How do we encourage students to develop self- constituted “global core values”. Listed consis- esteem and promote self-interest while we tently were love (caring or compassion), truth espouse the “common good?This essay explores (honesty or integrity), freedom (liberty), fairness these questions: (1) what skills for living peace- (justice or equity), unity (a sense of community ably can we promote among our students?; (2) or wholeness), tolerance (respect for diversity), how do we encourage pro-social behaviors both responsibility (accountability), and respect for in and out of the classroom?; and (3) what life (avoidance of killing) (Andrews, 1994, 138). resources are available to help in this difficult In examining this list of “global core values”, but important task? note how each is influenced by willingness to What Skills Are Necessary For cooperate. Each quality is enhanced through cooperative effort and is diminished by lack of Living Peaceably? cooperation. Thomas Lickona notes: The Secretary’s Commission on Achieving The choice of which virtues to teach is Necessary Skills (SCANS), a 1990 study spon- influenced by context. In democratic societies, sored by the U.S. Secretary of Labor, issued a set for example, character education would logically of competencies for future workers that is still

80 87 Developing Character Through Literature A Teacher’s Resource Book

influencing student preparation for the job mar- outside help to address such a behavior problem ket. These workplace competencies included is not the same as ‘‘tattling’’-of which children resources, interpersonal skills, information, sys- do not wish to be accused. Seeking help from an tems and technology (http://www.scans.jhu.edu). outside party is actually a more sophisticated The interpersonal skills address team member- response to addressing the bully than a punch in ship, service to clients and customers, leadership, the nose, no matter how satisfying that punch teaching others, working with diversity, and may be in the short term. negotiating to reach decisions. Again, all res- Peter Yarrow, of the singing group “Peter, onate with cooperation and conflict manage- Paul and Mary”, has developed an anti-bullying ment skills. program known as “Operation Respect” and it is How Do We Encourage Pro-Social symbolized by the song and video, “Don’t Laugh at Me” (http://www.dontlaugh.ors). “Operation Behaviors Both In And Out Of The Respect” is available without cost to schools and Classroom? has a professional development component. Kathleen Ayr proposed three reasons for Linda Lantieri and Educators for Social teaching conflict resolution skills: (1) increased Responsibility developed curriculum to support exposure of children to violence, including via “Operation Respect.” The messages are those of television, video and internet, as well as in the self-acceptance, respect and problem-solving, as local community; (2) the current “system of laws well as anti-bullying. Yarrow directs the song and punishments is failing to curb violence due “Don’t Laugh at Me” to elementary and middle to the multifaceted nature of social problems; school students, yet the messages of acceptance and (3) the increasing numbers of disruptive and tolerance are appropriate for all age groups. students from abusive home situations in today’s Although hurtful teasing is the most common classrooms provides a prime opportunity to type of bullying (Hoover, 2000), the negative institute conflict resolution models.” Ayr advo- long-term effects of cruel words may be as detri- cated a “big family” approach to the classroom mental as any physical abuse. where exemplary practices would focus on the Silent Bystanders unit, family strengths, prevention rather than crisis management, address needs systematically We should also recognize a little-discussed instead of piecemeal, treat all with honor and element in most cases of bullying. It is the role respect, and offer flexible options for resolution of the bystander, someone who sees and hears instead of an authoritarian approach the abuse but says nothing. The bystander (http://www.yale.edu/vnhit/curriculum/ should be encouraged to act in pro-social ways units1 994). to alleviate the bullying situation. The study of Bullying is a problem that has always exist- the bystander has been long noted in the history ed. Reports indicate that 1 in 4 US children are of the Holocaust. Indifference by the bystander being bullied physically in schools (Educators is seen by many Holocaust victims as more hurt- for Social Responsibility, 200 1). Bullying is ful than the physical acts of the Nazis. Out of obviously significant to the one being bullied; fear of becoming victims, many stood aside however, bullying is also a significant social silent, lest they too become victims of the Nazis. problem because it fosters attitudes of intoler- Research with “hard core” students in alter- ance and injustice. How do we deal with bully- native schools show “that caring environments ing, whether on the playground or the school can transform peer ridicule into peer concern bus? Children must learn that talking to an and rekindle motivation for learning (Brendtro, adult about the situation is permissible. Seeking Ness, and Mitchell, 2000).

81 .. ; .. . 88 c Chapter Five LIVING PEACEABLY

Resolving Conflicts Resources Many models of conflict resolution try to The Educators for Social Responsibility help people to work through differences of opin- (htttx//www.esrnational.ors) has created a vari- ion. The literature on conflict resolution stresses ety of materials, including the “Resolving the need for students to experiment with words Conflict Creatively Program” (RCCP) and and feelings so they can work out their differ- “Adventures in Peacemaking”. Contact them at ences. 23 Garden Street, Cambridge, MA 02138 or at Using examples of conflict from children’s 1-800-370-25 15. literature and allowing students to explore moti- In addition, ESR has worked with the vation and consequences of behavior is a pro- Southern Poverty Law Center‘s “Teaching ductive way to deal with conflicts. Role-playing Tolerance Program” (400 Washington Avenue, a character’s conflict and resolution can be effec- Montgomery, AL 36104; 334-264-0286), as tive “practice” for times when students actually well as other national programs. become involved in personal conflict. By explor- The Anti-Defamation League of the B’Nai ing feelings and giving validity to the emotions B’rith (htto://www.adl.org) has developed a pro- students are experiencing we help the child to gram for greater understanding of personal dif- see their feelings as legitimate and help them see ferences called “A World of Difference” which alternative responses. Once practice conflicts are explores the basic concept that something may resolved, spend time debriefing so students rec- not be right or wrong, just different. ognize the wide range of feelings and emotions The Museum of Tolerance of the Simon experienced during the conflict. Wiesenthal Center (http://www.wiesenthal.com) McHenry’s (2000, 227) study of conflict is located in Los Angeles and was created for resolution techniques in a friends school cau- remembrance of the Holocaust and human tions us not to rush too quickly to settle con- rights defense. The center provides unique serv- flicts among students because there is a great ices for education, social activism and outreach. learning opportunity to be found by allowing One active way to help break down barriers students to work out conflicts on their own. The of misunderstanding is through the power of study team also warned: service-learning. The Corporation for National When avoidance of conflict is overempha- and Community Service (http://www.national sized, there is a greater risk of dishonesty service.ord) provides grant funding to states to and blaming. The study team urges educa- encourage school-based service-learning in tors to embrace the tensions that come which students are actively engaged in local with honest disagreements and to give problem-solving. Students work together collab- attention to modeling and teaching habits oratively to make improvements in the local of respec@ listening and civility in dis- community. course. Educators must emphasize and A plethora of resources exist on cooperation engage students in responses to conflict that and conflict resolution to help us to resolve our are non-violent and creative andpromote differences and live together peaceably. In the the cause ofpeace in a world where differ- words of Martin Luther King, Jr.,: “We must all ence is an essential resource for learning learn to live together-or perish as fools.” And and growth (227). Sam Levenson, the late statesman from Texas, observed: “We may not always see eye to eye, but we can try to see heart to heart”.

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References Lickona, T. (1999). Religion and character education. Phi Delta Kappan, 81 (l),21-24, 26-27. Andrews, S. V. (1994). Teaching kid to care: McHenry, I. (2000). Conflict in scbool: Fertih Eiploring values tbrougb literature and ground for moral growth. Phi Delta inquiry. Bloomington, IN: ERIC Kappan, 82 (3), 223-27. Clearinghouse on Reading, English, and Communication. Miscellaneous Provisions Concerning Elementary and Secondary Schools (1995 & Revised Ayr, K. (1994). ConjZict resolution: New rules 2001). Ind. Stat. Ann. 20-10.1-4-4.5. fir early primary grds. New Haven, CT: Yale-New Haven Teachers Institute. SC4lVS 2000 Center (n.d.). Retrieved February Available online: 22, 2002, from http://www.scans.]hu.edu/ httD:/lwww.vde.edu/vnhtilbrochures/A2.html Yarrow, I? (n.d.). Don’t laugb at meproject. Hoover, J. H. (2000). Sticks and stones may Retrieved February 22, 2002, from httD://w.dontlaugh.ord break their bones: Teasing as bullying. Reclaiming Children and Youth, 9 (2) 87- 91.

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Lesson Activities for Students Children need to act as a means for dissi- pating fear. Some examples for activities When a hidden terrorist or a known bully (depending on age) are: at school attacks, they strike fear in the hearts Raising money to send to victims of of our children. We are justifiably angry. With violence each new despicable act, our anger rises. With each new attack, our fear and uneasiness grow. Planting a bush or tree in memory of As adults, we have a perspective that calms our victims or as a symbol of peace and fears. We know that our government will work renewal to stop and to capture the terrorists. We know Making a poster calling for peace or that the school can act to contain the actions of listing websites on peace. bullies. But children do not have that perspec- Putting phrases or reminders of peace- tive. With little experience and wild imagina- hl action on a stack of cards, turning tions, children can easily envision sinister peo- up a new card each day as a way of ple lurking behind every bush, in every dark building peace-building thoughts corner. They need reassurance and action. They need their parents and other caregivers to Resolving Conflict calm their fears and build a broad attitude about living peaceably. Read and discuss... An eighth grade boy that we know told us Assurance and Action how scared he was each day as he rode home on Talk about safety nets. the school bus. A group of kids, led by a bully, Children need assurance that peo- congregated in the back of the bus and rolled ple who hurt innocent citizens marijuana cigarettes. The bully pushed and through violence or intimidation will be beat on him because he wouldn’t join the brought to justice. Our nation’s strong group. Everyday the bully would hit him in the response against terrorists gives us a place to head and would call him a girl-boy trying to start a conversation to ease the anxiety caused start a fight that would lead to a victory by the by the threat of terrorism. As a people, we will bully, of course. not tolerate the indiscriminate destruction of Ask students how they would handle this people and property. Schools have policies problem of being bullied. Have them respond about bullies. Discuss your school’s policy. in their journals or in group discussions. Developing Character Through Literature A Teacher’s Resource Book

(Handout for Parents) Peace of Mind For our peace of mind and for the peace and safety of children, our homes and schools need to teach children how to work through conflicts. We need to show children that their anger and fear are natural reactions to a real or a suspected conflict. They cannot avoid conflict in our complicated world. However, here are some steps they can take:

Bring the reason for the conflict into the open. “I don’t like it when you take my books without permission.”

Explore the other side. “Do you not have books of your own?”

Find some common ground that may satisfy both parties. “If you ask and I’m not using my books, I’d be willing to lend them to you.”

If the conflict involves an important issue (for example, parental authority), write your mutual agreement and post it where both parties can review it.

Look for other ideas and guidelines on web sites or ask your school counselor for suggested guidebooks.

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(Handout for Parents) Violence in Schools; Bullies on the Bus

Recently, your child has been studying what it means to live peaceably. We encourage you to continue this effort at home. Here are ideas for you to consider: Violence in Schools. Bullies on the Bus. When kids in school shoot each other, cut each other, and torture each other, the entire community recoils in horror. Some schools have reacted strongly to violence with zero tolerance policies on weapons and weapon look-dikes. Some schools have installed metal detectors and hired armed guards. A leading researcher on school violence gives parents some guidelines. Dr. Russ Skiba, Indiana University, has studied school violence and works with many school districts guiding them in trying to reduce and prevent violence. Here is what he said parents should know: Most schools are reasonably safe. After a major incident has occurred, some schools take harsh measures, such as zero tolerance on weapons and weapon look-alikes, but they seem to have little effect on

Parents should prompt schools to initiate preventive programs. Then they should cooperate in helping the schools make the programs work. Bullies on the bus and at school are major problems. Two-thirds of the shooters and stabbers over the past decade said they were retaliating against being bullied by classmates. Parents should insist that their schools establish a public policy that outlaws bullying. They should involve the entire school in stopping bullying and harassment. Most important for the home, parents should monitor the television and the video games their children use. Research from over 250 studies makes an overwhelming case against violence on TV and in games that show aggression. Video images have a magnifying effect, especially on the brains of children. Despite what media producers say, the evidence is clear that children who watch large amounts of violence tend to produce aggressive, hurtful actions. These facts should sound an alarm bell in our homes. Parents must limit their children’s access to television and violence in game devices. Additional ideas about programs for preventing school violence can be found on Dr. Skiba’s website:

At home, developing a sense of peace means: A sense of order that quiets our nerves Discussion of feelings, especially when someone is upset-“Help me to understand.” Fair treatment for all children. Punishment comes only after anger subsides. Attempt to reduce the high emotion of anger through cooperation and the fair distribution of responsibility. Learn to relax. Take deep breaths. Elimination or reduction of TV and games that emphasize violence. Showing kids a process for resolving conflicts. Thank you for your help.

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Historical Figures Who Exemplify will and desire to make a positive change in the Living Peaceably world makes her a timeless hero.

James Earl Samantha Smith (1972- 1985) People often Carter (1 924-) take peace for granted, but many people have (the 39th devoted their lives to this cause. We look to President of the them with respect and admiration. One such United States) has peace hero is Samantha Smith who died in a dedicated his life plane crash. to peace and In the 1980s, the United States and the humanity. He ini- Soviet Union were in the midst of the “Cold tiated peace talks War” -a war between the ideologies of democ- between Middle East enemies, Egypt and Israel, racy and communism. Samantha Smith, a ten in the 1970s. Peace talks between Egyptian year old from Manchester, Maine understood President Anwar Sadat and Israeli Prime this. She was concerned about peace. She sug- Minister Menachem Begin spanned 13 long gested writing a letter to the new president of days, much longer than initially anticipated. At the Soviet Union, Yuri Andropov, about rela- times, animosities became so unbearable that tions between the United States and the Soviet Begin and Sadat refused to meet face to face. Union. Carter used his influence as President and In her letter, Samantha expressed her fear his mediating capabilities to reestablish commu- about a “nuclear war” between Russia and the nication between the two. Even in the Middle U.S. She stated that “God made the world for East, a region so divided in ideologies, religions, us to live together in peace and not to fight.” and history, Carter proved that intervention and Samantha received a three page letter from peaceful negotiation are the most logical and Andropov. He addressed her concerns and invit- effective means of resolving hostilities. His role ed Samantha to visit the Soviet Union. in resolving disputes between Israel and Egypt, despite their prolonged history of antagonism, On July 7, 1983, Samantha flew to the illuminates Carter’s heartfelt commitment to a Soviet Union. She toured the country and met a more peaceful and better world. lot of famous Russian people. Samantha discovered that Soviet children were very similar to Carter’s legacy as diplomat and statesman children living in the United States and that continued after his presidency. His passion for they also had concerns about peace. Samantha’s the maintenance and advancement of worldwide journey to the Soviet Union came to symbolize peace is most evident in his creation of the peace between the two nations. Carter Center. Founded in 1982 the Carter Center’s central principle is that “Everyone on After returning from her trip to the Soviet earth should be able to live in peace.” Union, Samantha continued to be involved in the crusade for peace. She made speeches and Jimmy Carter pardoned draft evaders from television appearances. She wrote a book and the Vietnam War, established U.S. diplomatic traveled with her mother to the Children’s relations with the People’s Republic of China, International Symposium in Kobe, Japan. and helped with the treaty of the Soviet Union. One of Carter’s successes was in North peace is a concern in age, race or Kim 11-Sung, was nuclear pro- Chamer Five LIVING PEACEABLY

gram in exchange for the commencement of dia- The Dalai Lama has developed his philoso- logue with the U.S., the first in 40 years. phy of peace from a great reverence for all things Serving as chair of committees such as the living and upon the concept of universal respon- Conflict Resolution Program (CRP), Carter has sibility embracing all mankind as well as nature. also created the International Negotiation The Dalai Lama has come forward with con- Network. structive and forward-looking proposals for the solution of international conflicts, human rights Carter been a lifelong advocate of has issues, and global environmental problems. human rights for all people. His dedication to a world characterized by peace and freedom from In his Nobel Prize acceptance speech The conflict has grown with each passing year. Dalai Lama said: “Because we all share this small planet earth, we have to Learn to Live in harmony His Holiness the XIVth Dalai Lama, andpeace with each other and with Tenzin (1935-) is the spiritual and Gyatso nature. That is not just a dream, but a temporal leader of more than 6 million Tibetan necessity. We are dependent on each other people. In 1989 the Nobel Committee decided in so many ways, that we can no longer to award the Nobel Peace Prize to the 14th live in isolated communities and ignore Dalai Lama. The Committee emphasized the what is happening outside those communi- fact that the Dalai Lama, in his struggle for the ties, and we must share the good fortune liberation of Tibet, consistently has opposed the that we enjoy. We Live in a period of great use of violence. He has instead advocated peace- crisis, a period of troubling world develop- ful solutions based upon tolerance and mutual ments. It is notpossible to findpeace in respect in order to preserve the historical and the soul without security and harmony cultural heritage of his people. between the peopLe. ”

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Websites on Living mean. We can learn how to release those mads Peaceably for Students in sate ways, so that no one gets hurt and we feel better. The Children’s Peace Pavilion http://rnembers.aol.corn/AngriesOut/index.htrn The only children’s peace museum of its kind. PeaceJam Where peace comes alive in the eyes of children PeaceJam is an international education program and adults! built around leading Nobel Peace Laureates who http://www.kidpeace.org/ work personally with youth to pass on the spirit, Out on a Limb: Just for Children skills, and wisdom they embody. The goal of Stories to help children learn peaceful living. PeaceJam is to inspire a new generation of httD://www.urbanext.uiuc.edu/kids/index.htrnl peacemakers who will transform their local communities, themselves and the world. The Peace Rug htt~://~eaceiarn.orv:8001/ The peacerug is a place to go, with peaceful words, to peacefully resolve differences, to be World Peace Project for Children better friends, to have a better world. The purpose of the World Peace Project for httD://www.peacerw.com/ Children is to promote world peace by educating children about global matters that concern Get Your Angries Out them and by giving them tools to build positive Everyone gets the angries. But sometimes they connections with children in other cultures. make us say and do things that we don’t really http://www.sadako.ord Chapter Five LIVING PEACEABLY

Books on Living Peaceably soldier, during the Civil War, and their capture for Students by Southern troops. Based on a true story about the author’s great-great-grandfather. Kindergarten to Grade 3 Grade 4-7 BUNTING, Eve and DIAZ, David. (1994). BARTOLETTI, Susan Campbell. (1999). Kid Smoky Night. Harcourt Brace. ISBN on Strike! Houghton Mifflin. ISBN 0152699546. When the Los Angeles riots break 0395888921. Describes the conditions and out in the streets of their neighborhood, a young treatment that drove workers, including many boy and his mother learn the values of getting children, to various strikes, from the mill work- along with others no matter what their back- ers strikes in 1828 and 1836 and the coal strikes ground or nationality. at the turn of the century to the work of Mother COERR, Eleanor and YOUNG, Ed. (1993). Jones on behalf of child workers. Sadako. Putnam. ISBN 039921771 1. FLEISCHMAN, Paul. (1997). SeedfiLks. Hospitalized with the dreaded atom bomb dis- HarperCollins. ISBN 0060274719. One by one, a races ease, leukemia, child in Hiroshima a number of people of varying ages and back- against time to fold one thousand paper cranes grounds transform a trash-filled inner-city lot to verify the legend that by doing so a sick per- into a productive and beautiful garden, and in son will become healthy. doing so, the gardeners are themselves trans- DURELL, Ann and others. (1990). The Big formed. Bookfor Peace. Dutton. ISBN 0525446052. KONIGSBURG, E. L. (1996). The Hewfiom The wisdom of peace and the absurdity of fight- Saturday. Jean KarUAtheneum. ISBN ing are demonstrated in seventeen stories and 068980993X. Four students, with their own poems by outstanding authors of today such as individual stories, develop a special bond and Jean Fritz, Milton Meltzer, and Nancy Willard, attract the attention of their teacher, a para- illustrated by famous illustrators such as Paul plegic, who chooses them to represent their Zelinsky, the Dillons, and Maurice Sendak. sixth-grade class in the Academic Bowl competi- LW,Munro. (1 936). The Story of Ferdinand. tion. Viking. ISBN 0140502343. Ferdinand likes to LOWRY, Lois. (1989). Number the Stars. sit quietly and smell the flowers, but one day he Houghton Mifflin. ISBN 04400403278. In gets stung by a bee and his snorting and stomp- 1943, during the German occupation of ing convince everyone that he is the fiercest of Denmark, ten-year-old Annemarie learns how to bulls. be brave and courageous when she helps shelter LIONNI, Leo. (1963). Swimmy. Knopf. ISBN: her Jewish friend from the Nazis. 0394826205. A little black fish in a school of WOLFF, Virginia Euwer. (1998). Bat 6 red fish figures out a way of protecting them all Scholastic. ISBN0590897993. In small town, from their natural enemies. post-World War Oregon, twenty-one sixth-grade POLACCO, Patricia. (1994). Pink and Say. girls recount the story of an annual softball Philomel. ISBN: 0399226710. Say Curtis game, during which one girl’s bigotry comes to describes his meeting with Pinkus Aylee, a black the surface. Developing Character Through Literature A Teacher's Resource Book

Grade 8-12 Photographic Remembrance. Viking. ISBN 0670849324. Photographs, illustrations, and BAUER, Joan. (2000). Hope Was Here. Putnam maps accompany historical essays, diary ISBN 039923 1420. When sixteen-year-old excerpts, and interviews, providing an insight to Hope and the aunt who has raised her move Anne Frank and the massive upheaval which from Brooklyn to Mulhoney, Wisconsin, to tore apart her world. work as waitress and cook in the Welcome Stairways diner, they become involved with the MCPHERSON, Stephanie Sammartino. (1993). diner owner's political campaign to oust the Peace and Bread: The Story ofJane Addams. town's corrupt mayor. Carolrhoda. ISBN 0876147929. A biography of the woman who founded Hull-House, one of GORDON, Sheila. (1987). Waitingfor the the first settlement houses in the United States, Rain: A Novel of South Afiica. Orchard and who later became involved in the interna- BookdFranklin Watts. ISBN 0531057267. tional peace movement. Chronicles nine years in the lives of two South African youths-one black, one white-as their WALTER, Mildred Pitts. (1992). Mississippi friendship ends in a violent confrontation Challenge. Bradbury. ISBN 0027923010. between student and soldier. Describes the struggle for civil rights for the blacks in Mississippi, from the time of slavery to ROL, Ruud van der and VERHOEVEN, Rian. the signing of the Voting Rights Act in 1965. (1993). Anne Frank, Beyond the Diary: A Chapter Five LIVING PEACEABLY

Websites on Living Get Your Angries Out Peaceably for Parents Everyone gets the angries. But sometimes they make us say and do things that we don’t really Teaching Children Peace mean. We can learn how to release those mads Offers a very nice essay on methods by which in safe ways, so that no one gets hurt and we parents can demonstrate and teach peaceful liv- feel better. ing to their children. http://members.aol.corn/AnpriesOut/index.htm http://www.famucon.com/pt/otDeace.htm1 10 Tips for Living in Peace with your Middle- Family Peace Project School Child The mission of the Family Peace Project is to htto://familyeducation.corn/article/O.1 120.36- end family violence and promote family peace. 13090.OO.html The Family Peace Project provides education, The Peace Rug training and consultation to citizens, health care The peacerug is a place to go, with peaceful professionals, organizations and communities. words, to peacefully resolve differences, to be The project is directed by psychologists and better friends, to have a better world. community activists who believe that citizens http://www.peacerup.com/ can improve their communities by using the power of individual responsibility, civic action Anger (From Aish HaTorah) and the democratic process to engage the Offers suggestions to parents on how anger can strengths and resources of our local communities be used as signal rather than as a tool, and and create local solutions to the challenges we explores how children model their own behavior are facing. on that of their parents. http://www.famchildserv.org/proprams/ http://www.aish.com/familv/mensch/~per.asr, html policvcommunityinitiatives/ivE Encouraging Non-Violence in Young Kids Peace Children’s Play KidsPeace gives kids and their families peace htto:l/www.maav.org/violencemedia.html through the nation’s most comprehensive range Learning Peace of mental and behavioral health treatment pro- This program is based on the position that par- grams, crisis intervention services and public ents have the power to create peace in their education initiatives. Kidspeace, a private, not- homes. By mastering and modeling anger man- for-profit organization, helps families help kids agement skills, conflict resolution, and positive anticipate and avoid crisis whenever possible. discipline strategies, parents can create more http://www.kidspeace.orp/ peaceful lives for themselves and their children. Abcteach Assumes that parents are the primary role mod- Offers a host of peace-related activities for teach- els in their children’s lives, and that they will ers and parents. learn the behavior modeled by their parents. http://www.abcteach.com/ htto://www.learningDeace.com/links.htm

0 f1 Developing Character Through Literature A Teacher's Resource Book

Websites on Living Teaching Tolerance Peaceably for Teachers Teaching Tolerance is dedicated to helping schools and teachers access and implement the Peace Building Skills. You Can best anti-bias ideas available. Learn Skills To Add Peace To Your World! hctD://www.sdcenter.org/teachingtolerance/tt- So you say you want a happier life? You want index.htrn1 things to go smoother for you? You are angry Appalachian Peace and Justice Network: and upset and don't know what to do about it? Resources for Educators Here's the scooplearn peace building skills! The Appalachian Peace and Justice Network Learn exciting techniques to bring happiness (APJN) is a non-profit organization which into your life empowers and challenges groups and individuals httD://members.aol.com/AnPriesOut/skills.htm to work for peace and social justice. APJN edu- Cranes for Peace cates, provides training, and builds coalitions This site is a resource page for Eleanor Coerr's among local and regional groups and institu- book Sadako and the 1000 Paper Cranes, which tions. is about a girl who develops leukemia and dies httD://www. fropnet.net/-aoin/library.htm after the Hiroshima bombing. Here, you will Peaceful Schools International find instructions on folding paper cranes (which The mission of Peaceful Schools International is can be sent to the Children of the A-Bomb stat- to provide support to schools that have declared ue in the Hiroshima Peace Park as a symbol and a commitment to creating and maintaining a wish for peace) and curriculum resources to culture of peace. accompany this book. httD://ueacefulschooIsinternational.org/ httD://www.he.net/-sparker/cranes.html Educators for Social Responsibility Street Law, Inc. ESR's mission is to make teaching social respon- Street Law is practical, participatory education sibility a core practice in education so that about law, democracy and human rights. young people develop the convictions and skills httD://www.streetlaw.ow/ needed to shape a safe, sustainable, democratic, Teaching Tools about Anger and just world. httD://aish.com/familv/mensch/An~er.ast, hrtdIwww.esrnational.or3 Peace Symbols The Peace Rug httD://rosella.aDana.orP.au/-mlb/cranes/s~mbols.htm The peacerug is a place to go, with peaceful words, to peacefully resolve differences, to be Abcteach better friends, to have a better world. Offers a host of peace-related activities for teach- htto://www.I)eaCeruP.com/ ers and parents. httD://www.abcteach.com/ PeaceJam PeaceJam is an international education program Get Your Angries Out built around leading Nobel Peace Laureates who Everyone gets the angries. But sometimes they work personally with youth to pass on the spirit, make us say and do things that we don't really skills, and wisdom they embody. The goal of mean. We can learn how to release thos>m,ads PeaceJam is to inspire a new generation of

. 93 Chapter Five LIVING PEACEABLY

ERIC Bibliography on devoted to the school climate and the need for Living Peaceably a supportive setting. Growing up equal is the focus of the section’s second chapter, with ERIC annotated bibliographies add brief emphasis on gender fairness and equality. The ideas to help with this topic. Many of the anno- third chapter of part 2 describes parent partici- tated articles are available in full text. See the pation with teachers. Part 3 moves to encom- Appendix for directions. pass home, school, and the community, begin- The following reports of research and class- ning with a discussion of multiculturalism in room practice are summarized here from the the community and the school, and an explo- ERIC database. For more information on arti- ration of communicating across cultures. cles in the database, or to find the full text of an Many of the strategies for promoting peace are article go to http://eric.indiana.edu to search the based on building self-esteem and the confi- database. The numbers at the top of each refer- dence to resist peer pressure. (Contains 90 ence enable you to go directly to the article that resources, a list of key words, and 170 refer- you seek. ences.) (SLD)

AN: ED388896 AN: ED446870 AU: Amow, Jan AU: Casey, Cherl; Klene, Peggy; Pangallo, TI: Teaching Peace: How To Raise Children Patricia To Live in Harmony-Without Fear, Without TI: Creating a Conflict-Solving Classroom Prejudice, Without Violence. Community. PY 1995 PY 2000 AV Berkley Publishing Group, 200 Madison NT Master of Arts Action Research Project, Avenue, New York, NY 10016 ($12 U.S., $17 Saint Xavier University and Skylight Canadian). Professional Development. PR: Document Not Available from EDRS. PR: EDRS Price MFOlPC07 Plus Postage. DEM: *Conflict Resolution; *Mass Media; DEM: *Behavior Change; *Classroom *Multicultural Education; “Prosocial Behavior Environment; *Conflict Resolution; *Program DER: Bias-; Children; Childrens Television; Effectiveness; *Student Behavior Critical Thinking; Cross Cultural Training; DER: Action Research; Behavior Problems; Cultural Pluralism; Elementary Secondary Change Strategies; Elementary Education; Education; Peace; Peer Influence; Racial Bias; Interpersonal Competence; Peer Mediation; Self Esteem; Sex Bias; Sex Differences; Peer Relationship; Program Evaluation; Stereotypes; Violence Student Attitudes AB: This guide presents a hands-on approach AB: This action research project evaluated a to teaching children the values that will help program to improve students’ ability to resolve them live in today’s changing world. Parents conflicts. Many students of the targeted third-, and teachers are given practical ways to com- fourth-, and fifth-grade classrooms lacked a bat prejudice and discourage hatred and vio- well-defined sense of classroom community as lence. Part l discusses the roles of the home well as the ability to resolve conflicts peace- and family, focusing on conditioning for ably. Research indicated that specific slulls hatred and violence as it occurs through war needed to be taught. For this reason, a program was developed which-w_a? supported by

.. Developing Character Through Literature A Teacher’s Resource Book

classroom community, conflict resolution and parents, this activity book presents 30 skills, and peer mediation. This was accom- charts to help parents help their children learn plished through the use of activities that and practice social skills. The illustrations, helped create a sense of community, personal coloring activities, and rewards for parents to responsibility, and the ability to solve conflicts offer are designed to keep children entertained peacefully. While evaluation surveys showed and motivated. The book includes hints for an increase in discipline notices, detentions, parents and tips on setting up rewards and how and suspensions, this does not reflect the suc- often to reward. Skills included on the charts cess of the program. Subjective observations include: (1) listening to others; (2) showing and anecdotal comments by students and par- you care; (3) following instructions; (4) con- ents provided a different perspective. Positive trolling your anger; (5) accepting “no”; (6) feelings among teachers, students, parents, and correcting mistakes; (7) interrupting in a nice administration were expressed through surveys way; (8) saying something nice; (9) telling the and verbal comments. The overall impact truth; (10) saying you are sorry; and (1 1) upon school and individual classrooms was offering to help someone. A list of additional noted with a recommendation for expanded social skills for children to learn is included. implementation. (Ten appendices include (JPB) instructional materials for conflict resolution and peer mediation. Contains 18 references.) AN: ED440317 (Author/HTH) AU: Coombs-Richardson, Rita TI: Violence in Schools: Causation and AN: ED415970 Prevention. AU: Herron, Ron PY 2000 TI: Getting Along with Others: An Activity NT: Paper presented at the Annual Convention Book. Charts and Tips To Help You Teach of the National Association of School Social Skills to Children and Reward Their Psychologists Good Behavior. Grades Pre K-6. (32nd, New Orleans, LA, March 28-April 1, CS: Father Flanagan’s Boys’ Home, Boys 2000). Town, NE. PR: EDRS Price MFOlPCOl Plus Postage. PY 1996 DEM: *Antisocial Behavior; *At Risk AV Boys Town Press, 14100 Crawford Street, Persons; *Educational Environment; *Schools; Boys Town, NE 68010; phone: *Violence 1-800-282-6657; fax: 402-498-1310; web DER: Biological Influences; Child Abuse; address: http://www.ffbh.boystown.org. Early Intervention; Elementary Secondary NT: Teacher’s Choice Award winner for 1997 Education; Influences; Prevention; Sex from “Learning Magazine.” Differences PR: Document Not Available from EDRS. AB: This paper examines the elements leading DEM: *Interpersonal Competence; *Parents as to school violence in order to propose strate- Teachers; *Prosocial Behavior; *Social gies to help achieve a peaceful school climate. Development DER: Elementary Education; It states that there is evidence that the brain of Elementary School Students; Experience violent individuals seems to reveal abnormali- Charts; Instructional Materials; Learning ties. Brain pathology and genetic vulnerability are only two components that-may cause indi- Chapter Five LIVING PEACEABLY

and female youth to violent behavior include: utilize the skills daily in the community, coming from a family with a history of crimi- school, and neighborhood. These life skills are nal violence, being abused, belonging to a learned by everyone in the school as part of a gang, and abusing drugs or alcohol. Schools comprehensive school-based violence-preven- are responding with zero tolerance policies, tion program. Central to the program is the security measures involving police and securi- implementation of a noncoercive discipline ty guards, simulations of shooting drills, and system designed to teach students self-disci- conflict resolutiodsocial skills instruction. The pline and responsibility. Kreidler defines the preventive measures of early intervention pro- “peaceable classroom” as a warm and caring grams and parent training offer hope to help community in which five qualities are present: curb the violence. The paper concludes that cooperation, communication, tolerance, posi- teachers need the support of counselors and tive emotional expression, and conflict resolu- school psychologists to implement violence tion. In addition, six skill areas are fundamen- prevention programs. Reducing class size and tal to the achievement of a peaceable school: personalizing education also would help give building a peaceable climate, understanding students what they need. Working towards a climate, understanding peace and peacemak- cooperative climate where disagreements can ing, mediating, negotiating, and group prob- be resolved in a rational way will help estab- lem solving. Information on the Illinois lish positive relationships among students and Institute for Dispute Resolution (IIDR) is teachers. (Contains 18 references.) (JDM) included. (LMI)

AN: ED380908 AN: ED389642 AU: Bodine, Richard; and others AU: Schilling, Dianne TI: Creating the Peaceable School Mission. TI: Getting Along: Activities for Teaching PY 1995 Cooperation-Responsibility-Respect. NT Paper presented at the Annual Meeting of PY 1993 the American Association of School AV. Innerchoice Publishing, P.O. Box 2476, Administrators (New Orleans, LA, February Spring Valley, CA 91979. 10-13, 1995). PR: EDRS Price MFOl Plus Postage. PC Not PR: EDRS Price MFOlPCOl Plus Postage. Available from EDRS. DEM: *Conflict Resolution; *Peace; DEM: *Conflict Resolution; *Decision *Prevention Making; *Interpersonal Communication; DER: Communication Skills; Cooperation; *Peace; *Problem Solving Elementary Secondary Education; DER: Antisocial Behavior; Conflict; Interpersonal Communication; Interpersonal Cooperation; Elementary Secondary Competence; Problem Solving; School Safety Education; Global Education; Group AB: Some researchers and practitioners Activities; Intergroup Relations; International believe that schools can play a leading role in Relations; Multicultural Education; Prosocial preventing violence among youth. This docu- Behavior; Social Control; Social Problems; ment offers a framework for collaboration that Social Studies; Teamwork moves from simply recognizing the problem to AB: This book provides activities to introduce preparing youth to live peaceably in a diverse or reintroduce students to conflict resolution skills in a deliberate, enjoyaye, fashion and to

96 ’I 03 Developing Character Through Literature A Teacher‘s Resource Book

sent and conflict are natural and productive skills. Cooperative task and base groups were elements in society. Activities are grouped into then created, and a classroom management seven topic areas with accompanying hand- plan that emphasized student responsibility outs. The topic areas include: (1) and a positive climate was implemented. A “Appreciating Differences”; (2) social skills program was integrated into the “Communicating Effectively”; (3) curriculum. Post intervention data indicated an “Developing Friendship Skills”; (4) “Helping increase in student use of conflict resolution and Being Helped”; (5)“Including Others”; skills. It was also noted that students showed (6) “Resolving Conflict”; and (7) “Working improvement in the targeted social skills, Together.” (EH) decreasing the amount of time teachers spent correcting negative behaviors. (10 appendices AN: ED41 1069 contain daily and weekly tally sheets, student AU: Dunleavy, Shannon; Karwowski, Sandra; survey, group observer checklist, individual Shudes Eitel, Jennifer observer checklist, reduced lunch form, les- TI: Improving Social Interaction among 4th sons for social skills, and message log Grade Students through Social Skills responses of students.) (JPB) Instruction. PY 1997 AN: ED422102 NT Master’s Action Research Project, Saint AU: Herron, Ron; Peter, Val J. Xavier University & IRUSkylight. Several TI: A Good Friend: How To Make One, How pages in the Appendix contains light print and To Be One. Boys Town Teens and may not reproduce well. Relationships, Vol. 1. PR: EDRS Price MFOlPC04 Plus Postage. CS: Father Flanagan’s Boys’ Home, Boys DEM: *Behavior Change; *Classroom Town, NE. Environment; *Elementary School Students; PY 1998 *Interpersonal Competence; *Social AV Boys Town Press, Father Flanagan’s Adjustment; “Social Development Boys’ Home, 14100 Crawford Street, Boys DER: Class Activities; Cultural Differences; Town, NE 68010; phone: 800-282-6657 Curriculum Development; Economically ($8.99). Disadvantaged; Elementary School PR: Document Not Available from EDRS. Cumculum; Grade 4; Intermediate Grades; DEM: *Adolescents; *Friendship; Interpersonal Communication; Social Behavior *Interpersonal Competence; *Prosocial AB: This action research project implemented Behavior; a program for improving social skills in order *Social Development to establish positive interaction among 4th DER: Communication Apprehension; Peer grade students at a northern Chicago suburban Acceptance; Peer Groups; Peer Relationship; school. Social skills deficiency was document- Personality Development; Shyness; Social ed through behavior checklists and referrals, Experience; Social Life; Socialization teacher observations and student reflection. AB: This book provides a blueprint for teens Teachers reported that low incomes, mobility for building friendships. The book contains rate, the need for social service support and suggestions for improving friendship skills, cultural diversity hindered many of the stu- making a good first impression, and getting along with others. Also covered--- are people Chapter Five LIVING PEACEABLY

friendship, provides ten rules for friendship, DER: Child Development; Curriculum and advice on meeting people and making Enrichment; Elementary School Students; friends. Chapter two, “Conversation Building Primary Education Blocks,” provides 11 suggestions for starting AB: This book is one in the Children’s and keeping a conversation going. Chapter Activity Series of books to promote awareness three, “Getting Along with Others,” provides about health, family life, and cultural diversity 10 pieces of advice for getting along with for children in kindergarten through third friends and adults. Chapter four, “People grade. The books in this series are written to Skills,” lists nine necessary social skills and enhance an established curriculum, rather than hints for implementing each skill. Chapter to serve as the curriculum itself. They offer five, “Friendship Do’s and Don’ts,’’ lists 12 ideas for hands-on activities for teachers to hints for keeping friendships happy and integrate into the primary-level curriculum. healthy. Chapter six, “Shyness,” provides Each activity begins with a statement of the advice on recognizing shyness and eight tips purpose of the activity and a brief description for overcoming shyness. Each chapter pro- of the activity “in a nutshell.” Other activity vides a case study/story about a teen to illus- sections outline any advance preparation need- trate the chapter’s topic. (SD) ed to conduct the activity, identify items for student use, detail the steps for the process of AN: ED358406 the activity, list new words used in the activity, AU: Johnson, Mary Dell and explain how to integrate lessons into lan- TI: Caring, Sharing and Getting Along: guage arts, social studies, and other areas of Children’s Activities in Social Responsibility. the primary curriculum. Reproducible masters CS: ETR Associates, Santa Cruz, CA. for student activity sheets and teacher patterns PY: 1993 are included for each activity. This book in the AV: ETR Associates, P.O. Box 1830, Santa series uses the activity format to provide a C~Z,CA 95061-1830, ($12.95). framework for teaching important social skills NT Illustrated by Laurie Edmonds. to young children. It focuses on seven impor- PR: EDRS Price MFO1 Plus Postage. PC Not tant social skills: the need for rules, authority, Available from EDRS. individual rights and respect for others’ per- DEM: *Interpersonal Competence; “Social sonal space, cooperation, property, following Responsibility; *Young Children directions, and responsibility. (NB) Synonyms kindness concern empathy sympathy support compassion helpf u lness forgiving Definition Caring-showing understanding of others by treating them with kindness, compassion, generosity, and a forgiving spirit. Chamer Six CARING, THE GREATEST GIFT

The best way to find yourself is to Lose yourselfin the service of others. - Gandhi Terrorist attacks-outrage-resolve-caring. We saw it all unfold in the fall of 2001 when terrorists destroyed the World Trade Center, put a gaping hole in the Pentagon, and sent anthrax bacteria through the mail. Everywhere, people stepped forward to help those who suffered personal loss. From school children who conducted bake sales and sent the proceeds to the victims to high profile media stars who put on benefit concerts, people wanted to show that they cared about the plight of their fellow citizens. These examples and these times lead us to pay particular attention to the virtue that St. Paul’s letter called the greatest virtue: The greatest of these is Love.

Children rightly need to see virtues or posi- Small Town Funeral tive attitudes in action. They need concrete images for them to see what a strong character On a warm summer day, four people got in does; like the chaplain of the New York Fire a minivan and drove three and a half hours one Department who was crushed by falling debris way to a small town funeral home. They were as he ministered to a fallen firefighter immedi- attending the funeral of a woman that they did ately after the attack on the World Trade Center. not know, an alcoholic who died at the age of Those heroic examples can start a family conver- sixty-four, a continuing problem to her children. sation but then lead to other examples and The four people in the minivan were a sixty- images that children can see as closer to normal nine year old white male, a thirty-eight year old life. white male, a thirty-six year old Chinese female, What does caring mean and how does it and a thirty-four year old Indian female. They manifest itself in daily actions? made the long hot drive because they cared about their friend and fellow worker whose Caring, love, charity, sympatby, empa- mother had just died of complications from kindness, courtesy, reaching out thy, alcoholism. They wanted to show their friend These are words that people use to mean that they loved him and wished that they could caring, that is, a word that stands for love. ease the pain of his loss. He hugged each of Philosophers remind us that we can only love them while he cried and spoke fondly of his what is good, and without love all the other mother. virtues or traits that we associate with a positive A little while later, the four got back in their character can’t exist. Without love, we have no van for the long return trip, feeling closer than reason to respect, to share, to shoulder responsi- ever to their fellow worker. bility, or to be proud of ourselves. Think of what caring people do in daily life. Discussion Here’s one example. Share stories like these when you hear them. Ask students if they know any incidents that Developing Character Through Literature A Teacher’s Resource Book

show people expressing their love through their “Those who bring sunshine to the lives of actions. Stories give them images that will guide others cannot keep it fiom themselves. ’’ - their own lives, images of friendship, of love, of Sir James M. Barrie charity. Lead Students to Become Caring People Activities for Teaching Caring How do you change children from self-cen- Try one or all of these ideas to help you and tered, selfish creatures into caring individuals? It your children become aware of what caring is not an easy task, but the guidelines are fairly means in your family and neighborhood. clear: Help a Neighbor Treat them the way you want them to become. A person who feels loved will Look around for someone in your commu- love others. nity who needs a helping hand, for example, young parents who are feeling overwhelmed, an Show them love in action. Children do older person who can’t take care of his or her not respond to abstract talk, but they yard, a lonely person who has no family nearby. can see what you mean when you give What can you do? Discuss the matter with your them examples of the acts of caring peo- children. How can you help your neighbor ple. without injuring their pride? Make a list of Be persistent. Just as bad habits develop ideas, such as, take them a meal, listen to them over time, so do good habits require talk about their problems, rake leaves or shovel repetition over time. snow, and so on. These small gestures can make Build on a belief system. We all have a big impact and the activity will mean a lot to unalienable rights because we have been your children. given those rights by our Creator, says Secret the U.S. Declaration of Independence. Pals To care means to bestow loving atten- Place the names of all family members in a tion, to respond to needs, to listen and box or hat. Each person draws out a name. For to act accordingly, i.e., to do what is the following week each one will perform good for the person in need. anonymous acts of kindness for the person that A belief system, e.g., the principles in our they have drawn. The acts could be notes of founding documents, enables us to build a car- encouragement, helping with chores, offering a ing personality. If we don’t act from principles, compliment, sharing a treat, and so on. At the our responses to people’s needs are merely emo- end of the week, share what each of you learned tional. In other words, if we don’t feel sympa- from this experience. thetic that day or towards a particular person, Daily Goal we won’t respond. St. Augustine’s principle may help guide us: To remind each other of our need to care “Love, then do what you will.” When you love for family and friends, use breakfast time to set a someone, you are always working to do good daily goal. This activity probably makes more things for that person. You truly care for their sense for children who are nine or ten and older. growth and happiness. Ask each child to think of a type of activity that they will do that day to show that they care for family or school mates or neighbors. It gets them to think of caring service as a part of their daily lives. Chapter Six CARING, THE GREATEST GIFT

Card Pack Help people in need 0 Provide a shoulder to cry on when a Take a pack of 3 x 5 cards or some old busi- friend needs it ness cards and write one of these statements on each card. Then display a new card each day as 0 Show appreciation for your parents a reminder of ways your children can act out 0 Thank people for what they do for you their sense of caring: 0 Forgive others of their shortcomings Show compassion 0 Show acts of kindness without expect- Be aware of other’s needs ing rewards Developing Character Through Literature A Teacher’s Resource Book

(Handout for Parents) Parent Activity #1

Dear Parent, Recently we have been working on the character trait of caring. Since we want children to do some tasks at home, we are sending you some suggestions.

Caring means: Showing concern for others. Being kind to people. Saying please and thank you. Helping people.

You can do many things every day to encourage your child to develop into a caring individual. Show love for your child with hugs and words of appreciation for kind actions. Ask your child to think about how the words they speak and the actions they take will cause others to feel. Share with your children examples of caring which you have seen. Ask them if they have seen similar examples. Look for opportunities to volunteer with your child. This can be as simple as taking food to an ailing neighbor, helping a senior citizen with the yard work or helping care for a child. Turn to resources about character education. See htttx//www.eric.indiana.edu for character education ideas and resources.

If you find helpful ideas for this topic, please share them with us at school. Thank you for being a caring parent.

Sincerely,

103 110 Chapter Six CARING, THE GREATEST GIFT

(Handout for Parents) Parent Activity #2

Dear Parent, You may find the following a useful tool as you work to build a sense of caring in your children.

~ Hug Your Children After the terrorist attack on the World Trade Center in New York City, one financial company learned that 700 of its 1000 employees died in the fiery explosion. This was a hard-nosed company that handled the sale of bonds across the world. The day after the deadly attack, the president of the company gave an emotional speech to the remaining 300 employees: “Don’t worry about business,” he cried. “Go home and hug your children; hug your spouse. I don’t care about business, but I do care about you and your families.” Sometimes it takes a tragedy to shock us into realizing that our families are very dear to us, and that we should show them signs of our love with hugs, compliments, and spending time with them. i Caring Checklist Check those items that you will do for members of your family to show your love. List examples of what you will do. - Acts of kindness - Common Courtesies - Compliments - Hugs and Kisses - Caring acts for relatives - Caring acts for neighbors and schoolmates

Use this checklist as a way of talking with your children about the acts that show love and care. It helps them to come up with examples that they can do.

I Sincerely, Develoting Character Through Literature A Teacher’s Resource Book

Historical Figures Who Exemplifjr as a small child. At the age of 30, fearing she Caring would be sold South, she made her escape. After freeing herself from slavery, Harriet Tubman decided to help the other slaves get to freedom. Mother Teresa (maiden name-Agnes Gonxha Following the route to Pennsylvania, she initially Bojaxhiu, 1910-1997) At twelve she felt for the settled in Philadelphia, where she became a first time the desire to devote her life to the member of the Philadelphia Anti-Slavery service of God. She decided to train for mission- Society- the Underground Railroad movement. ary work, and a few years later made India her Her success was wonderful. Time and again she choice. At the age of eighteen she joined the made successful visits to Maryland using the Sisters of Loreto, an Irish community of nuns Underground Rail Road. She would be absent with a mission in Calcutta. She had chosen the for weeks at a time, running daily risks while name of Sister Teresa, in memory of the Little making preparations for herself and her passen- Teresa of Lisieux. After a few years she became a gers. In all, Harriet made 19 trips on the Leader of the Order of the Missionaries of Underground Railroad and freed more than 300 Charity. In India and beyond, Mother Teresa slaves. She was the famous fugitive slave from and her Missionaries of Charity devoted their Maryland, risking her own life and freedom to time to the blind, the disabled, the aged, and help others find theirs. Slaveholders posted a the poor. She opened schools, orphanages and $40,000 reward for the capture of the “Black homes for the needy, and turned her attention Moses.” to the victims of AIDS. Mother Teresa went all over the world to help people, rescue children, Albert Schweitzer (1875-1965) German advise her sisters; to organize and to her talk. All Philosopher, Physician and Humanitarian has life she continued to search been called the greatest Christian of his time. for means to help poor the He based his personal philosophy on a reverence people all over the world, for life and on a deep commitment to serve using limited resources at her humanity through thought and action. For his disposal. Mother Teresa’s many years of humanitarian efforts Schweitzer work has aroused consider- was awarded the 1952 Nobel Peace Prize. By the able attention throughout the time he was 21 Schweitzer had decided on the world, and she has received a course of his life. For nine years he would dedi- number of awards and dis- cate himself to study science, music, and theolo- tinctions, including the 1979 gy. Then he would devote the‘rest of his life to Nobel Peace Prize. serving humanity directly. He studied medicine and he was inspired to become a medical mis- Harriet Tubman (1 8 19- sionary. Over the years he built a large hospital 1913) was born into slavery, in French Equatorial Africa, that served thou- in Dorchester County, sands of Africans. In 1955 Queen Elizabeth I1 Maryland and was raised awarded Schweitzer the Order of Merit, Britain’s under harsh conditions, and highest civilian honor. subjected to whippings even Chapter Six CARING, THE GREATEST GIFT

Websites on Caring Help the Homeless for Students This site is for kids in grades 1-5. The site teaches kids the homeless and what they can do to Care and Concern about help. It also has links to activities and Is it really important to care for others? How other sites for kids. can we really help? Five steps of the process of http://www.hud.Pov/kids/hthsplsh. html caring. Ways to show care and concern. List of Ways to Help http://www.~eocities.com/siukai82/Care.htrn This site gives a list of ways kids can help the Caring from the Center for Character homeless. Each idea links to a more detailed Development explanation of ways in which kids can help. htto://www.charactercenter.com/Carine.htrn httD://www.earthsystems.orP/ways/VI.htrnl #Carin? Treasure Hunt Kids Can Make a Difference Report an Act of Kindness For middle and high school students. It focuses Please send us your kindness stories. If someone on the causes of hunger and poverty, the people was unusually kind to you and you want to rec- affected, solutions, and how students can help. ognize what he or she did, type it in and send it It features a Hunger Quiz, Kids Newsletter, to our address: [email protected] Hunger Facts, Hot Topics, and a Bulletin Board. httD://weinholds.ore/kindness/issue1larticle7.htrnl http://www.kids.maine.org/proc. htm Moozie the Cow Explorers’ Page Moozie’s mission is to “spread the milk of This page has a lot of interesting things kids can human kindness.” do to care for the environment. There are fact httD://www.moozie.com/ sheets, interactive games, and links to other sites. It is directed to kids ages 5-12. CharacterEd.Net http://www.epa.gov/kids/ You can share stories about caring in your school and your grades. Caring. How Do You Show Concern For http://www.charactered.net/preview/stories/stories.asp Others? . htto://www.timberridPernavnet.net/fam/carine.htm What I Think Compassion Means htt~://www.ba.kl2.ok.us/main/Character%20Grows/ What Does It Mean To Be A Caring Person? com~assion/com~assion%20kids/compkids.html Some practical advice about caring. http://www.fortdodpe.orc/charactercounts/ Definition of Compassion - Another Word charactercornerl2OO.htm for Caring. httD://www.easd.k12.~a.~s/character/monthhtraits/ Caring: A Great Collection of Web Sites for Compassion.htm Students httD://web.utk.edu/-arox/kidscaring.htmI Thoughts on the Idea of Caring http://sierracanvon.com/school/character/carinP.htrnl Developing Character Through Literature A Teacher's Resource Book

Books on Caring for Students Lydia Grace goes to live with her Uncle Jim in the city but takes her love for gardening with K to Grade 3 her.

CHERRY, Lynne. (1994). The Dragon and the Grade 4 to 7 Unicorn. Harcourt Brace & Co. ISBN 0 15224 1930. Valerio the dragon and Allegra the BABBIT, Natalie. (1985, originally published in unicorn are driven into hiding when humans 1975). Tuck Everlarting. Farrar, Straus, Giroux. begin to destroy the natural beauty of their land, ISBN 0374480095. The Tuck family is con- but they receive hope when they befriend the fronted with an agonizing situation when they daughter of the man responsible. discover that a ten-year-old girl and a malicious stranger now share their secret about a spring COONEY, Barbara. (1 982). Miss Rumphim. whose water prevents one from ever growing Viking Press. ISBN 0670479586. As a child old. Great-aunt Alice Rumphius resolved that when she grew up she would go to faraway places, live DE JONG, Meindert. (1956). The Home of by the sea in her old age, and do something to Sky Fathers. Harper. ISBN 00602148 13. make the world more beautiful-and she does all Alone in a sampan with his pig and three duck- those things, the last being the most difficult of lings, a little Chinese boy is whirled down a rag- all. ing river, back to the town from which he and his parents had escaped the invading Japanese, DEPAOLA, Tomie. (198 1). Now One Foot, and spends long and frightening days regaining Now the Other. Putnam. ISBN 0399207740. his family and new home. When his grandfather suffers a stroke, Bobby teaches him to walk, just as his grandfather had DICAMILLO, Kate. (2000). Became of once taught him. Winn-Dixie. Candlewick Press. ISBN 0763607762. Ten-year-old India Opal Buloni MITCHELL, Margaree King and RANSOME, describes her first summer in the town of James. (1993). UncleJedj Barbershop. Simon & Naomi, Florida, and all the good things that Schuster Books for Young Readers. ISBN happen to her because of her big ugly dog 0671769693. Despite serious obstacles and set- Winn-Dixie. backs Sarah Jean's Uncle Jed, the only black bar- ber in the county, pursues his dream of saving MACLACHLAN, Patricia. (1 985). Sarah, Plain enough money to open his own barbershop. and ELL. Harper & Row. ISBN 0060241012. When their father invites a mail-order bride to SPINELLI, Eileen and YALOWZ, Paul. come live with them in their prairie home, (1991). Somebody Loves You, MKHatch. Caleb and Anna are captivated by their new Bradbury Press. ISBN 0027860 159. An anony- mother and hope that she will stay. mous valentine changes the life of the unsociable Mr. Hatch, turning him into a laughing friend O'DELL, Scott. Sing Down the Moon. (1992, who helps and appreciates all his neighbors. originally published in 1970). Dell. ISBN 0440406730. A young Navajo girl recounts the STEWART, Sarah and SMALL, David. (1997). events of 1864 when her tribe was forced to The Gardener. Farrar Straus Giroux. ISBN march to Fort Sumner as prisoners of the white 0374325170. A series of letters relating what soldips.i I happens when, after her fatlier loieyhis job, 1, I. Chapter Six CARING, THE GREATEST GIFT

Grade 8 to 12 Movies on Caring BROOKS, Martha. (2000).Being With Henry. Watching movies together or reading books Dorling Kindersley. ISBN 0789425882. Forced can help you and your children discuss the out of his home by a disagreeable and bullying important character attitude of caring. There stepfather, sixteen-year-old Laker moves to are many examples of movies and books that another town and strikes up an unexpected make brief conversations about caring an appro- friendship with a frail but determined old man. priate way to emphasize this virtue as it shows up in the lives that you have just witnessed. DEUKER, Carl. (2000).Night Hoops. Here are a few that may get your started. Houghton Mifflin. ISBN 0395979366. While trying to prove that he is good enough to be on Just like Dad. The strength of a father’s love is his high school’s varsity basketball team, Nick tested when his undersized son finds the perfect must also deal with his parents’ divorce and the stranger to act as his dad at a school outing. erratic behavior of a troubled classmate who Walking across EwDt. A juvenile delinquent lives across the street. yearning for a home and someone to love him DICKENS, Charles. (2000,Viking edition). A finds a safe haven with a compassionate widow. Viking. ISBN 0670888788*A No More Baths. Keagan personifies the state- miser learns the true meaning of Christmas ment, “I am my brother’s keeper,” as he helps when three ghostly visitors review his past and his neighbor. foretell his future. The Butter Cream Gang. In order to help a VOIGT, Cynthia. (1982).Dicey2 Song. friend, the Butter Creamers must overcome peer Atheneum* ISBN 0689309449. Now that the pressure and learn to love unconditionally. CI four abandoned Tillerman children are settled in with their grandmother, Dicey finds that their The Tale of Tillie’s Dragon. (animated) Brave new beginnings require love, trust, humor, and Tillie reminds us of the importance of friendship courage. when she befriends a lonely dragon named Herman. YEE Laurence. (1991). The Star Fisher. Morrow Junior Books. ISBN 0688093655. [Above films are all available from Feature Films Fifteen-year-old Joan Lee and her family find for Families, 1-800-326-4598 or at the adjustment hard when they move from Ohio http://www.familytv.com.l to West Virginia in the192Os.

108 115 Developing Character Through Literature A Teacher's Resource Book

Websites on Caring Teaching Kids to Care for Parents A real life lesson in kindness from the Family Therapy Network. Child Stage Development: http://www.Carv-memorial.lib.me.us/bullyweb/ Teaching Children To Care networker.htm Empathy is a foundation for caring for others Teach your Child about Caring and can be taught through age appropriate activ- Every day you instill values in your children. ities and approaches. You can develop this value Teaching character is the same as teaching val- in your children. ues. Your children observe everything you do httD://arar.essortment.com/childdevelopmen retw and listen to things you say to them or around .htm them. You are the most important teacher your How Children Learn to Care child will ever have. Today, child development experts know that the htt~://www.apctr.Isu.edu/4hcritters/PARCARING impulse to care is innate and can be cultivated .htm by parents who are willing to instill the value of What Makes Kids Care? caring early on in their children's lives. The need In a world where violence and cruelty seem to for caring kids is growing as the emphasis of be common and almost acceptable, a lot of par- American culture has become materialistic, ents wonder what they can do to help their chil- me-first and bottom-line oriented. dren become 'kinder and gentler'-to develop a htt~://familv.Po.com/raisinPkids/child/skills/feature/ sense of caring and compassion for others (kind- delal IScare/delallScare.html ness). Teaching Your Child To Care http://www.kinderstart.com/framefor links.php? Children are 25% of our population but 100% redirect=httD://www.aDa.orP/pubinfo/altruism.html of our future. To learn concern for others, your Parent's Guide to Caring children need to see and hear you expressing httD://www.fortdodpe.orp/charactercounts/guide. htm concern for others. httD://praham.ces.state.nc.us/newsletters/character/ Some Activities to Teach Caring caring/ httD://character.sketches.unl.edu/booklet.htm Carrie - The Caring Cat What makes Kids Care? Read a critter's character story to a child! htto://www.aDa.ordDubinfo/dtruism.html htt~://www.agctr.lsu.edu/4hcritters/Carriep1.html Child Stage Development: Teaching Children Looking at Values: Caring To Care httD://www.DarentinPpress.com/val caringhtml httD://arar.essortment.com/childdevelopmenretw .htm Moozie the Cow Moozie the cow teaches kids how to spread the milk of human kindness. htt D: / /www. moozie .com/ Websites on Caring Teaching Guides for Middle School for Teachers Discussion Questions, Writing Assignments, and Student Activities for Character Education. Lesson Plan: Caring. http://www.eoodchaacter.com/MStopics.htrnl Six Pillar Shuffle: Texans Building Character. Caring and Sports htto://fcs.tarnu.edu/tbc/dessonplans/carinv.htrn Coaches are, first and foremost, teachers; they Teaching Caring in the Classroom are among the most influential people in a httt,://www.aectr.Isu.edu/4hcritters/teach-carine.htrn young athlete's life. Because coaches are such powerhl role models, young athletes learn more Process of Caring: Ways to Show Care and from them about character than about athletic Concern performance. htt~://www.~eocities.~om/siukai82/Care2.htrn htt~://www.voodcharacter.corn/Carinv5.htrnl Thoughts on the Idea of Caring Caring with Poetry Presentation httD://sierracanvon.corn/school/character/carine.htrnl Character Education Lesson Plan: Grade 8. Caring: A Great Collection of Web Sites for htt~://w.ncoublicschools.or~/nccep/lp/lo99t.htrnl Teachers CaringTeachers. com httD://web.utk.edu/-arox/teacherscarine. html htto://w.carineteachers.com/ Teaching Guides for High School Creative Activities on Caring Discussion Questions, Writing Assignments, and from the CCD (Center for Character Student Activities for Character Education. Development). htttx//www.Poodcharacter.com/ISOC/CarinP.htrnl httD://w.charactercenter.corn/act 1/actCaring.htrn Developing Character Through Literature A Teacher's Resource Book

ERIC Bibliography on Caring individual writing, small cooperative group projects, whole-class discussion, homework, commu- ERIC annotated bibliographies add brief nity-based/service learning projects, assessment, ideas to help with this topic. Many of the anno- and extension for student proficiency. Following tated articles are available in full text. See the the activities are several readings fro Cobblestone Appendix for directions. Publishing magazines. Each article or group of The following reports of research and class- articles has a corresponding page of reading room practice are summarized here from the comprehension questions. Appendix A contains ERIC database. For more information on arti- a selected and annotated list of readings that cles in the database, or to find the full text of an support character education, Appendix B out- article go to http://eric.indiana.edu to search the lines principles of effective character education, database. The numbers at the top of each refer- and Appendix C lists helpful organizations and ence enable you to go directly to the article that publications. (BT) you seek. AN: ED443530 AN: ED4521 11 AU: Heretick, Donna M.L. AU: Brooks, Diane L. TI: The Empowered Family: Raising TI: Readings and Activities for Character Responsible and Caring Children in Violent Education: A Resource Guide for Teachers and Times. Students. CS: Mercy Health Partners, Toledo, OH. PY: 2001 PY: 2000 AV: Cobblestone Publishing Company, 30 AV: Mercy Health Partners, c/o Youth Focus Grove Street, Suite C, Peterborough, NH 03458 Program, I? 0. Box 2480, Toledo, OH 43606; ($69.95). Tel: 800-821-01 15 (Toll Free); Fax: Tel: 877-349-6884 (Toll-Free) ($24.99, plus 603-924-7380; Web site: http://www.cobble- $4.50 shipping and handling. Discount on stonepub.com/pages/chared/chared.html. quantity orders). PR: Document Not Available from EDRS. PR: Document Not Available from EDRS. DEM: *Citizenship Education; *Student DEM: *Child Rearing; *Children; *Parent Child Development Relationship; *Parents; *Values Education DER: Intermediate Grades; Law Related DER Empowerment; Parent Empowerment; Education; Middle Schools; Reading Responsibility; Violence Comprehension; Social Studies AB: Noting the increasing need to strengthen AB: This resource guide, for teachers and stu- family bonds in a society marked by escalating dents in the upper elementary and middle violence, this book offers a set of values and school grades, has been developed in response beliefs to help parents make decisions regarding to the nationwide interest in asking schools to their parenting and family lifestyle. Exercises are play an active role in preparing students to presented throughout the book to assist parents become informed and responsible citizens. The in gaining insight about themselves and to apply guide is divided into seven sections, one for each the principles in a family setting. Chapter 1 character trait: Caring, Civic Virtue and presents information on the prevalence of vio- Citizenship, Honesty, Justice and Fairness, lence, noting that children are both perpetrators Respect, Responsibility, and Trusovorthiness. and victims. Chapter 2 presents a rationale for

... 111

4 " Chapter Six CARING, THE GREATEST GIFT

ty for coping in today's world. Each chapter Community Action; Community Attitudes; includes exercises for increasing self-awareness Community and suggestions for applying the value to family AB: This book challenges American communi- life. Chapter 10 asserts that the value model pre- ties to reclaim their responsibility for raising sented in the book is a guideline for parents to healthy, successful, and caring children and ado- change their family life for the better. Appended lescents. The book also offers a critique of are sample resources for youth and families. American culture along with practical strategies (KB) for uniting and mobilizing communities around a shared vision of healthy development. The AN: EJ558661 book argues that three interlocking strategies are AU: Swick, Kevin J. important to this end: (1) meeting basic human TI: A Family-School Approach for Nurturing needs in order to enhance our national capacity Caring in Young Children. to ensure economic security, food, shelter, good PY: 1997 and usefd work, and safety for all residents; (2) SO: Early-Childhood-Education-Journal; v25 targeting, reducing and eliminating the risks that n2 p151-54 Win 1997. diminish the healthy development of children DEM: *Family School Relationship; *Young and adolescents; and (3) developing language, Children vision and community. Chapter 1 of the book DER: Early Childhood Education; Interpersonal presents the vision and the challenges. Chapters Relationship; Learning Activities; Parent School 2 through 4 define the concept of developmen- Relationship; Prosocial Behavior; Socialization tal assets which consist of 40 building blocks of AB: Presents principles to guide the develop- human development, each of which enhances ment of a family-school involvement approach the health and well-being of children and ado- for nurturing caring in children. Considers the lescents. Chapters 5 through 7 explore a vision importance of family-strengthening activities of what an asset-building culture and an and the role of schools in creating caring chil- asset-building community look like. Chapters 8 dren and parents. Suggests activities that focus through 11 provide strategies and techniques for on caring and that are mutually beneficial to growing healthy, asset-promoting communities. family and school. (KB) Three appendices provide selected references for the 40 developmental assets, findings from the AN: ED413056 1990-1995 assets sample, and the progression of AU: Benson, Peter L. developmental assets from birth to age 18. TI: All Kids Are Our Kids: What Communities (AuthodSD) Must Do To Raise Caring and Responsible Children and Adolescents. AN: EJ422809 PY: 1997 AU: Kohn,Alfie AV: Jossey Bass Inc., Publishers, 350 Sansome TI: Caring Kids: The Role of the School. Street, San Francisco, CA 94 104- 1310; phone: PY 1991 800-926-7739; fax: 800-605-2665; SO: Phi Delta Kappan; v72 n7 p496-506 Mar http://www.josseybass.com ($24.95). 1991 PR Document Not Available from EDRS. DE: *Context Effect; *Empathy; 'Helping DEM: *Child Rearing; *Community Relationship; 'Moral Values; *Social

Responsibility A Developing Character Through Literature A Teacher's Resource Book

and responsibility must be taught within the PY: 1982 context of a community of people who learn, PR: EDRS Price MFOl/PC04 Plus Postage. play, and make decisions together. The Child DE: *AfFective Behavior; *Child Caregivers; Development Project helps children learn caring. *Early Childhood Education; *Emotional Includes 32 references. Development; 'Parent Child Relationship; *Parents AN: EJ406376 AB: Contents of this paper focus on various AU: Batson, C. Daniel ideas about caring and on the genesis of caring TI: How Social an Animal? The Human in the human individual. In the first section the Capacity for Caring. concept of caring is analyzed from four perspec- PY: 1990 tives: (1) the conception of caring as being bio- SO: American Psychologist; v45 n3 p336-46 logically determined, (2) sociocultural and tran- Mar 1990 scendental conceptions of caring, (3) cognitive, DE: *Altruism; *Behavior Theories; affective, and behavioral aspects of caring, and *Egocentrism; *Empathy; 'Helping Relationship (4) dynamic aspects of the caring relationship. AB: Discusses whether humans have a capacity An attempt is made to synthesize commonalities to care about others, or if the target of concern from these frameworks into a more comprehen- is always oneself. Presents evidence that supports sive definition. Subsequently, research on facili- the empathy-altruism hypothesis, suggesting that tating the development of caring individuals in humans are capable of empathy and caring for the family, in day care centers, and in preschools another in need. Discusses limits on human is examined. Three main questions are capacity for altruistic caring. US) addressed: Are there common characteristics, backgrounds, or personality traits of caring indi- AN: EJ371436 viduals? What are some of the conditions which AU: Nodding, Nel are likely to facilitate caring in the mother/child TI: An Ethic of Caring and Its Implications for relationship? and, What are some of the condi- Instructional Arrangements. tions that are likely to facilitate caring in day PY: 1988 care centers and preschools? (RH) SO: American Journal of Education; v96 n2 p215-30 Feb 1988 AN: EJ260221 NT: Special issue on the moral life of schools. AU: Sisk, Dorothy A. DE: *Educational Research; *Ethical TI: Caring and Sharing: Moral Development of Instruction; *Moral Development; *Moral Gifted Students. Values; *Teacher Attitudes; *Values Education PY: 1982 AB: The concept of morality in American SO: Elementary School Journal; v82 n3 schools needs revising. Caring should be the p221-29 Jan 1982 moral orientation to teaching and the aim of DE: *Bibliotherapy; *Ethical Instruction; moral education. Teachers and students should *Gifted; 'Group Counseling;- 'Moral spend more time modeling, dialoguing, practic- Development; 'Talent ing, and confirming so that trust will develop. AB: Reviews literature arguing for the moral This model can also encourage collaborative education of gifted students. Bibliotherapy and inquiry between teachers and researchers. (VM) group dynamics activities are advocated as strate- 0

'_I -7 Chamer Six CARING, THE GREATEST GIFT

AN: EJ252232 *Special Programs; *Youth Programs AU: Crisci, Pat E. AB: Quest is a seven-year-old course that can be TI: Quest: Helping Students Learn Caring and incorporated into the regular secondary school Responsibility. program to teach students how to relate to oth- PY: 1981 ers and handle red-life problems. Parents are SO: Phi Delta Kappan; v63 n2 p131-33 Oct encouraged to be come active in the program 1981 and in the total education of their children. DE: *Coping; *Human Relations; *Self Esteem; (AuthodWD)

114 121 63 Qvilityr-1 and School ate

Syn0n.s polite civilized courtesy a polite act or expression

Definition Civility is an attitude that reflects respect and courtesy among citizens; thus a civilized person.

"The hardest job kids face today is learning good manners without seeing any". - Fred Astaire Chapter Seven CIVILITY AND SCHOOL CLIMATE

“Civility” is a seldom-used term today, but the concept is often referred to. Questions such as “What’s happened to manners?”; “Where is the service which used to exist?));“What happened to being polite, listening to others, social etiquette?” Even the ancient Greek philosopher Socrates lamented: “Children today are tyrants. They contradict their parents, gobble their food, and tyrannise their parents” (Platt, 1989). These sentiments may not only reflect by-gone times, but create constant friction in a multicultural society in which there are different senses of civility. Civility also plays an important role in the school climate in creating a welcoming environment for students.

What is civility? Why is this a necessary Several animated programs for children part of character education? How can a civil cli- use profanity and scatological refer- mate create an effective school environment? ences, and they portray authority fig- How can we promote civility among our stu- ures in a negative way. dents? These questions will be explored in this A series of “reality” programs encour- essay. , ages rude comments and behaviors to What is Civility? avoid being cast away from the larger group. That’s what they do to “survive” Examine the following scenarios portrayed the longest. during any typical “prime time” television pro- These examples of behavior are observed gram available to the American viewing public: daily by American television consumers. These A moderator on a popular talk show images are also broadcast around the world and brings in guests who shout obscenities often stereotyped as typical “American behav- at each other and occasionally fight ior”. other guests and audience members. So what happened to civility? Civility is A game show emcee repeatedly insults often defined as social etiquette, manners, cus- contestants and demeans their respons- toms, traditions, or polite rules of behavior. It es to questions. covers a range of experiences from listening An interviewer on a news program asks until another finishes speaking to knowledge of questions of his guests but repeatedly which eating utensils to use at a formal ban- interrupts them before they can com- quet. Some rules, obviously, are more important plete their responses. than others. But every society has a concept of civility, a code of behavior for its members. Are So-called comedy programs focus on these superficial? They shouldn’t be; they should name-calling, gutter language, and ref- help society to operate more smoothly. erences to bodily functions.

116 Developing Character Through Literature A Teacher’s Resource Book

Why is This a Necessary Part of How Can a Civil Climate Create an Character Education? Effective School Environment? What happens without civility? Imagine a A civil school climate makes the school world without norms, customs or traditions. environment a nicer place to be. Peterson and Not a pleasant scenario when one considers all Skiba (2001) noted: possible implications of a world “run amok”. “School climate might be dejned as the feel- Do you remember scenes from movies about ings that students and stafhave about the cave men or barbarians? They were portrayed as school environment over a period of time...a uncivilized, that is, people lacking manners reflection of the positive or negativefeelings about eating food. regarding the school environment, and it may Today, rude and cruel behavior may actual- directly or indirectly afect a variety of learn- ly land you in jail. Civility helps the social ing outcomes.” machinery to function and in some instances Schaps, Schaeffer, and McDonnell (2001) actually marks which social class you belong to. continue: “The goal is a total school culture in George Washington, as a young student, which all people in the school, including teach- compiled a notebook on civility. These were ers, administrators, and support staff as well as notes he made for his tutor as he practiced his students, treat one another with kindness and handwriting (http://www.nationalcenter.ord respect.” The Lions-Quest programs state that: WashingtonCivilityhtml). Here are some exam- “Research conducted over the last decade has ples: consistently shown a link between positive Every action done in company ought school climate and other important measure- to be with some sign of respect to those ments of school success: academic achievement, that are present. high morale, staff productivity, and effective management” (http://www.quest.edu). When in company, put not your hands to any part of the body not usually dis- Establish a policy. Sometimes “drawing a covered. line” for acceptable behavior makes a large splash even in the local news media. An Show nothing to your friend that may Indianapolis high school recently implemented affright him. a “no profanity” ruling - working to make staff In the presence of others, sing not to and students aware of acceptable language in yourself with a humming voice, or polite society. The school administration was drum with your fingers or feet. unprepared for the media blitz that accompa- If you cough, sneeze, sigh, or yawn, do nied what was seen by the school as a “minor” it not loud but privately, and speak not policy change to enforce the statute already gov- in your yawning, but put your hand- erning student behavior in Indiana schools. Yet kerchief or hand before your face and the effects were surprising as students and staff turn aside. became more focused on a more positive envi- As you read the list, you may think that ronment which was created by one simple some of the rules seem silly by modern stan- change. Studies show that several other positive dards, but many still stand in good stead today. results occur with one similar minor change. Cultural and social norms have always governed The “ripple effect” has affected speech and behavior and determined “polite society”. manners in the local community as well as schools.

4 17A 117 Chapter Seven CIVILITY AND SCHOOL CLIMATE

How Can We Promote Civility way to defend their respective countries, yet they Among Our Students? wanted to continue their discussion because these matters were important to the welfare of Civility must be lived and modeled. Schaps, the world. Schaeffer, and McDonnell (2001) offer several These two men represented countries that concrete approaches to foster “caring communi- have been enemies for fifiy years. In November, ties of learners”, including: however, they were able to hold a civil discus- (1) class meetings where students have a sion even on matters over which they disagreed. democratic voice in decision-making This civility, they said, enabled them to move (2) classes which challenge students with the forward the agenda for peace, and actually, they “big questions” of ethical and moral behaviors had developed feelings of friendship between and not just acquire factual information; them. (3) whole school events to include families Even though Americans are sometimes and their heritage as a valued part of the learn- viewed as rough-hewn and impolite, our govern- ing environment ment was founded on a set of principles that implies civility. Those principles are stated clear- (4) cross-age and cross-class tutoring pro- ly in the oft-quoted passage from the American grams with chances for students to work togeth- Declaration of Independence: er one-on-one We hold these truths to be self-evident (5) cooperative groups with opportunities to plan and reflect on school activities ..that all Men are created equal, that they are endowed by their Creator with certain (6) service-learning where stu- unalienable Rights, that among these are Life, dents explore real community needs Liberty, and the Pursuit of Happiness. and seek ways to address those needs using academic areas of the curricu- We are born with those rights. Then we the lum. people create a government to insure those rights for all of us. In building that government, The authors argue: “When implemented we need to treat each other as equals and expect well, these community-building approaches to others to do the same. character education become an integral part of a school’s overall improvement efforts. They inten- That to secure these Rights, Governments are tionally and seamlessly are woven into the instituted among Men, deriving their just powers school’s pedagogy and its daily routines.” )om the Consent of the Governed. Therefore, American Civility is required by Enemies Become Friends the moral principles on which we formed the In November, 2001, the Russian Premiere United States of America. Vladimir Putin and the President of the United States George W. Bush held a summit meeting ar Bush‘s ranch in Texas. At the end of the three- day meeting the two leaders went to a local high school to answer questions posed by the high school students. Their answers to the student questions often showed disagreement, especially when it came to the question of building a mis- sile defense system. But they also showed respect. They both told the students that they realized that they had different views on the best Developing Character Through Literature A Teacher’s Resource Book

References

Peterson, R., and Skiba, R. Creating School Climates That Prevent School Violence. The Social Studies, JulIAug 200 1. Platt, S., Editor. Respectfully quoted: A diction- ary of quotations from the Library of Congress, Congressional QwrterLy, 1989. Schaps, E., Schaeffer, E., and McDonnell, S. What’s Right and Wrong in Character Education Today, Education Week, Sept. 12, 200 1.

119 126 Chamer Seven CIVILITY AND SCHOOL CLIMATE

Lesson Planning - Ash ty that has common interests and common Classroom Discussion beliefs in the equality of all people. You may want to discuss the fol- Teaching Civility in Six Ways lowing ideas with your students. How then do we teach students to act with The major question is: How do people in a soci- civility, to act like they are civilized people? How ety learn to act towards one another during their do we teach them to acknowledge others with daily encounters? respect, to show that their ideas and their efforts Democracy cannot exist without the ability are appreciated? of citizens to hold civil discussions. The more First by example. Children are always crowded our world, the more complex our prob- watching adults for their behavior patterns lems, the more we have need for polite, attentive because they want to become an adult. Parents discussions of the solutions. When civility breaks and teachers are models for their children’s down, democracy does not work, and restrictive, behavior. ”Do as I say, not as I do” simply does more ugly forms of government take over. not work. If you preach one thing and do A Japanese friend told me that the crowded another, you will lose face with children who conditions of Japan make politeness and man- will be quick to see that you lack integrity. ners indispensable. In both public and private By reminders and practice. Learners need places in Japan, you can see many forms of reminders and practice. “Grandma just gave you politeness, including bows of respect as people a gift. What do you say?” Thank you. You’re meet and say goodbye. Even friends will use a welcome. title of respect as they greet one another: ““Good morning, Aikosan.” “Good morning, By seeing how. Children need to see other Miss Aiko.” Polite addresses are not meant to children following the same guidelines. That’s separate people but merely to show respect for the value in insisting on certain rules of conduct the individuality of the people around you, to and guidelines for mannerly behavior in the show that you value and appreciate them. classroom or other places where children gather. “Tell me who your friends are, and I’ll tell you What are signs of civility? what you are like.” It takes very little to offer signs that we Waiting turns. Everybody gets a chance to appreciate others: friendly greetings, expressions participate, but each person has to wait until it of please, thank you, excuse me; using respectful is his or her turn. titles of address: yes sir, no Mrs. Jones. In some Congratulating winners. Hard as it is to religious circles people refer to each other as lose in a game, on a test, or in a school play, brothers and sisters: Brother James, Sister children need to hear from parents and teachers Lavonne, and so on. Through those titles they that they should congratulate the winners. No express that they are as close as brothers and sis- one likes a sore loser. ters in their beliefs. Keeping a clean space. Part of being civi- What these signs of civility do is bring peo- lized is keeping your area clean so it doesn’t ple together in a feeling of friendship. Whereas interfere with the activity or pleasure of others. rude, angry, uncivil behavior separates and alien- That applies to the school desk and work centers ates individuals, perhaps even turns them into as much as it does to house and yard. It helps enemies. Enemies seek to hurt or destroy-not children develop this good habit if daily there is the attitude that we want ’to promote in a socie- a clean-up and fix-up time where everyone cleans his or her area.

120 Developing Character Through Literature A Teacher’s Resource Book

Discuss Civility In a democracy, the rational explanation for civility is to support the operation of a govern- Ask students to draw up a set of guidelines ment by and for the people. It is only reason- for polite behavior in the classroom. The guide- able, therefore, that manners education (civility) lines should cover the normal interactions of be linked with citizenship education. classroom activity, including how they will han- Citizenship education has experienced a dle the six areas that are listed above. See the recent revival because we are once again con- student worksheet. scious of the large numbers of immigrants who Besides reminding each other how they will contribute to American diversity. To make a treat their peers and classroom teacher, what do democracy work, its members must be able to they recommend for visitors? Parents, the princi- communicate with one another towards com- pal, various other observers? mon goals for the common good. It should be a lively discussion for the very reasons mentioned earlier in this essay. Post the School Climate results of your discussions. Nothing is more important to the public Citizenship Education welfare than to form and train our youth in Wisdom and Krtue. - Benjamin “Thefiture strength of this country is... in Franklin our people once again being responsible Schools must concern themselves with creat- citizens. - Richard Rilq, Secretary of ing an environment that is conducive to learn- Education, 1995 ing. A school climate that is not safe, that oper- Citizenship education examines the con- ates without rules of conduct, that does not duct of the individual as part of a demo- respect students as important contributors to cit- cratic society. External behaviors of ‘kood izenship is a school that works against civility citizenship” are identiJed through partici- and citizenship education. pation in the larger society with those - behaviors contributing to the ‘kommon Definitions: good. Citizenship education begins at an School climate is the environment of a school: early age as we emphasize the rules ofgood its attitudes, procedures, and physical appear- social behavior as well as benejits to be ance. Climate sets the tone for the way things gainedfiom those actions. In school, citi- are done. - California Partnerships in zenship education is developed through From Character Education chsroom participation, elections, htm decision-making opportunities, social httD://www.che.orP/proc.ram/ce/faq. action to benefit the community and simi- School climate is the quality and frequency of lar opportunitiesfor students to feel apart interactions between staff members in the school of the larger community and that their and the students, among the students, among contributions are valued. Good citizenship the st& members themselves, and between staff opportunities in the school can translate at the school, and the parents and the commu- into greater community involvement as an nity. - Christine Emmons adult with greater voter turnout, service httD://info.med.yale.edu/comer/emmons.html on juries, and involvement in community endeavorsfor improvement. - Indiana The way we feel about what the school environ- Clearinghouse for Citizenship and ment encourages and supports. Character Education htt~://www2.southwind.net/-fi1rtwen~/rsi/ SchClimSat.html

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. > :: ... Chapter Seven CIVILITY AND SCHOOL CLIMATE

School climate is the environment and the Classroom Resources atmosphere within the school. htt~://~roiects.sd3.kl2.nf.ca/sk/200 1/elwood/ The resources that follow support our understanding of citizenship education and pro- Classroom Climate. vide definitions, books, and websites for teach- httr,://www.acs.brockport.edu/-rocansey/aevdli/ ers, parents, and students. resources/instruction/climate. html School climate questionnaires Some ideas for integrating Character Education ... school climate surveys, school improvement into the school climate. questionnaires, school improvement surveys.

httD://www.clre.orP/proeram/ce/tips/ceti~s.htm ~ .html School climate questionnaires, school climate surveys, school improvement questionnaires, Setting a Positive Tone for the New Year, The school improvement surveys. Importance of the First Week. htt~://www2.southwind.net/-furtwen~/rsi/ Starting off the school year on the right foot is MidO.htm1 important for teachers and students. Keep your students eager to learn by creating a positive Classroom Management. School Climate and classroom environment. These techniques and School Violence. ideas can help make your year productive from httD://www.ualr.edu/-coedept/curlinks/cm.html day one. Checklist for Positive htt~://-/-12educators.minin~co.com/libraty/weekly/ aaO8080 1a.htm Moral Culture Just for Teachers: Ideas Worth Doing. Lickona has identified six elements of a pos- http://www.health.state.ri.us/disprev/hshW teach3 itive moral culture in the school (Lickona, 1992, .htm

Moral and academic leadership from the Ideas for Improving Climate principal. Have students explore good manners for children. Find discussion and journaling ideas from Schoolwide discipline that models, pro- books and websites. motes, and upholds the school’s values httD://www.ssta.sk.ca/research/school in all school environments. imDrovement/ 180.htm#ideasfor A schoolwide sense of community. Why Should You Bother with Good Manners? Student government that involves stu- Basic reasons for learning good manners. dents in democratic self-government httD://ali.aDDle.com/edres/Darents/play~rd/why~ood and fosters the feeling, “This is our .shtml school, and we’re responsible for making it the best school it can be.” Manners Quizzes. A moral atmosphere of mutual respect, httD://www.familveducation.com/toDic/front/ fairness, and cooperation that pervades 0.1 156.20-1 1923.00.html all relationships-those among the adults Creating a Positive School Climate. (For in the school as well as those between School Administration) adults and students. http://www.stcharles.kl2.la.us/hahnville/ Elevating the importance of morality by siD ap creatind.htm spending school time on moral concerns.

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How to Create a Safe and Healthy School Research and Scholarship Climate. httD://www,ume.maine.edu/-cci/facts/ Essential Characteristics of a Citizenship FACTS%202.2/healthvsc.html Education Program Prepared by Citizenship Committee, approved Between Relationship School Climate and by Nation4 Council for the Social Studies Family Involvement Board of Directors, 1983. httD://www,ncrel.orP/sdrs/areas/issues/envrnmnt/ htto://www.ncss.ordstandards/Dositions/essentid famncomm/pa3lk5a.htm .html Programs The Concept of Citizenship in Education for Transforming School Climate and Democracy. ERIC Digest Infrastructure. httD://www.indiana.edu/-ssdclcitcondip.htrn The Miami-Dade US1 in collaboration with the Education for Democratic Citizenship: A South Florida Center for Educational Leaders, Framework Florida Atlantic University, and Eisenhower httD://www.civiced.ordframeworkindex.htm1 Project SERVE, have designed this program. http:llwww.dade.kl2.fl.uslusilsarl Respectful Communication - Civility These are two excellent pages on a University of Colorado website with instructions on how to deal with difficult, long-lasting, and resolution-resistant conflicts. httD://www.colorado.edu/conflict/peace/treatment/ civilcom.htm and htto://www.colorado.edu/conflict/civilityhtm

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(Handout for Students) Guidelines for Polite Behavior Directions: List ways that we could make our classroom more friendly. Here are some places to start.

Greeting Each Other Keeping Space Clean

Congratulating People Waiting Turns

Other Ideas Other Areas

Discuss your ideas with your classmates.

124 Developing Character Through Literature A Teacher’s Resource Book

(Handout for Parents) Parents as Models for Civility

Dear Parent: Your child and classmates have been working on polite behavior and its value in a democracy. One of the areas we have been discussing is how to listen and respond when people are speaking. Parents, of course, can model good listening behavior for their children and can advise them on how to pick out the important things that people say and how to ask questions in response. Here are some ways that you may want to help your children become courteous listeners: 1. Be attentive and show interest. Maintain eye contact to show that you are really with your child. 2. Encourage the speaker. “Tell me about your day at school.” 3. Listen patiently. Avoid cutting off your children before they have finished. 4. Reflect their feelings. Try to mirror your children’s feelings by reflect- ing them back. “It sounds to me as if you are angry with that classmate.” 5. Clarify their experience. Try to clarify your children’s feelings by restat- ing them in your own words. Your wider vocabulary may help them express themselves more accurately. 6. Listen to nonverbal messages. Listen to their tone of voice, their body language, the look on their face. Sometimes it helps to show children that a good listener is willing to turn off the TV to make sure that listener is not distracted by that kind of outside interference. If you have other ideas that would help our class become more attentive to one another, please share your ideas. We certainly thank you for all you do to educate your child and to help us improve our school climate. Sincerely, Chapter Seven CIVILITY AND SCHOOL CLIMATE

What Others Have Said To succeed in the world it is not enough to about Civility be stupid, you must also be well-man- nered. - Voltaire Civility costs nothing, and buys every- We are all angels with only one wing. We thing. - Lady M. W. Montague can only fly while embracing each other. - Lucian0 De Crescenzo

126 133 Developing Character Through Literature A Teacher's Resource Book

Historical Figures Who Exemplifjr the greatest of the Greek orators. He had a Civility speech impediment, and people jeered at his stammering when he addressed his first large public assembly. To overcome his tendency to Jane Addams (1860-1935) became known as lisp, he put pebbles in his mouth and recited his the Mother of Social Work because she founded speeches as he ran back and forth. His fame as a and worked throughout her life at the world gentleman orator made him one of the most famous social settlement Hull-House on influential orators of Athens. Chicago's near west side. Through her writing and her international efforts for world peace she Richard Henry Lee (1732-1794) was a politi- built a reputation as America's most prominent cal leader in the American Revolution. Richard woman. During the First World War she partic- Henry Lee was born in Virginia. During his ipated in the International Congress of Women early childhood he was taught at home by at the Hague (191 and worked diligently in 5) tutors, then later completed his education in the peace movement. She was the first president England. Upon his return, he married, and set- of the Women's International League for Peace tled at Chantilly, a plantation in which he took and Freedom (19 19), an effort that won her the great pride and on which he produced tobacco Nobel Peace Prize in 1931. She had to learn crops and peach brandy. Despite his love for the how to deal politely yet firmly with the poor, land, Richard Henry Lee lived for politics. A the rich, and the powerful during an era when colonel of the Westmoreland County militia, he women generally were not prominent in busi- moved into political life first as a justice of the ness and politics. peace, then as a member of the House of Burgesses, where he favored ending the slave Demosthenes (384-322 trade. Lee was an active member of the First B.C.) was a contemporary Continental Congress, where admirers of his of Plato and Aristotle. He oratory compared him with Cicero. Richard is recognized as the great- Henry Lee was physically suited for public life est of ancient Greek ora- and oratory. He was over six feet tall, with pale tors, who roused Athens skin and sandy hair, and he spoke harmoniously, to oppose Philip of occasionally punctuating his speeches with his Macedon and, later, his maimed hand (the result of a hunting accident) ..~ son Alexander the Great. swathed in a black kerchief. From this point on (354), Demosthenes' career From a farmer, to a politician, to a congress- is virtually the history of Athenian foreign poli- man, to a statesman, to a patriot, to a senator, cy. He has in every age been regarded as one of Richard Henry Lee performed a very important the worlds greatest orator statesmen. When role in American History. He was one of the sig- Demosthenes was a youth in ancient Athens, no natories of the Declaration of Independence, one could have believed that he would become 1776.

127 . 134 Chapter Seven CIVILITY AND SCHOOL CLIMATE

Dale Carnegie (1888-1955) was an American book and his classes. Carnegie’s books and lecturer, author, and pioneer in the field of pub- courses focus on his basic idea about the philos- lic speaking and the psychology of the successful ophy of human relations. personality. In high school and college he was active in debating clubs. Upon graduating, he Robert Sargent Shriver (19 15) is an adminis- was a salesman in Nebraska and an actor in New trator, diplomat, first director of the U.S. Peace York City and finally taught public speaking at Corps, and Democratic nominee for the U.S. the YMCA. His classes became extremely suc- vice presidency in 1972. Shriver served as a U.S. cessful, and Carnegie began lecturing to packed naval officer during World War 11, and, after a houses. To standardize his teaching methods he brief association with a Wall Street law firm, he began publishing pamphlets, which he collected went to work as an assistant editor for into book form Public Speaking: A Practical as Newsweek magazine in 1946 before joining the Course for Business Men. Carnegie became an business enterprises of his future father-in-law, instant success with the hugely popular How To Joseph I? Kennedy. In 1961 he was appointed Win Friends and Influence People (1936) It was the first director of the U.S.Peace Corps, where one of the most popular books in history, and he developed volunteer activities in more than taught millions how achieve self confidence and 50 countries in Africa, Asia, and Latin America. interpersonal social skills. Dale Carnegie became His gentlemanly manner made the Peace Corps an icon of 20th century America through his welcome in the countries where he travelled.

128 Developing Character Through Literature A Teacher’s Resource Book

Websites on Civility Visit the White House for Students Take a look at the White House at a site just for kids. Learn about some famous White House Carter’s 15 ‘Rules of Civility‘ kids and pets, as well as the current people in httD://www.killerereen.net/civility.htrnl residence. Learn the history of the White House. Read the newsletter inside the White House Self Quiz: How do you rate yourself? written just for kids. This is a great place to start httD://www.arp.sprnet.orP/Curric/cc!/Citizen/ practicing the trait of citizenship by learning citizen.htrn more about a part of our government. Thoughts on Citizenship http://www.whitehouse.pov/kids/index.htrnl Helps explain the concept of citizenship. It con- Kids Next Door tains some quotations about the trait of citizen- This is a page where kids can learn more about ship. being a good citizen. There are people to meet, httD://www.sierracanyon.cornlschool/character/ things to see, and places to visit. This page is citizenship.htm mainly for grades 1-5. It has a lot of interesting Citizenship: How Can You Do Your Share? links. Action Steps httr,://www.hud.gov/kids/kids.html httD://www.tirnberridPemagnet.net/farn/ctznshp. htrn Citizenship. More Action Steps httD://www.fortdodPe.orP/charactercounts/ charactercornerl000.htrn ChaDter Seven CIVILITY AND SCHOOL CLIMATE

Books on Civility for Students filled with thoughts and notes on her school mates and people she observes on her after- K to Grade 3 school "spy route." However, when her classmates find and read her notebook, their anger ALIKI. (1990). Manners. Greenwillow Books. and retaliation, and Harriet's unexpected ISBN 0688091989. Discusses manners and responses, explode in a hilarious and often gives examples of good manners and bad man- touching manner. ners. PATERSON, Katherine. (1978). The Great BUEHNER, Caralyn and BUEHNER, Mark. GilLy Hopkins. Crowell. ISBN 0690038372. An (1995). Spoon, Dial Books It's a Not a Shovel. eleven-year-old foster child tries to cope with her for Young Readers. ISBN 0803714947. longings and fears as she schemes against every- BUEHNER, Caralyn and BUEHNER, Mark. one who tries to be friendly. (1998). IDid It, I'm SOT. Dial Books for WASHINGTON, George. (2000). George-isms: Young Readers. ISBN 0803720106. Ollie The I I0 Rules GeoTe Washington Wrote ,When Octopus, Bucky Beaver, Howie Hogg, and other He Was I4 - and Lived by all His Life. animal characters encounter moral dilemmas Atheneum Books for Young Readers. ISBN involving such virtues honesty, thoughthl- as 0689840829. Presents 110 quotations about ness, and trustworthiness. The reader is invited civility and behavior that George Washington to select the appropriate behavior from a series copied when he was fourteen years old and of choices. attempted to live by. JSOLIN, Sesyle and SENDAK, Maurice. (1958). What Do You Say, Dear. Harper & Grade 8-12 Row. ISBN 020109391X. Offers advice on how ESPELAND, Pamela and PACKER, Alex J. to cope correctly with a variety of common and (1997). How Rude!: The Teenagers' Guide to uncommon social situations. Good Manners, Proper Behavior, and Not WILLIAMS, Suzanne. (1997). My Dog Never Grossing People Out. Free Spirit. ISBN Says Please. Dial Books for Young Readers. 1575420244. A humorous but practical guide to ISBN 0803716796. Tired of having to mind her good manners and social skills, discussing such manners, clean her room, and wear shoes, areas as family life, behavior in public, manners Ginny Mae wishes she could trade places with in school, eating, and clothes. the family dog. JAMES, Elizabeth and BARKIN, Carol. (1996). Social Smarts: Mannersfor Today's Kid. to Grade 4 7 Clarion Books. ISBN 039566585X. Offers FITZHUGH, Louise. (1964/1990). Harriet the advice on how to handle all kinds of social situa- Spy. Harper & Row. ISBN 0064403319. The tions and personal interactions, presented with story about eleven-year old Harriet, who is a spy, letters from two eighth graders to an etiquette plans to be a writer, and keeps a secret notebook advice columnist, K. T. Answers.

'i n7 Developing Character Through Literature A Teacher's Resource Book

Websites on Civility Teaching Good Manners for Parents Good manners are a very important key to your child's social success, but no child is born with Y Carter's 15 'Rules of Civility' goodmanners. Teaching them is a parent's httD://www.killermeen.net/civihy.html responsibility. http://npin.or~/library/2000/n00473/manners.html Respectful Communication - Civility These are two excellent pages on a University of Teach your Child about Citizenship Colorado web site with instructions on how to htt~://www.a~ctr.~su.edu/4hcritters/~arcitizenshb deal with difficult, long-lasting, and .htm and resolution-resistant conflicts. http://www.agctr.Isu.edu/4hcritters/ima~es/parentsa http://www.colorado.edu/conflict/Deace/treatment/ .htm civilcom.htm and Thoughts on Citizenship httD://www.colorado.edu/conflict/civility.htrn Helps explain the concept of citizenship. It con- Civility Rules tains some quotations about this character trait. Thoughts about the rise of incivility, the moral http://www.sierracanyon.com/school/character/ basis of civility, civility in the schools and in pol- citizenshinhtm itics. Parent's Guide to Citizenship http://www.teachinppeace.orP/CR. html httD://www.fortdodge.ore/charactercounts/mide.h tm httD://www.probe.orP/docs/civilitv.html Cindy - The Citizen Crab Teaching Children Manners and Politeness Read a critter's character story to a child. It is important to express praise when teaching htt~://www.a~ctr.lsu.edu/4hcritters/Cindyp1. html our children about manners and to use politeness at all times. Some Activities to Develop More of a Sense httD:l/ksks.essortment.com/teachinPchildrereef.htm of Citizenship http://character.sketches.unl.edu/booklet.htm Mind Your Manners. Raising Well-Behaved Kids Civics Online Are manners truly important in society? Sponsored by Michigan State University, the site Historically, the answer is yes. Polite and provides K- 12 teachers, students, and parents well-behaved individuals are generally viewed with an array of multi-media primary source positively by peers, while those with worse materials, learning tools and professional devel- behavior are often viewed in a negative light. opment resources to enrich teaching civics in the http://www.PvDarent.com/archives/nov feature 1 .html classroom. Each day Civics Online features a web site that provides rich materials for civics Teaching Children How to Be Courteous and social studies classrooms. Teaching good manners should be part and par- httD://civics-odine.org/ cel of all child rearing. Good manners give the right message to children: that there are certain Constitution Day acceptable ways to do things in our society and The National Archives and Records that showing courtesy toward others makes Administration presents activities and informa- everyone happier and more loving. By Dr. tion about the U.S. Constitution. Benjamin Spock. ,-, http:/!v.nara. ~ov/education/teachinp/

131 ', . Chapter Seven CIVILITY AND SCHOOL CLIMATE

Websites on Civility ments, and student activities. for Teachers httD://www.poodcharacter.corn/ISOC/ CitizenshiD.htrn1 Resources and Lesson Plans Citizenship and Sport htto://www.csun.edu/-hceduO13/plans. htrnl Are you an athletic coach or recreation director? Sample Lessons from the Center for Civic Would you like some ideas to help you develop Education the virtue of citizenship in your athletes? htte://www.civiced.ordlesson-planshtrnl htt~://www.~oodcharacter.~orn/Citizenship5.htrnl Teaching Citizenship's Five Themes Kids Voting USA Activities from the editors of Weekly Reader can Click on Teachers Only for the K-12 Kids help develop K-6 students' understanding of the Voting USA Curriculum, Civics Alive! Help five citizenship themes-honesty, compassion, your students understand voting as an exercise respect, responsibility, and courage. in citizenship. Curriculum requires download of httD://www.education-world.corn/acurd free Adobe Acrobat Reader (accessible from this curr008.shtrnl site).Resources are free, but you must obtain a password from your local Kids Voting Director Teaching Citizenship in the Classroom to access the full range of curriculum materials. htt~://www.a~ctr.Isu.edu/4hcritters/teachersa.htm Local directors are listed by state within this site. and Curriculum materials are divided by grade level. htt~://www.a~ctr.Isu.edu/4hcritters/ httD://www.kidsvotinpusa.org/ teach citizenshiphtrn Creative Activities on Citizenship Bibliography of Children's Literature CCD (Center for Character Development). Exploring Citizenship httD://www.charactercenter.corn/act1 / htto://oolk.pa.net/Westside/Character/ actCitizenshiD.htrn citizenship.htrn1 The American President Lesson Plan on Citizenship Based on the C-SPAN series profiling all 41 httD://fcs.tarnu.edu/tbc/dessonplans/citizenship. htrn Presidents in our nation's history. The site con- Active Citizenship: Empowering America's tains a video archive, biographical facts, key Youth events, and presidential places for each presi- A curriculum that teaches the rights, responsibil- dent. This is directed mainly to middle and high ities, and civic values of U.S. citizenship, and school students. Site also contains teacher guides includes a service learning group project in and student projects related to the series for all which students research and develop a solution 41 presidents. Teachers may join C-SPAN in the for a real problem in their community. classroom - a free service - from this site. httD://www.activecitizenship.org/ h tto://www.arnericanpresidents.or~/ Thoughts on Citizenship White House Helps explain the concept of citizenship. It con- Includes current issues, information on the tains some quotations about this character trait. President and Vice President, Citizens httD://www.sierracanvon.corn/school/character/citi- Handbook, a guide to the Federal government, <-- and an-archive of White House documents. zenshiD.htrn 1, Developing Character Through Literature A Teacher’s Resource Book

toric moments of the Presidency. lawyers, and news media who are committed to httv://www.whitehouse.povl improving law-related civic education. Lesson plans can be found by clicking on Teacher‘s Citizenship Worksheet Center. There are several tasks listed that could be per- http://www.civicrnind.coml formed by students. htt~://info.csd.ore/staffdev/chared/Lmsons/rniddle/ Collection of Lessons citworksheet.htrn1 Lesson plans for K- 12 include American History, Geography, History and Social Studies. RespecTeen http:/lwww.connectin~students.cornllesson2.htrn “A citizenship curriculum encouraging students to learn about, and participate in the American Constitution Day political process.” This site contains free, down- The National Archives and Records loadable citizenship curriculum and gives Administration presents activities and informa- teacher‘s aids suggestions. Under Research Tools, tion about the U.S. Constitution. it covers how to search on the internet, gives http://www.nara, povleducationlteachind links and a reading list, and tells how to find constitutionlhorne. htrnl your member of Congress. A great resource for A Lesson Plan Related to the Ratification of teaching to teenagers. the Constitution http://www.luthbro.corn/index.htrnl http://www.nara.gov/education/teachinP/ Teaching Citizenship in the Classroom constitutionlratifihtrnl Some practical Advice. Biographies of Each Signer Of the http://www.a~ctr.lsu.edu/4hcritters/ Constitution Are Also Available teach citizenshiphtrn http://www.nara.~ov/education/teachin~l Civic Mind constitutionlsimers. htrnl CivicMind is a meeting place for teachers,

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. :. . 4% it.t 0 ‘I... : Chapter Seven CIVILITY AND SCHOOL CLIMATE

ERIC Bibliography on *Social Development; *Student Responsibility; Civility and School Climate “Youth Problems AB: Argues that the surge of violence by youth ERIC annotated bibliographies add brief arises from a national crisis of character. ideas to help with this topic. Many of the anno- Proposes that schools join families, churches, tated articles are available in full text. See the and communities in instilling universal ethical Appendix for directions. values. Outlines a comprehensive approach to The following reports of research and class- character development and offers supporting room practice are summarized here from the research and practical examples of schools that ERIC database. For more information on arti- implement these principles. (RJM) cles in the database, or to find the full text of an article go to http://eric.indiana.edu to search the AN: ED395697 database. The numbers at the top of each refer- AU: Williams, Linda K.; and others ence enable you to go directly to the article that TI: Caring and Capable Kids: An Activity you seek. Guide for Teaching Kindness, Tolerance, Self-Control and Responsibility. AN: EJ555941 PY: 1996 AU: Frieman, Barry B.; Kirmani, Mubina AV: Innerchoice Publishing, PO! Box 2476, Hassanali Spring Valley, CA 9 1979 (Activity book, TI: Diversity in Classrooms: Teaching Kindness $18.95; a cassette tape of songs in this book by through Folktales. composer Linda K. Williams is also available). PY 1997 PR EDRS Price MFOl Plus Postage. PC Not SO: International Journal of Early Childhood; Available from EDRS. v29 n2 p39-43 Oct 1997 DE: *Ethical Instruction; *Interpersonal DE: ‘Altruism; *Cultural Differences; *Folk Competence; *Interpersonal Relationship; Culture; *Story Telling *Moral Values; *Values Education AB: Discusses the use of folktales from India to AB: With the purpose of developing caring and teach kindness to kindergarten and primary capable children, this book offers teachers and school children. Notes that the “King of the counselors a collection of over 75 activities as Banyan Deer Tale” is particularly effective in teaching and guidance tools. Characteristics of early childhood, whereas the “Dooth Tale” is caring and capable children, which reflect the effective with older children. Supplemental development of empathy, compassion, assertive- activities are briefly described, such as food ness, and self-discipline, are described. The preparation, games and music, and interviewing activities are grouped into the following eight family members. (KB) developmental units: (1) kindness; (2) tolerance; (3) respect; (4) service to others; (5) responsibili- AN: EJ547059 ty; (6) self-control; (7) peer pressure; and (8) AU: Lickona, Thomas ethical decision making. The first component of TI: Teaching Respect and Responsibility. each unit is a short story that embodies the unit PY: 1996 theme, followed by questions to facilitate an DeveloDing Character Through Literature A Teacher’s Resource Book

of their implementation are described in the DE: *Controversial Issues Course Content; introductory chapter. In addition, four to six *Moral Values; *Student Responsibility; *Values class activities are included in each unit. The Education final component of each unit consists of song AB: Drawing from research, this book examines lyrics that relate to the theme of the unit, and the current state of moral education, and asks reinforce the lessons learned from the unit. how schools can foster the moral development Adaptations to activities are suggested for of children. Following a preface, the book is younger students, and may also be made to suit divided into three parts. The first part is entitled different ability levels, cultural backgrounds, and “Educating for Values and Character” and con- interests of students. (BAC) tains four chapters: (1) The Case for Values Education; (2) Educating for Character: Why AN: ED389642 Schools Need Help from Home; (3) What AU: Schilling, Dianne Values Should Schools Teach? and (4) What is TI: Getting Along: Activities for Teaching Good Character? Part Two, “Classroom Cooperation-Responsibility-Respect . Strategies for Teaching Respect and PY 1993 Responsibility,” includes an introduction to AV: Innerchoice Publishing, PO. Box 2476, parts two and three: “Teaching Respect and Spring Valley, CA 91979. Responsibility: The Big Ideas” as well as 11 PR: EDRS Price MFOl Plus Postage. PC Not chapters: (5)The Teacher as Caregiver, Model, Available from EDRS. and Mentor; (6) Creating a Moral Community DE: *Conflict Resolution; *Decision Making; in the Classroom; (7) Moral Discipline; (8) *Interpersonal Communication; *Peace; Creating a Democratic Classroom Environment: *Problem Solving The Class Meeting; (9) Teaching Values through AB: This book provides activities to introduce the Curriculum; (1 0) Cooperative Learning; or reintroduce students to conflict resolution (1 1) The Conscience of Craft; (12) Encouraging skills in a deliberate, enjoyable fashion and to Moral Reflection; (13) Raising the Level of elevate their awareness of each person’s responsi- Moral Discussion; (14) Teaching Controversial bility to create a cooperative environment wher- Issues; and (1 5) Teaching Children to Solve ever they may be. Interdependence is a central Conflicts. The final section, “Schoolwide theme as is the awareness that dissent and con- Strategies for Teaching Respect and flict are natural and productive elements in soci- Responsibility,” contains five chapters: (1 6) ety. Activities are grouped into seven topic areas Caring beyond the Classroom; (17) Creating a with accompanying handouts. The topic areas Positive Moral Culture in the School; (18) Sex include: (1) “Appreciating Differences”; (2) Education; (19) Drugs and Alcohol; and (20) “Communicating Effectively”; (3) “Developing Schools, Parents, and Communities Working Friendship Skills”; (4) “Helping and Being Together. An appendix, “Getting Started and Helped; (5) “Including Others”; (6) “Resolving Maintaining Momentum,” is included. (LL) Conflict”; and (7) “Working Together.” (EH) . AN: ED441805 AN: ED337451 AU: Gregoire, Michele; Algina, James AU: Lickona, Thomas TI: Reconceptualizing the Debate on School TI: Educating for Character. How Our Schools Climate and Students’ Academic Motivation and Can Teach Respect3nd RespFsibilityi Achievement: A Multilevel Aplysis. 5 PY: CT99,iJ 1 (J i I,,_, 1 I (-J PY: -.--2000 I‘ AV: $hta,mf~ks,1666)Fifih I1AvgnLe, N~~-Pap~~~t~d~t~~,An~~~~~of I, I. /A ‘ \ ’,.I? York,iNYJ!?l q?($?k.@)/ ~ ~ ii-1, (!J) cthe f&eneca

c. 1. Chapter Seven CIVILITY AND SCHOOL CLIMATE

PR: EDRS Price MF01/PC03 Plus Postage. PY: 1998 DE: *Educational Environment; *Junior High SO: Contemporary Education; v69 n2 p83-85 School Students; *Mathematics Achievement; Win 1998 *Student Motivation DE: *Educational Environment; AB: Theory on parenting styles was used as a *Extracurricular Activities; *Secondary School theoretical framework to examine the relation- Curriculum; *Teamwork ship of aspects of school climate to the mathe- AB: Surveyed middle school principals to exam- matics achievement, academic engagement, and ine middle level programmatic characteristics, locus of control orientation of eighth graders. appropriateness, and current implementation. Student and school data were drawn from the The study also examined teachers’ perceptions of National Educational Longitudinal Study of school climate. Program implementation, rather 1988 for 19,435 students and 997 schools. than principal’s perceptions, affected school cli- Hierarchical linear modeling techniques were mate. Intramural programs affected school cli- used to examine the relationship between stu- mate, influencing teacher-student relations, par- dents’ and administrators’ perceptions of school ent and school-community relations, and climate and students’ achievement, engagement, instructional management. (SM) and control orientation. With students’ individual background characteristics as well as aggre- AN: ED408094 gated socioeconomic status of the schools con- AU: Allen, Sharon M.; and others trolled, authoritarian school climates were asso- TI: Improving School Climate: Creating a ciated with lower academic engagement and Circle of Communication between Educators control perceptions for eighth graders, as well as and Families. more differentiating effects of prior grades on PY: 1997 their mathematics achievement, a greater gender NT: Paper presented at the Annual Meeting of gap in academic engagement, and increased dif- the American Education Research Association ferentiating of students’ socioeconomic status on (Chicago, IL, March 24-28, 1997). their mathematics achievement and perceptions PR: EDRS Price MFOl/PC02 Plus Postage. of control. Authoritative schools, on the other DE: *Educational Environment; *Parent School hand, were not associated with either beneficial Relationship; *Transitional Programs or detrimental outcomes for students; however, AB: This study used an ethnographic approach this component was created from administrators’ to evaluate the impact of the South Dakota reports that were less predictive of student out- Head Start/Public School Transition comes than were students’ report. Findings for Demonstration Project on school climate and authoritarian schools are comparable to results parent involvement, focusing on the impact of documented in the parenting styles literature. family service coordinators. The demonstration Implications for policy and practice are dis- group was composed of children and families cussed, as are suggestions for further research. who received comprehensive Head Start-like Three appendixes contain factor loadings and services in addition to educational services, and item descriptors from the principal components the comparison group consisted of children and analysis, a description of variables used in the families who received only educational services. analysis, and a description of the hierarchical Eight family service coordinators maintained models used in the analysis. (Contains 6 tables routine contacts with families and schools and provided services directly to kmilies or through //;ry-, cT--.,/--lreferral tof’? other .7- agencies. <:---/-, Cimprehensive;LT5---7 sekic-- fes inElud6d-health\; parent involvement, socig, ’ ’ I ,\ii/ ,..--/., ’ ~ ~ \. .\I/ J-~1, (-.u’*,, i‘-and,ell_u~ti?~~~~ice~r~ated tejtrqsition ar to Fun. !s%mpreschool to theL. public_> element

136

.,.. 143 Developing Character Through Literature A Teacher's Resource Book

Data were collected in the spring of each year improve school climate in a Georgia elementary since 1993 from 200 of the 425 children in 2 school that had been scheduled for closure but cohorts who have received services. Data were stayed open (with mostly new staff) due to also collected through structured interviews and unexpected enrollment increases. Developing a participant observation. Results suggested that school-improvement plan that involves and the family service coordinators have been instru- focuses the entire faculty is important for mental in creating a more open climate in improving school climate. (23 references) demonstration schools. Parents have become (MLH) more involved in their children's education, have improved interactions with school personnel, AN: ED383411 and have become more comfortable in the AU: McNulty, Bernadette L. schools. Because the school climate has become TI: Improving School Climate by Using more open, demonstration parentdcaregivers Conflict Resolution in Grades K-6. have had more input into policy and school PY: 1994 activity decisions than comparison parentdcare- NT: Ed.D. Practicum Report, Nova givers. (Contains about 66 references.) (KB) Southeastern University. PR: EDRS Price MF01/PC05 Plus Postage. AN: EJ542608 DE: *Conflict Resolution; *Educational AU: Peterson, Anne Marie Environment; *Interpersonal Communication; TI: Aspects of School Climate: A Review of the *Interpersonal Relationship; *Student Behavior; Literature. *Teacher Student Relationship PY: 1997 AB: A 12-week practicum was developed to SO: ERS Spectrum; v15 nl p36-42 Win 1997 improve school climate by using conflict resolu- DE: *Academic Achievement; 'Collegiality ; * tion in grades K-6. Staff and students completed Environment; *Parent Participation; *School a poll designed to assess their concerns about the Culture; *Teacher Effectiveness daily functioning of the school. The school's cli- AB: This literature review addresses four vari- mate was discussed in light of how the student ables related to school climate: teacher efficacy, body reacted to the school setting, with empha- collegiality (as promoted by the principal, shared sis on areas where supervision was not too obvi- decision making, and staff development), stu- ous. Following the survey results, the focus shifts dent achievement, and parent involvement. to a concentration on the areas of recess, play- Schools attempting reform should consider how ground, assemblies, and hallways. Rules in each each of these variables can contribute to a posi- of these areas received a new direction. Classes tive school climate and improve the chances for received instruction in how these areas would be lasting, meaningful school reform. (28 refer- addressed and what was expected of students. ences) (MLH) Careful supervision and analysis of the data allowed the researcher to adjust methodology AN: EJ513328 and address problems as they arose. By the end AU: Benton, Ellen; Bulach, Clete of the 12 weeks, clear guidelines for acceptable TI: How an Elementary School Improved behavior in the cafeteria, recess, hallway, and School Climate. auditorium had been established. The students PY: 1995 knew their limits and willingly accepted the imposed restrictions becausejhey had been part of the rule-making process. (Fourteen appen- /-P-L:-l<' \ c--?L\ ny.< 7 ~ (diiinclude) the questionnaire for conflict reso- Flutior?_and tbsious,-?-I ' chechs&sed. I Contains', \i/ AB: Describes a research-based project to (&references.) (AA~__ r' c-LY

137 i$3 Chapter Seven CIVILITY AND SCHOOL CLIMATE

AN: ED321905 TI: Tips for Improving School Climate. AU: Violenus, Agnes A. CS: American Association of School TI: Improving School Climate in Grades K-6 Administrators, Arlington, VA. through Child-Centered Instructional Activities PY: 1988 in Citizenship. AV: Publications, American Assocation of PY: ,1990 School Administrators, 1801 North Moore NT: Ed.D. Practicum, Nova University. Street, Arlington, VA 22209-9988 (Stock No. PR: EDRS Price MFOl/PCO6 Plus Postage. 021-00212; $1.50 prepaid; quantity discounts). DE: *Citizenship; *Elementary School PR EDRS Price MFOlPC01 Plus Postage. Students; 'Prosocial Behavior; *Social Studies; DE: *Educational Change; *Educational *Student Improvement; *Student Leadership Environment; "Educational Improvement; AB: An elementary school administrator *Educational Philosophy; *Educational Quality; designed and implemented a practicum study *School Organization meant to enable students to gain citizenship AB: School climate is a term used to describe skills needed for prosocial interactions with how people feel about their school. The follow- peers and adults. It was expected that the ing 10 factors are described: (1) a supportive, kindergarten through sixth-grade students would stimulating environment; (2) student-centered; use practices acquired from their studies of law, (3) positive expectations; (4)feedback; (5) government, and citizenship to direct their per- rewards; (6) a'sense of family; (7) closeness to sonal behaviors and group interactions. A series parents and community; (8) communication; of workshops for student leaders was conducted. (9) achievement; and (10) trust. Basic steps in Workshop activities were designed to teach the climate improvement process are (1) inform pupils: (1) the use of modified rules of order for and involve; (2) assess the climate; (3) set class meetings; (2) the foundations of the United improvement goals; (4)develop a plan; and (5) States government through study of the implement, monitor, and evaluate the plan. Constitution; and (3) the use of the tools of citi- Appended are 19 selected references and a list of zenship for the purpose of gaining access to of& 11 selected climate instruments. (SI) cial governmental channels in order to bring about action on matters of concern to the stu- AN: EJ381916 dents and their community. Practicum evalua- AU: Levine, Daniel tion data suggested that the intervention was TI: Brighten Your School Climate. successful. Notable among the outcomes were a PY: 1988 marked decline in reported incidents of misbe- SO: Executive Educator; v10 nl 1 p23, 28 Nov havior and students' increasingly strong belief 1988 that improvements in the atmosphere of the DE: *Educational Environment; *Public school could be augmented through the use of Relations; *Student School Relationship principles of good citizenship. Appendices pro- AB: School climate can be improved by focus- vide measures, school-wide monthly citizenship ing attention on the groups that make up the activities, workshop activities in citizenship for school community. Suggests ways to recognize students, and other related materials. (RH) students, faculty and staff members, parents and community members, and school board mem- AN: ED303869 bers. (MLF)

,_ r,--.

138 145 Iv‘J) The Golden RuleI I I I

Definition Treat others as you would have them treat you.

Love your neighbor as yourself.

I” I” 146 Chapter Eight THE GOLDEN RULE

If there is one overarching directive for positive human relations, it is the Golden Rule: Treat others as you would have them treat you. In that one rule all the other desirable character traits have a place because the Golden Rule implies that we show respect, civility, justice, responsibility, and caring.

Respect. We want everyone to recognize store clerks to guide our purchasing, and class- our own worth, therefore, we try to acknowl- mates in our study group to contribute their edge the value of all those whom we meet. We assignments. In return, it is our responsibility to do this, for example, by listening to their ideas pay attention in class, to obey police directions, and by accepting their differences, just as we to pay for merchandise in a civil manner, and to want others to listen to us and to treat our dif- complete our assignments in school and at ferences as valuable contributions to the human home. family. Caring. Even more personally, we expect Civility. We want others to treat us politely, others to care for us, to like us, to love us. We therefore we practice our manners when we are probably don’t expect everyone we meet to with others. We say, “Excuse me,” when we exhibit a gushing emotional response to us, but need to interrupt a conversation, and “Thank we do expect them to sympathize with our pain you,” when we receive a favor or a gift. In and to rejoice in our happiness. In return, of addressing someone in authority, we use a title course, we are sensitive to the joys and sorrows of address, such as Miss or Your Honor. And we of our neighbors. This expectation is expressed learn to talk to others in a tone that promotes a in the oft-quoted Biblical directive: Love your friendly or civil exchange-because that‘s the neighbor as yourself. way we want people to speak to us. “To love your neighbor as yourself” is the Justice. We want others to give us a fair epitome of the Golden Rule, the zenith of its shake, i.e., to give us what is our due. When we expression. Most religious philosophies have a are playing a game, for instance, we expect to principle like that, a principle that expresses our have our regular turn. When we finish our essential unity as human beings. We love our school work accurately, we rightly expect a good neighbors because we are one in spirit, drawn grade. When we complete work for money, we by a common desire for happiness, sharing in expect to receive the agreed-upon amount. So, our universal quest to improve ourselves and too, do we give others the rewards of time or of the world in which we live. praise that are appropriate. We realize that we cannot merely take for ourselves.. We must give The Golden Rule in Various rewards to others as well. Of course, a sense of Religious Traditions justice also requires punishment or withholding Judaism: What is hateful to thyself, rewards when we do not act appropriately and do not to another according to standards. .. Responsibility. We expect others to provide Christianity: All things whatsoever us with the services that match their responsi- ye would that men should do to you, do ye bilities: for example, teachers to provide organ- even so to them. ized instruction, police to help us travel safely, Confucianism: Never do to others what you

140 147 Developing Character Through Literature A Teacher’s Resource Book

would not like them to do to you. other and with a God-force. Zoroastrianism: That nature alone is good To apply the Golden Rule, simply ask your- which refrains from doing unto another what- self about any tough circumstance: “How soever is not good for itself. would I like to be treated in similar circumstances?” Can you think of instances where Taoism: Regard your neighbor‘s gain as your something happened that you could have asked own gain, and your neighbor’s loss as your own and answered that question? loss. Signs of Caring Hinduism: This is the sum of duty: Do naught unto others which would cause you pain if We show signs of caring in thoughts, done to you. words, and deeds. Here are samples or signs of friendship, of caring: Buddhism: Hurt not others in ways that you We hope our friends find happiness yourself would find hurtful. because their joy raises the sense of ful- Islam: No one of you is a believer until he fillment in all those around them desires for his brother that which he desires for We tell others that we are sorry for himself. their pain and happy for their achieve- ments and pleasures. Class Discussion We send a card, deliver a treat, or offer You may want to discuss these expressions a service (babysitting) to acknowledge with your students. What do these statements some event in the lives of our class- have in common? If everyone followed the prin- mates or workmates. ciple of the Golden Rule, what would our com- We do these things because we want to be munity look like? treated in a similar fashion. (Treat others as you We expect our neighbors, our classmates, want them to treat you.) We do these things our working partners to care for us, and to love because we sense that acts of friendship and us, because we, as they, are searching and work- love benefit the common good, benefit our ing for what is good. Our recognition of a com- common human spirit. Just as evil deeds create mon good, of the need for all of us to rise a drag on humanity, so do good acts lift us all above our ow,” selfish desires, emanates from and make us happier and more peaceful, better what religions describe as our common destiny, than before. i.e., to be happy in a spiritual unity with each

141 Chapter Eight THE GOLDEN RULE

(Handout for Students) . Class Activity on the Golden Rule You may reproduce the following story, or read it aloud to the class, then ask them to react to it in an open discussion or in their journals.

Four Heroes During World War 11, in February 1943, a transport ship, The Dorchester, was carrying 902 servicemen across the North Atlantic. They were escorted by three Coast Guard Cutters because they were sail- ing in dangerous waters. German submarines were constantly prowling those icy waters. They had already sunk several American ships. At 1:OO a.m. on February 3, a German submarine raised its periscope and spotted the Dorchester. The German officer gave the orders to fire three torpedoes, and they struck with deadly force below the waterline. The Dorchester began to fill rapidly with the cold ocean water. The massive explosion knocked out power and radio contact. One of the Coast Guard Cutters saw the explosion, however, and rushed to rescue 97 men who had abandoned ship. Another cutter circled the Dorchester and rescued another 132 survivors. The torpedoes had killed and wounded many men, and the violence all around them created panic throughout the ship. A lucky few were in lifeboats and were picked up by the Coast Guard Cutters. Others jumped into the frigid water and died there. With the men of the Dorchester were four Army chaplains. They were Lt. George Fox, Methodist; Lt. Alexander D. Goode, Jewish; Lt. John I? Washington, Catholic; and Lt. Clark V. Poling, Dutch Reformed. They agreed together to spread out across the sinking ship to calm the frightened men, to preach courage, and to pray with the dying. They distributed life jackets from the storage lockers. When all the life vests were gone, witnesses saw the four take off their own to gave the four life vests to frightened young men. “It was the finest thing I have ever seen,” said John Ladd, a survivor who saw the chaplain’s golden act. They did not ask which religion a young man belonged to. They simply gave their life vests to the next four men in line. As the Dorchester tilted and began to slide beneath the sea, men in lifeboats could see the four chaplains on the slanting deck. Their arms linked together, they raised their voices in prayers as they were sucked into the icy waters. There is no greater good than a person lay down his or her life for a friend. Of the 902 men on board the Dorchester that night, only 230 survived, and they were always inspired by the memory of the four chaplains who worked for those servicemen until they sank together into the arms of their God. Questions for Reflection How do people learn to behave? Is there a universal code of behavior? What would prompt those chaplains to sacrifice their lives to save others? How can we help each other become better human beings? Where would you find it difficult to apply the Golden Rule? For example: When your group is making fun of someone. When you are watching a bully pick on a weaker kid.

142 Developing Character Through Literature A Teacher’s Resource Book

(Handout for Parents) Parent Letter You may want to copy this letter and send it to your students’ parents. It suggests limited actions that they can do to model the Golden Rule.

Dear Parent, Your child has been discussing the Golden Rule: “Treat others as you want to be treated.” One example that often comes up with children is “listening.” They feel that adults don’t listen to them. And adults often think the reverse is true. If you want to model listening for your children (to show them how to practice the Golden Rule), consider these guidelines: Be interested and attentive. Maintain eye contact to show that you are really with the child. Encourage talking. “Tell me about your day at school.” They are more likely to share their ideas and feelings when others think them important. Listen patiently. Avoid cutting children off before they are finished. Reflect their feeling. Mirror your children’s feelings by verbally reflect- ing them back. “It sounds as if you’re angry at your math teacher.” Listen to nonverbal messages. They may communicate through their tone of voice or body language. By showing your child how to pay attention to the words of others you help them see the benefits of listening and of feeling the excitement or the sadness that others express in conversation. When you act as a model for behavior, it probably is best not to try to compare your behavior with how your child acts. Save those discussions for another time. Thank you for working to build positive character traits in your child. Sincerely, Chapter Eight THE GOLDEN RULE

Historical Figures Who Exemplify to others, what you would not like them to do The Golden Rule to you.”

Aristode (384-322 B.C.) was also a caring per- James Cash Penney (1875-1971) was a retail son. The Golden Rule formed the bedrock of genius, philanthropist, “the man with a thou- much of his philosophy. “We should behave to sand partners,” gentleman farmer, author, lectur- our friends as we would have our friends behave er, world traveler, and the founder of the J.C. to us,” he said. “It is the characteristic of a mag- Penney Company. His name became synony- nanimous man to ask no favour, but to be ready mous with doing business according to the prin- to do kindness to others.” ciples of the Golden Rule. To him, the Golden Rule represented more than a marketing strategy; it represented his deeper philosophical and Charles Loring Brace (1826-1 890) - Founder religious beliefs and became the credo of his of The Children’s Aid Society (1853), an organi- business. He insisted on offering customers zation that established modern methods in child quality merchandise at the lowest possible prices. welfare. Educated to be-a minister, Brace was Customer service, shrewd buying practices, and determined to give children an alternative to life a growing cadre of talented store managers and in the squalid slums and teeming New York City associates formed the basis of the new organiza- streets. He created services to meet the needs of tion. poor, homeless, hungry, sick, and disabled children. He helped to establish industrial schools and lodging houses for boys and girls. Brace was Conhcius (55 1-479 B.C.) - Philosopher, also mainly responsible for the “orphan trains” moralist, statesman and educator. The thoughts that were common in the decades just preceding and teachings of Confucius encompass ethical and following the Civil War, and lasted until , philosophy, political and educational principle. about 1930. These trains transported orphans He was concerned with the existential problems from the crowded, poverty stricken, and disease of man, hence he deals less with generalities and ridden streets of New York City to Midwestern more with the practical matters of daily and per- farms and other rural locations, where they were sonal relationships. The ideal of conduct, order- adopted and/or obliged to work. The system ing all human relationships and resulting in an improved many lives. ideal social structure and harmony is: “Never do Developing Character Through Literature A Teacher’s Resource Book

Websites on The Golden The Universality of the Golden Rule in the Rule for Students World Religions httd/www. teachingvalues.com/poldenrule.html “The Twenty-one Greatest Ideas The Golden Rule Scramble In Human Relations” htto://www.ebibleteacher.com/children/classrnat/ htt~://www.~atriot.net/+brnc~in/the21 .htrnl golden unscrarnble.htrn Chapter Eight THE GOLDEN RULE

Books on The Golden Rule Grade 4 to 7 for Students KONIGSBURG, E. L. (1967). ]ennt;feer, Hecate, MacBeth, William McKinley and Me, Elizabeth. K to Grade 3 Atheneum. ISBN 0689702965. Two fifth-grade ALLARD, Harry and MARSHALL, James. girls, one of whom is the first black child in a (1977). Miss Nehon is Missi9zg Houghton middle-income suburb, play at being apprentice Mifflin. ISBN 0395401461. The kids in Room witches. 207 take advantage of their teacher’s good MACLACGHLAN, Patricia. (1985). Sarah, nature until she disappears and they are faced Plain and Tall. Harper & Row. ISBN with a vile substitute. 006024 10 12. When their father invites a CHERRY, Lynne. (1994). The Dragon and the mail-order bride to come live with them in their Unicorn. Harcourt Brace. ISBN 0765507293. prairie home, Caleb and Anna are captivated by Valerio the dragon and Allegra the unicorn are their new mother and hope that she will stay. driven into hiding when humans begin to MCKINLEY, Robin. (1978). Beauty: The destroy the natural beauty of their land, but they Retelling of the Story of the Beauty and the receive hope when they befriend the daughter of Beast. Harper & Row. ISBN: 0060241497. the man responsible. Kind Beauty grows to love the Beast at whose COLEMAN, Evelyn and GETER, Tyrone. castle she is compelled to stay and through her (1996). White Socks Only. Albert Whitman. love releases him from the spell which had ISBN 080758955. Grandma tells the story turned him from a handsome prince into an about her first trip alone into town during the . ugly beast. days when segregation still existed in Mississippi. PATERSON, Katherine. (1978). The Great HARGRFAVES, Roger. (1999). Mx Grumpy. Gilly Hopkins. Crowell. ISBN 0690038372. An Price Stern Sloan. ISBN 0843174773. Mr. eleven-year-old foster child tries to cope with her Grumpy is in a BAD mood-until he gets a longings and fears as she schemes against every- visit from Mr. Tickle. one who tries to be friendly. SAN SOUCCI, Robert and PINKNEY, Jerry. RAWLS, Wilson. (1961). Where the Red Fern (1989). The Talking Eggs. ISBN 0803706197. A Grows. Doubleday. ISBN 0553274295. A young Southern folktale in which kind Blanche, fol- boy living in the Ozarks achieves his heart‘s lowing the instructions of an old witch, gains desire when he becomes the owner of two red- riches, while her greedy sister makes fun of the bone hounds and teaches them to be champion old woman and is duly rewarded. hunters.

146 153 Developing Character Through Literature A Teacher’s Resource Book

Grade 8 to 12 in 1940s Brooklyn. The rabbi, a Czech who fled the Nazis on the eve of World War 11, teaches CODELL, Esme R. (1999). Educating Esme: the boy Judaism while the boy, who is Irish, Diary of a Teacher’s First Ear. Algonquin. teaches the rabbi English and baseball. When ISBN 1565 122259. Presents a teacher’s humor- anti-Semitic hoods attack the rabbi the boy goes ous yet poignant account of her first year of to his defense. By the author of A Drinking Life. teaching at an inner-city school in Chicago. She finds herself challenged by incompetent admin- HARUF, Kent. (1999). Plainsong. Knopf. ISBN istrators, abusive parents, gangs, and her own 0375406182. The interwoven lives of a commu- insecurities. nity in Colorado. The characters include two cattle farmers who take in a girl, thrown out of HADDIX, Margaret Peterson. (1998). Among her house for becoming pregnant. The novel Simon & Schuster. ISBN the Hidden. describes the girl’s impact on their lives, both 0689817002. In a future where the Population men being bachelors. Police enforce the law limiting a family to only two children, Luke has lived all his twelve years WOODSON, Jacqueline., (1994). I Hadn’t in isolation and fear on his family’s farm, until Meant to Tell You This. ISBN 0385320310. another “third convinces him that the govern- Marie, the only black girl in the eighth grade ment is wrong. willing to befriend her white classmate Lena, discovers that Lena’s father is doing horrible HAMILL, Pete. (1997). Snow in August. Little, things to her in private. Brown & Co. ISBN 0316340944. The friendship of a Jewish rabbi and a Catholic altar boy

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Books on The Golden Rule Johnson, Ruth, and Others. Improving Your for Parents Childb Listening and Lanpge Skills: A Parent’s Guide to Language Development. Washington, Bodner-Johnson, Barbara. DC: Handicapped Children’s Early Education “Conversation begins at home -Around the Program Division of Special Education Table.” Perspectivesfor Teachers of the Hearing Programs, 1982. [ED 234 5761. Impaired, NovIDec 1988. Maxwell, Margaret John. Listening Gamesfor Carlisle, Lynn. Communication Skills. Elementary Grds.Washington, DC: Acropolis Sacramento: California State Department of Books LTD., 1981. Education, Division of Special Education, 1988. [ED 315 9331. Smith, Carl. How to Talk to Your Children about Books. Bloomington, IN: Family Learning Edleston, Charlotte. A Program of Games and Association, 200 1. Activities to Increase Listening and Attentional Skills in Kindergarten. Nova University: Ed.D. Practicum, DissertationITheses, 1987. [ED 292 5861. Developing Character Through Literature A Teacher’s Resource Book

Websites on The Golden The Mother Load: T&ng the Measure of The Rule for Teachers Golden Rule httD://www.leadvilleherald.com/1999/072999/ “The Twenty-one Greatest Ideas mothechtml In Human Relations” But I Keep the Golden Rule Specific ways to apply the Golden Rule to real httP://www. iovfulheart.com/evanp/poldn-ru.htm life. httD://patriot.net/- bmcsjn/the2 1.html and Confucius: Analects (Sayings) httD://www.peocities.comN(restHollwood/Hei~hts/ htt~://www.wsu.edu:8080/-wldciv/ 1734/eolden0 1.html world civ readedworld civ reader l/confucius.html The Golden Rule Nature and Human Values By Jeffrey Wattles, the book is published by httD://www. hanover.edu/philos/john/mss/ Oxford University Press (1996). hcDubfnl.htm1 httD://www.Dersond. kent.edu/- jwattleshdex. htm/ Morality vs. Slogans moreinfo. htm htt~://aristotle.tamu.edu/-rasmith/Courses/251/ Egoism/Aluuism Test gert-paper. html httD://www.aueendom.com/tests/persondity/ Rules of Gold epoism.html httD://www.max.q 1.com/all/gold-rule.htm The Universality the Golden Rule in the of Committee For The Golden Rule World Religions (For Children) An informal association of people who desire to httP://www. teachinPvdues.com/Poldenrule.html promote the Golden Rule who’s first goal is: “Let every school-child learn the Golden Rule.” Research and Scholarship httD://www.CommitteeForTheGoldenRule.or~ A Short Essay by Harry J. Gensler The Golden Rule In Major Religions httD://www.icu.edu/DhilosoDhv/pensler/c.oldrule.htm Worldwide Quotes from the Golden Rule httD:// theosophy.og/tlodocs/GoldnRul. htm httD://www.Dersond.kent.edu/-jwattles/index.htm/ Specific Ways to Apply the Golden Rule to GRquotes.htm Real Life The Sermon on the Mount httD://www.geocities.corn/WestHohwood/Heights/ httD://www.ccel.orp/contrib/exec outhes/mt/ 1734/~oldenOI.html mt 19.htm Lesson: Golden Rule The Rule of Rules httD://www.ebibleteacher.com/chiIdren/lessons/ http://www.iurisdictionarv.com/rule of rules.htm goldrule. htm Altruism vs. Compassion The Golden Rule Scramble httD://www.innerself.com/Spiritudi~/dtruism Unscramble the tiles to reveal a valuable rule. compassion.htm htt~://www.ebibleteacher.com/children/classmat/ golden unscramble.htm A Sermon by Dr. Neil Chadwick on the Golden Rul; Quo@ on The Golden Rule

#TOP Pantheism and the Golden Rule httD://Datriot.net/- bmc~in/love.html httD://home.utm.net/oan/kindness.htm Chapter Eight THE GOLDEN RULE

Books on The Golden Rule Folktales and Fables of the Middle East and for Teachers Afiica, by Robert Ingpen and Barbara Hayes. Golden Rule, by Jeffrey Wattles. Conficius and Ancient China, by Theodore Rowland-Ennvistle. Formal Ethics, by Harry J. Gender. http://www.routledEe.com/philosoDhy/fe main.htm1 The Magic Boat and Other Chinese Folk Stories, by M. Jagendorf and Virginia Weng. Ethics: A Contemporary Introduction, by Harry J. Gender. Great Leaders ofAncient Greece and Rome, by http://www.routledrze.com/philosophy/ciD/ethics.htm Leonard Cotrell. Freedom and Reason, by Richard M. Hare. The Aeneid for Boys and Girh, by Alfred Church. Golden Rules, by Rabbi Wayne Dosick. The Ten Ethical Values Parents Need To Teach First Book of Bibk Lands, by Charles A. Their Children, published by Robinson. HarperSanFrancisco. Stories of the Jewish People, by Jose Patterson. htt~://www.scruz.net:80/-zvi/~oldrull.html Jerusalem, Shining Still, by Karla Kuskin. Seasons of Splendor: Zles, Myths, and Legends fiom India, by Madhur Jaffrey. Developing Character Through Literature A Teacher’s Resource Book

ERIC Bibliography on DE: *Educational History; *Ethical Instruction; The Golden Rule *Public Education; *Religion AB: Nineteenth-century common schools ERIC annotated bibliographies add brief offered no course about religion or its role in ideas to help with this topic. Many of the anno- American society. Moral education up through tated articles are available in full text. See the the mid-20th century embodied a kind of gener- Appendix for directions. alized Christianity. If universalized versions of The following reports of research and class- the Golden Rule and the Ten Commandments room practice are summarized here from the prevail, educators should reconsider the merits ERIC database. For more information on arti- of common-school philosophy. Contains 18 ref- cles in the database, or to find the full text of an erences. article go to httD://eric.indiana.edu to search the database. The numbers at the top of each refer- AN: EJ45 1632 ence enable you to go directly to the article that AU: Trede, Mildred you seek. TI: Dear Old Golden Rule Days. PY: 1992 AN: EJ602255 SO: Gifted Child Today GCT; vl5 n4 p26-30 AU: Miller, Ron; Kohn, Alfie Jul-Aug 1992 TI: The Compassion Our Children Deserve: An DE: *Educational History; *Learning Activities; Interview with Alfie Kohn. *Mathematics Instruction; *Writing Across the PX 2000 Curriculum SO: Paths of Learning: Options for Families and AB: Learning activities to develop skills in vari- Communities; n3 p3 1-39 Win 2000 ous curriculum areas including language arts, NT: Theme issue topic: “Youth As Partners in mathematics, social studies, and science are pre- the Home, in the School, and in the World.” sented, focusing on the theme of education in DE: *Educational Practices; *Parent Child centuries past. Sample activities include con- Relationship; *Parenting Skills; *Teacher Student trasting the Spartan and Athenian educational Relationship systems and using Pestalozzi’s charts for math AB: Alfie Kohn, former teacher and current edu- functions. (DB) cational theorist and writer, discusses his views on teaching, learning, and parenting. He AN: EJ420465 addresses the problems of reward-based educa- AU: Stonehouse, Anne tion, the negative effects of competition on TI: The Golden Rule for Child Care: Treating learning, and capitalizing on the naturalness of Children as We Want Them to Treat Us. altruistic behavior in humans. He stresses the PY: 1990 importance of treating children with compassion SO: Child-Care-Information-Exchange;n76 as a basic foundation for promoting learning. p35-38 Nov-Dec 1990 (LP) DE: *Adult Day Care; *Day Care Centers; *Educational Environment; *Human Dignity; AN: EJ592901 *Institutional Environment; *Nursing Homes AU: Wright, Elliott A. AB: Considers what would happen if traditional TI: Religion in American Education: A child care activities were used in a retirement home. The needs of both agqgrpups are summa-

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AN: EJ283259 through the rest of the year; (3) basic classroom AU: Rembert, Ron B. rules and how children can be involved in their TI: The Golden Rule: Two Versions and Two creation; (4) a system of logical consequences for Views. children’s actions; (5) problem-solving class PY: 1983 meetings; (6) a time-out procedure; (7) SO: Journal of Moral Education; v12 n2 approaches to children who engage in power p100-03 May 1983 struggles; (8) ways to approach problem-solving DE: *Ethical Instruction; *Religious Education; with individuals and groups based on a teacher‘s *Values Education ability to notice and reflect; (9) the powerful AB: Sixth-grade students explore the underlying link between words and actions; (10) the use of issues of two versions of the Golden Rule, the specific language by children and teachers; (11) negative one viewed by Confucius as a moral different ways teachers can invoke authority, prescription and the positive one viewed by such as the Golden Rule, rules for safety and Jesus as a religious prescription. (AuthodRM) order, and personal rules; (12) formation of “Clear Positives,” or basic ideals; (13) social AN: ED369531 arrangements and expectations; (14) class and AU: Charney, Ruth Sidney group expectations for learning content and pro- TI: Teaching Children to Care: Management in cedures; (15) individual expectations; and (16) the Responsive Classroom. “critical contracts.” The conclusion addresses the CS: Northeast Foundation for Children, idea of authentic teaching. Six appendixes and a Greenfield, MA. 43-item bibliography of books, articles, audio- PY: 1993 tapes, songs, videotapes, and other resources are AV: Northeast Foundation for Children, 71 included. (TJQ) Montague City Road, Greenfield, MA 01301 ($22.50, plus shipping. Discount on quantity AN: EJ353719 orders). AU: Horowitz, Jeff PR: EDRS Price MFOl/PC13 Plus Postage. TI: The Golden Rule of Teaching. DE: *Classroom Techniques; *Discipline; PY: 1987 ‘Prosocial Behavior; *Self Control; *Values; SO: Clearing House; v60 n9 p411-12 May *Values Education 1987 AB: This book is about managing a responsive DE: *Empathy; *Perspective Taking; *Teacher classroom and teaching children to care. The Attitudes; *Teacher Student Relationship aim of every chapter and technique is the cre- AB: Recommends that teachers be more empa- ation of self-controls and community, defined as thetic with their students, treating them as they the capacity to care about oneself, others, and would wish to be treated themselves. Compares the world. The 16 chapter topics are: (1) goals classroom teaching with teacher education class- of self-control and community; (2) techniques es. (NKA) of the first 6 weeks of school and their extension

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Faxth-BasedRU I tiVesI

Syn0ll.S Ethics Religion Philosophy

Definition A character development program guided by the principles that stem from a recognized religion or philosophical tradition - for example, a program espoused by one of the Christian churches or one developed from Marxist philosophy - would be a faith-based program. Chapter Nine FAITH - BAS ED INITIATIVES

“To educute u mun in mind und not in moruls is to educute u menuce to society.” - Theodore Roosevelt The purpose of this chapter is different from the instructional design of the previous chapters. Our purpose here is to facilitate discussions of personal philosophies and to help teachers to respond to faith-based initiatives by their students. Not all students will have an articulated personal philosophy or a religious faith that guides their behavior. In a public school classroom comments are welcome from those who do have a faith or a personal philosophy and from those who do not. In the long term, however, we hope that each individual will govern their behavior, will build their character, through a clear set of guidelines, no matter the roots on which they are based. When a student says, “I learned integrity personal and common civic virtues has emerged from my church program,” the teacher can in American society-honesty, caring, fairness, encourage that student to elaborate. Thereby, responsibility, perseverance and integrity. These other students learn that integrity has origins in values blend together in a commonality of pur- a variety of principles. So, too, the teacher pose and form a model of good citizenship for encourages a student who says, “I learned democracy. These fundamental beliefs enter the integrity from watching my grandmother.” door of the schoolhouse within the mind and One comment stems from religion and the heart of each student and frequently are other from a family model. Each example can expressed during classroom discussions and prompt other class members to ask themselves: individual actions. “What will guide my sense of integrity?” Increasingly listed as descriptive of good American historians often point to the early citizenship instruction is “respecting the rights and the continuing influence that religious faith of others to have their own views and religious plays in the lives of American people. In this beliefs.” The inclusion of the words “own views chapter, then, we open ourselves to no-faith and religious beliefs” opens the door for stu- reflections and to faith-based reflections. They dents to share their opinions and beliefs in the are valid contributions to the discussion of classroom. character development. Many people build character around the America was founded on faith-based reli- principles and beliefs of their religion. gious beliefs. Throughout our history, deep reli- Character trait discussions in school are bound gious convictions have molded the character of to bring forth points stemming from the princi- a great many Americans - people from a wide ples and beliefs individuals have acquired from variety of significant religious groups their families and faith communities. These (Protestants, Catholics, Jews, Orthodox thoughts need to be recognized, accepted, and Christians, Mormons, Muslims, Hindus, used as aids to build character for those stu- Buddhists, Native American religions and oth- dents who are so guided. ers). Out of these differences in faith, a set of

154 Developing Character Through Literature A Teacher’s Resource Book

It is understandable that teachers wonder Faith-Based and Community Initiatives. how they can include faith-based opinions in The Faith-Based and Community the classroom without “teaching religion.” In Initiatives Act‘s stated purpose is, “To provide “Religion in the Public School Curriculum,” incentives for charitable contributions by indi- guidelines for how to teach about religion sum- viduals and businesses, to improve the effective- marize the distinction this way: ness and eficiency of government program a. The school’s approach is academic, not delivery to individuals and families in need, and devotional. to enhance the ability of low-income Americans b. The school strives for student aware- to gain financial security by building assets.” ness of religions, but does not press for (httr,://www.whitehouse.cov/news/reports/faith- student acceptance of any religion. based.htm1). President Bush has stated; “We must heed the growing consensus across The school sponsors study about reli- c. America that successful government social pro- gion, not the practice of religion. grams work in fruitful partnership with com- d. The school may expose students to a munity-serving and faith-based organizations- diversity of religious views, but may whether run by Methodists, Muslims, not impose any particular view. Mormons, or good people of no faith at all.” The school educates about all religions; e. to it does not promote or denigrate reli- Giving Back Community gion. The prime goal of public education is to f. The school informs students about vari- prepare students to achieve in the world. In ous beliefs; it does not seek to conform order for American democracy to continue to students to any particular belief. thrive, our children must be educated in “the basics” and, at the same time, be good citizens. A distinction is made between the teaching Being a good citizen not only requires giving “of” religion and teaching “about” religion. attention to personal behavior and conduct, but Faith-Based and assumes that one gives back to the community. Community Initiative Exhibiting good character can come through demonstrating the virtues that have evolved The term, faith-based, has risen in visibility through a faith-based background of acquired, with President George W. Bush‘s Faith-Based acceptable virtues. Serving others and caring and Community Initiative. This initiative is a about others demonstrate strength of character. recognition that, “America is rich materially, It is, therefore, the responsibility of a good citi- but there remains too much poverty and zen to give back either as an individual or in despair amidst abundance. Government can conjunction with social groups and groups that rally a military, but it cannot put hope in our have their roots in religious organizations. hearts or a sense of purpose in our lives.” John 1. Goodlad, author of What Schools (http://www.whitehouse.cov/infocus/faith-based/). Are For, writes of his “analysis of goals for Despite programs and commitments by the schooling articulated by state and local boards Federal and state governments to address social of education, various special commissions, and needs, there remains a large number of citizens others in an attempt to achieve a synthesis.” who continue to be distressed and in poverty. Twelve goals are listed representing the author‘s Recognizing that many community and faith- description of Goals for Schooling in the based groups strive to assist societal needs, United States. Under the seventh goal of President Bush signed Executive Orders which Citizenship, he lists a number of purposes created a high-level White House Offce of among which are to.. . “develop an attitude of

155 I62 Chapter Nine FAITH-BASED INITMTIVES

inquiry in order to examine societal values, teachings of our faith and the guidance of our develop the ability to think productively about parents. It would be difficult for us to separate the improvement of society, and develop a com- what we believe from the way we act, and our mitment to involve oneself in resolving social greatest hope is that our actions reflect those issues.” Goodlad states: “More than ever before, virtues of honesty, caring, fairness, responsibility, man is confronted with confusion regarding the perseverance and integrity-the same faith-based nature of man; conflicting value systems; virtues on which America was founded. ambiguous ethical, moral, and spiritual beliefs; When a student points to principles or and questions about his own role in society. To beliefs from a particular faith, it is the teacher‘s counteract man’s ability to destroy himself and prerogative to remind the class that many reli- his tendency to destroy his environment requires gious or non-religious beliefs are represented in citizen involvement in the political and social the group. Thus there is a multi-faith base for life of this country. A democracy can survive the traits that they display as a group. Often stu- only by the participation of its members.” dent comments are their opinions of their faith (1994, p. 45) at that moment. When appropriate, ask students Many schools refer to themselves as “school to bring in written statements from their faith families” - meaning that the students, staff,par- community to show how actual religious docu- ents, and community members are part of a ments relate to the point of the class discussion. learning community joined together as a family Others should be encouraged to bring in state- unit. Schools try to “involve parents” in the ments that represent their philosophies. work of the school by requesting their participation on committees, attendance at school activi- References ties, and assistance in classrooms. Extending that Goodlad, John I. (1994), What Schooh Are For, idea, schools can include community groups and Second Edition. Phi Delta Kappa faith-based organizations that complement the Educational Foundation. expansiveness of the “school family”. Haynes, Charles C. and Oliver Thomas, Finding The Roots of Character Common Ground.. A First Amendment Guide Development to Religion and Public Education, First Amendment Center. Online in PDF format A question each of us might ask at: http://www.freedomforum.orP/ ourselves is, “On what foundation publications/firstlfindingcornmon~round/ did my character develop? Was it findin?commonground.pdf. through the lessons I learned from my family or from church classes I attended as a child? Was it Bibliography of Websites through the lessons my parents taught on a daily http://www.whitehouse.gov/infocus/faith-basedl basis as I was growing up? Was it through the citizenship classes in school or through the http://www.whitehouse.Pov/news/reports/ guidelines for classroom behavior established by faithbased.htm1 my teachers? Was it through reading and study- httD://www.doe.state.in.us/charactered/ ing about history, human behavior, psychology, instruction.htm1 or sociology? Was it through watching people interact and reading newspaper accounts of daily http://www.ed.Pov/inits/religionandschools/ events? All of us would probably answer that our http://pfie.ed.eov character developed through a sum of all of the above, and many of us would respond that our http://www.freedomforum.orP/templates/ most valued character traits are a result of the document.asp?documentID=3964

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Lesson Planning - Suggested 4. Read books focused on social issues. Classroom Activities Share the wisdom gained from that reading. See some titles below. As we consider ways that faith-based charac- 5. Invite guest speakers to visit the class to ter development might occur in the classroom, discuss social issues and community initiatives. keep in mind the diversity of backgrounds in the Guests might include school social workers and public school. Many faiths and many personal representatives from community and faith-based philosophies have shaped the personalities of organizations (United Way, homeless shelters, your students. Remind students of this fact. churches/synagogues,etc.) Do not invite only Caution them to avoid prejudicial or snide one, lest it seem that you are promoting one remarks when commenting on religious or social particular organization. groups that are mentioned in their discussions. 6. Volunteer to assist with after-school activ- These class discussions are meant to support ities. Serve as a tutor to assist students with students in their decision-making. They are school work. Provide assistance for students developing into positive citizens, and character needing extra help with reading or math. development activities provide them with information and opportunities to clarify what they 7. Conduct a class study to gain an under- believe and the direction they will take. standing about the legal issues involved in studying religion and religious topics in the public 1. As a class, study the Faith-Based & schools. Community Initiatives Act. Search for information about how the elements of this act have 8. Read children’s books which have a been incorporated into your community. What virtue/lifeskill theme where faith is an issue. ofices have been established, what procedures Include biographies of famous people and exam- are in place, what action is taking place? What ine the ways that their beliefs were reflected in needs of the community are being addressed? their actions. 2. Conduct a survey of the social needs in 9. The annual Almanac of the New York the school community. Examine the findings Times shows the distinctions between 12 and identify government, community or faith- Christian denominations on specific points (ori- based programs established to address specific gins, ethics, doctrines). Have students do a simi- needs. Create a community service project the lar search of non-Christian faiths. class might undertake to provide services to a Books and Role Models needy group. One example might be to make monthly visits to a nursing home located within The librarian can help in creating a book- the school community. shelf for your class. Heroes or role models 3. Research social issues within your city or appear in biographies, myths, legends, and fan- town. Collect facts and figures regarding existing tasy. Books and historical characters help stu- needs. Prepare a presentation for the class with dents understand the struggle involved in the collected data. Match these needs to com- becoming a caring person, a person of integrity. munity and faith-based organizations. Faith and personal beliefs (philosophies) often are keys to the character we meet in the book. Chapter Nine FAITH-BASED INITIATIVES

Historical Figures Who Exemplifl Day set up Houses of Hospitality to help feed, Faith-Based Initiatives clothe, and comfort the poor. Dorothy loved doing works of mercy because they allowed her to take direct and William Franklin Graham Jr. (19 1%) When immediate action for her brothers and sisters in shy 16 year old William Franklin Graham J. Christ and against the ills of society that robbed attended a revival meeting in 1934, he decided them of their life, freedom, and dignity. to commit his life to Christ. This spiritual awak- ening transformed the boy who became Southern Baptist minister Billy Graham (1939), James Earl Carter, Jr. (1924-) Through all the the world’s best-known evangelist. struggles, and through his later years of political triumph and acclaim as one of the world’s most In he began his career as an evangelist 1944 respected peacemakers, Christian beliefs has for the American Youth for Christ movement. In been President Carter‘s anchor and touchstone. 1949 he received national attention for an For decades, President Jimmy Carter has been extended evangelistic campaign in Angeles. Los an avid student and teacher of the Bible. For During the years since that time William 50 President Carter, faith finds its deepest expres- Franklin Graham has been our leading religious sion in a life of compassion, reconciliation, and revivalist. Mr. Graham has preached the Gospel service to others. In one of his books, Living to over 210 million people in more than 185 Faith (1996), he draws on the experience to countries and territories. Hundreds of millions offer lessons for life from the Bible, personal more have been reached through television, experience, and the examples of friends and video and film. About his influence over so family who have guided, challenged, and many, Graham told Life in 1994, “I am always inspired him. afraid. Afraid that I may give the wrong word to someone and that it might affect their eternal destiny. I feel every time I go to that platform Dr. Martin Luther King, Jr. (1929-1968) that I’m unworthy to be there.” Humility and fused the Christian philosophy of love with grace from a man of great faith. According to Mahatma Gandhi’s teachings of nonviolent the TIME Magazine, “he is an icon essential to a protest to lead the American civil rights move- country in which, for two centuries now, reli- ment in the name of freedom and equality. gion has been not the opiate but the poetry of “Love is the only force capable of transforming the people.” an enemy into friend,” King believed. Dr. King’s life was one of commitment to the principles of universal brotherhood and equality. He con- American journal- Dorothy Day (1897-1980), stantly preached these ideals throughout his life. ist and reformer, cofounder of the Catholic In his speech of a lifetime, given in 1963, on the Worker and an important lay leader in its associ- steps of the Lincoln Memorial, “I have a ated activist movement. Throughout her life, dream“, he declared with evangelical passion. “I Dorothy received comfort and inspiration from have a dream that one day this nation will rise the Bible, especially the Psalms, and the Gospels. up and live out the true meaning of its creed: They were part of her daily meditation. The “We hold these truths to be self-evident that all example and teachings of Christ were at the men are created equal.” Despite pressure and heart of her spirituality. In-theCa+olic Worker -- threats, he maintained his belief that “nonvio- community, Dorothy shared her- daily eneI ies~fie~ou~tpmtweapon>,. In 1964 he with and on behalf of poo:, homeldss!, siEk, and I &J,a/yva!Jed theq$.&peace Prize, desperate people. Influenced-byTeier Maufin?--’-\ ‘d Developing Character Through Literature A Teacher’s Resource Book

Websites on Faith Religions of the World for Students Islam - Judaism - Buddhism - Animism - Christianity - Hinduism Government Publications on h ttp://emuseum.mnsu.edu/cultural/reliaion/ Religion and Public Schools An Introduction to World Religion http://www.ed.gov/inits/relipionandschools/ http://www.faithnet.freeserve.co.uW publications.htm1 introtoworldrelipon.htm See and Ask Benzi-Grrr Bear Questions The Major World Religions About God http://www.omsakthi.ordreliPions.html See responses given to other children, click on a question mark to write your own. Dogmas of Judaism http://www.glencoe.com/benziper/activity/child/ http://www.sacred-texts.com/jud/studies.htm auestions.htm Information on Muslim Countries and What Does the Bible Say to You? Islamic Movements httD://www.elca.orp/co/biblesavs/ http://www.islamtodav.com/evervthind movements info.htm Faith and Life Character built on the Bible from CCD (Center A Collection of Links on Buddhism for Character Development) An animated web- http://dmoz.ordSocietv/ReliPion and Spiritualid site! Buddhism/What Is Buddhism/ h ttp://www.charactercenter.com/FaithAndLife/default .htm Chapter Nine FAITH-BASED INITIATIVES

Books on Faith for Students Press. ISBN 0130458562. Faced with the difi- culties of growing up and choosing a religion, a Grade K-3 twelve-year-old girl talks over her problems with her own private God. DEMI. (1996). Buddha. New York: Henry Holt & Company. ISBN 0805042032. A biography BOSSE, Malcolm. (1993). Ordinary Magic. about Gautama Buddha, the founder of New York: Farrar, Straus and Giroux. ISBN Buddhism. 0374425175. Uprooted from his home in India by a tragedy, Ganesh begins a new life in the DEMI. (1998). The Dahi Lama. New York: Midwest where his experiences with Hinduism, Henry Holt & Company. ISBN 080505443X. Yoga, and mantras are considered alien. A biography about the life of the Tibetan spiritual and political leader. LASKY, Kathryn. (1998). Dreams in the Golden Countty. New York: Scholastic. ISBN MATTHEWS, Mary and LEWIS, E. B. (1996). 0590029738. Twelve-year-old Zippy, a Jewish Magid Fasts for Ramadan. New York: Clarion immigrant from Russia, keeps a diary account of Books. ISBN 0395665892. Magid, an eight- the first eighteen months of her family’s life on year-old Muslim boy in Cairo, is determined to the Lower East Side of New York City in 1903- celebrate Ramadan by fasting, despite the oppo- 1904. sition of family members who feel that he is not yet old enough to fast. NYE, Naomi Shihab. (1997). Habibi. New York: Simon & Schuster Books for Young OBERMAN, Sheldon and LEWIN, Ted. Readers. ISBN 0689801491. When fourteen- (1994). The Always Prayer Shawl. Honesdale, year-old Liyanne Abboud, her younger brother, PA: Caroline House. ISBN 1878093223. A and her parents move from St. Louis to a new prayer shawl is handed down from grandfather home between Jerusalem and the Palestinian vil- to grandson in this story of Jewish tradition and lage where her father was born, they face many the passage of generations. changes and must deal with the tensions POLACCO, Patricia. (1988). The Keeping between Jews and Palestinians. Quilt. New York: Simon & Schuster Books for YOLEN, Jane. (1988). The Devilj Arithmetic. Young Readers. ISBN 0671649639. A home- New York: Viking Kestrel. ISBN 0670810274. made quilt ties together the lives of four genera- Hannah resents stories of her Jewish heritage tions of an immigrant Jewish family, remaining and of the past until, when opening the door a symbol of their enduring love and faith. during a Passover Seder, she finds herself in Grade 4-7 Poland during World War I1 where she experiences the horrors of a concentration camp, and BLUME, Judy. (1970). Are You There, God? It? learns why she-- and we--need to remember the Me, Margaret. Englewood Cliffs, NJ: Bradbury past.

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Grade 8-12 FRANK, Anne. (1967/1993. Bantam Edition) Anne Frank: Diary of a Young Girl. New York: BAT-MI, Miriam. (1999). Two Suns in the Bantam Books. ISBN 0553296981. The classic Sky. Chicago: Front Streedcricket Books. ISBN true story of a Jewish girl hiding from the Nazis 08 12629000. Fifieen-year-old Christine Cook's in Amsterdam. world is broadened in many different ways with the arrival of the refugees to the Emergency POTOK, Chaim. (1967/1996). The Chosen. Refugee Shelter in her hometown of Oswego, New York: Fawcett Columbine. ISBN New York in 1944. 044991 1543. The unlikely friendship between an Orthodox and a secular Jew brings deeper Parable Sowa BUTLER, Octavia (1993). of the understanding to both young men. Fawcett New York: Four Walls Eight Windows. ISBN Books. 0941423999. In a gritty, near-future Southern California, an empathic teenager invents her SPINK, Kathryn. (1997). Mother Theresa: The own religion. Shelved with science fiction. Complete Authorized Biography. San Francisco: HarperSanFrancisco. ISBN 0062508253. A biography of Mother Theresa. Chanter Nine FAITH-BASED INITIATIVES

Websites on Faith Faith-Based Child Care Resources for Parents The resources listed on the site of the National Child Care Information Center. Some of the Rallying the Armies of publications are listed on the Child Care Topics Compassion pages. http://www.whitehouse.eov/news/reports/faithbased http://www.nccic.ore/cctopics/faithbased. htrnl -.htrnl Indiana Camp Ministries Project Faith-Based Initiative: Current Status http://www.cts.edu/icmp/rnain. htrn http://useovinfo.about.corn/librarv/weekly/ Bush’s Faith-Based Plans from Christianity aa053001 b.htrn Today Magazine Religion and Public Schools htt~://www.christianitytodav.corn/ct/9tc/9tc020.htrn~ A US Department of Education site containing Faith at Home guidelines, publications and resources on the Explore and enjoy your faith with your kids! topics of religious expression in public schools http://www.faith at horne.corn/articles/ and faith community support of children’s learn- peace cwt.html ing to provide you with the most current and accurate information on these important topics. Teaching the basics of faith to children is crit- http://www.ed.pov/inits/relieionandschools/ ical, say teachers and parents By Laura Addison Religion and Prayer in Public Schools http://www.reporternews.corn/relipion/ http://www.adl.orP/relieion ps/prayer.asp kidfaith0829.htrnl Developing Character Through Literature A Teacher’s Resource Book

Books on Faith Faith Works for Teachers This initiative, announced on November 23, 1999, is to encourage faith-based institutions to Rallying the Armies of help Indiana’s working poor achieve a better life Compassion for themselves and their families. Overseen by httv://www.whitehouse.pov/news/reports/ the Division of Family and Children of the faithbased.html State’s Family and Social Services Administration, Faithworks Indiana will provide Faith-Based Initiative: Current Status assistance to faith-based organizations in apply- http://usgovinfo.about.corn/library/weekly/ ing for state and federal grant dollars to support aa053001 b.htrn new or existing self-sufficiency programs. Center for Faith-Based and Community Faithworks Indiana toll-free hotline: 1-800-599- Initiatives in the Department of Education 6043. http://www.ed._eov/ofices/OIWpfie/whoweare/ http://www.state.in.us/fssa/faithworks/index.htrnl faithbased.html Faith-Based Community Initiatives (FBCI) Faith-Based Child Care Resources http://www.faithbasedcornrnunitvinitiatives.org/ http://www.nccic.ordcctopics/faithbased.html Teaching Children to Share their Faith Religion and Public Schools By Verda Rubottom U.S. Department of Education site containing http://www.a~.org/cecounselor/200002/OO02c.chd guidelines, publications and resources on the .cfm topics of religious expression in public schools Teaching About Religious Holidays and faith community support of children’s learn- http://www.adl.org/relipion ps/teachine.ass ing to provide you with the most current and accurate information on these important topics. Religious Holiday Activities Guidelines http://www.ed.pov/inits/relipionandschools/ http://www.adl.org/ctboh/holidav activities pidelines.html Religions of the World Islam - Judaism - Buddhism - Animism - What faith-based programs can do (and what Christianity - Hinduism they can’t) http://emuseurn.rnnsu.edu/cultural/relipion/ By Stephen Goldsmith http://www.opinioniournal.corn/extra/?id=85OOO5 1 1 An Introduction to World Religion http://www.faithnet. freeserve.co.uk/ Can Public Schools Be Religiously Neutral? introtoworldreliPon.htm By Paul G. Kussrow and Loren Vannest http://www.leaderu.com/hurnanities/neutral. html The Major World Religions http://www.ornsakthi.orp/reliPions. html Judaism 101 Online encyclopedia of Judaism, covering Jewish Faith and Life beliefs, people, places, things, language, scrip- Character build on Bible from CCD (Center for ture, holidays, practices and customs. Character Development) An animated web site! h ttv:I/www.iewfaa.org/ http://www.charactercenter.corn/FaithAndLife/ Dogrpv of Judaism

. ’ 163 . .’.. 1.70 Chatxer Nine FAITH-BASED INITIATIVES

Islam: A Religion of Terror? Information on Muslim Countries and http://www. thetruerelieion.ore/terror.htm Islamic Movements http://www.islamtoday.corn/everythinc/ Lesson Plan: Sense of Islam Making movements info.htm http://www.education world.com/a tsl/archives/ 01 l/lesson0027.shtml Subjects: Literature, Social Science, World History. Grades: 6-12 Developing Character Through Literature A Teacher's Resource Book

ERIC Bibliography on based communities. The document compiles a Faith-Based Initiatives series of talking points for use as overheads. The topics discussed include the following: (1) reli- ERIC annotated bibliographies add brief gious expression in public schools; (2) student ideas to help with this topic. Many of the anno- prayer and religious discussion; (3) graduation tated articles are available in full text. See the prayers; (4)official neutrality regarding religious Appendix for directions. activity; (5) teaching about religions; (6)student The following reports of research and class- assignments; (7) religious literature; (8) religious room practice are summarized here from the excusals; (9) released time; (10) teaching values; ERIC database. For more information on arti- (1 1) student garb; (12) Equal Access Act; (13) cles in the database, or to find the full text of an the appropriate role of faith communities in article go to http://eric.indiana.edu to search the public education; (14) what partnerships involv- database. The numbers at the top of each refer- ing public schools and faith-based communities ence enable you to go directly to the article that should and should not do; (15) reminders for you seek. volunteers; (16) starting a volunteer program; (17) ensuring effectiveness and targeting AN: ED446828 resources; (18) action areas for promoting chil- AU: Gates, Saundra dren's learning; (1 9) helping children learn after TI: Finding Common Ground: How Faith school; (20) helping children learn to read; (21) Communities Support Children's Learning. helping youth prepare for college; (22) promot- CS: Partnership for Family Involvement in ing a safe, healthy environment; (23) the Education (ED), Washington, DC. Partnership for Family Involvement in PY: 2000 Education; and (24) information and publica- AV: U.S. Department of Education, Partnership tions available from the U.S. Department of for Family Involvement in Education, 400 Education. (KB) Maryland Avenue, SW, Washington, DC 20202-8 173. (Toll-Free) 800-872-5327; email: AN: ED441931 [email protected]; Web site: http://pfie.ed.gov. AU: Trulear, Harold Dean PR: EDRS Price MFOl/PCOl Plus Postage. TI: Faith-Based Institutions and High-Risk DL: http://orders.edrs.com/members/sD.cfm? Youth. First Report to the Field. Field Report AN=ED446828 Series. DEM: *Children; *Church Role; *Churches; CS: Public/Private Ventures, Philadelphia, PA. *Partnerships in Education; 'Religious Py: 2000 Organizations NT: Additional support from the Charles F. DER: After School Education; After School Hayden Foundation, Annie E. Casey Programs; Community Involvement; Foundation, the Stuart Foundation, and a num- Elementary Secondary Education; School ber of local and regional foundations that have Community Programs; School Community supported project work in the individual sites. Relationship; State Church Separation; PR: EDRS.Price MFOl/PC02 Plus Postage.- Volunteers DL: httD://orders.edrs.com/members/sD.cfm? AB: Noting that faith communities play a vital AN=ED44193 1 role in connecting to families and children and DEM: *At Risk Persons; *Churches; *Youth Programs

165 172 Chapter Nine FAITH-BASED INITIATIVES

institutions in programs for high-risk youth and and provided opportunities for expanding their consultations with experts in the field, a field personal goals and educational horizons. demonstration project was implemented to test Activities in mentoring built relationships, strategies for using religious institutions to strengthened academic skills, and raised career anchor local partnerships aimed at high-risk and college aspirations. (AuthodGCP) youth. The partnerships were designed to address the developmental needs of the highest- AN: ED4251 17 risk young people, those whom most programs, TI: A Call to Civil Society: Why Democracy and social policy itself, seem to have abandoned. Needs Moral Truths. A Report to the Nation This report, based on the first year of working from the Council on Civil Society. with these programs, is the first of a series to CS: Institute for American Values, New York, come. The 11 collaborative sites represent a vari- Ny; Chicago Univ., IL. ety of approaches, diversity of religious and eth- PY: 1998 nic traditions, and a multiplicity of geographical AV: Institute for American Values, 1841 areas, both urban and suburban. Early lessons Broadway, Suite 2 11, New York, NY 10023; Tel: from these sites are the: (1) challenge of capacity 212-246-3942 ($7). building; (2) challenge of connecting with fund- PR: EDRS Price MFOl Plus Postage. PC Not ing sources; (3) challenge of evaluation; (4) need Available from EDRS. for focused leadership; (5) challenge of targeting DEM: ‘Democracy; *Moral Values; *Self high-risk youth; (6) need for collaboration; (7) Determination importance of planning and program strategies; DER Citizenship Education; Civics; Social (8) importance of building relationships of trust; Problems and (9) role of faith. Preliminary findings point AB: This report states there are at least 12 to the importance of faith-based initiatives in seedbeds of civic virtue considered to be the working with high-risk youth. (Contains 12 ref- foundational sources of competence, character, erences.) (SLD) and citizenship. The report also claims that the decline of these qualities is cause for weakening AN: EJ604571 morality and the endangerment of continuing AU: Timmermans, Steven R.; Hasseler, Susan S.; self-governance; and as the social morality dete- Booker, Rhae Ann Y. riorates, life becomes harsher and less civil for TI: Creating Resiliency in Urban everyone, and social problems multiply. The Neighborhoods. report states the primary challenge for the PY: 1999 United States is the moral renewal of the SO: Reclaiming Children and Youth: Journal of democracy through three proposed goals: (1) to Emotional and Behavioral Problems; v8 n2 increase the likelihood that more children will p107-11 Sum 1999 grow up with their two married parents; (2) to NT: Special topic: “Generosity and Altruism.” adopt a new “civil society model” for evaluating For related articles, see CG 555 134-49. public policies and solving social problems; and

DEM: “High Risk Students; *Mentors; *Peer I (3) to revitalize a shared civic story informed by Influence; *Resilience Personality; *Student moral truth. A strategy for renewal is given that Educational Objectives; *Urban Environment outlines 4 1 recommendations to the family, DER Academic Achievement; Elementary community, religious institutions, voluntary

AB: Developing Character Through Literature A Teacher’s Resource Book

a public moral philosophy also are recommend- AN: ED406479 ed. (LB) AU: Lakes, Richard D. TI: Youth Development and Critical Education: AN: ED419206 The Promise of Democratic Action. SUNY TI: Brighter Futures: The Wisconsin Plan To Series, Democracy and Education. Prevent Adolescent Pregnancy. PY: 1996 CS: Wisconsin Executive Committee on AV: State University of New York Press, State Adolescent Pregnancy Prevention, Madison. University Plaza, Albany, NY 12246 (paperback: PY: 1998 ISBN-0-79 14-3350-1; clothbound: ISBN-O- PR EDRS Price MF01/PC03 Plus Postage. 7914-3349-8). DL: httD://orders.edrs.com/members/sp.cfm? PR Document Not Available from EDRS. AN=ED419206 DEM: *Adolescents; *Community Services; DEM: *Early Parenthood; *Pregnancy; *Economically Disadvantaged; *Service *Prevention; *State Programs Learning; *Urban Youth DER Adolescents; Statewide Planning; Unwed DER: Children; Economic Development; Mothers Health Services; Leadership; Low Income AB: The Executive Committee and the Groups; Neighborhood Improvement; Subcommittee on Adolescent Pregnancy Prevention; Program Descriptions; Student Prevention were charged to develop and provide Participation; Violence; Youth Programs leadership to implement a state plan to reduce AB: Presented in this book are studies of social adolescent pregnancy in Wisconsin. Both the projects for economically disadvantaged inner- negative outcomes for adolescent parents and city youth engaged in neighborhood revitaliza- their children and the cost to society are at issue. tions in low-income communities around the This document serves as a first step to identify country. Children and teens are highlighted as what works, what needs to be done, and who they participate in non-school initiatives to needs to be involved. Included in section 1 are achieve economic and political self-determina- the introduction, vision and mission statements, tion coupled with personal fulfillment and guiding principles, goal, considerations and healthy growth. The real-life projects described ”asset building.” Section 2, ”Defining the illustrate the commitment of adult workers in Issues,’’ deals with the consequences and costs of intergenerational learning communities in which adolescent childbearing, and factors linked to young people learn to make a difference. adolescent pregnancy. Section 3, ”Toward a Chapter 1, ”Community Economics,” profiles a Shared Responsibility,” includes recommenda- number of grassroots efforts at economic devel- tions for parents and family, youth, schools and opment and job creation involving teens and education, community organizations, faith-based young adults. Chapter 2, ”Neighborhood organizations, business and employers, health Improvement,” describes efforts by young peo- care community, media and public information, ple to reclaim their communities. ”Health and and government. Areas of special concern (sub- Wellness,” chapter 3, discusses how community sequent pregnancies, child abuse and neglect, violence obstructs youth development and sexual abuse and statutory rape) are highlighted. describes some projects addressing conflict reso- The plan concludes with a position statement. lution, teen parenting, and self esteem. Chapter The appendices-_ include results of the town hall 4, ”Street Arts,” examines community art programs as aspects of crime and-s-ubstance abuse

167 i74 Chapter Nine FAITH-BASED INITIATIVES

Chapter 6, "Beacons of Hope," describes com- force in history, and has been central in the munity development through intergenerational, shaping of the cultural and communal identities faith-based organizations. An appendix contains that constitute the U.S. experience. At the ele- a directory of 54 resources. (Contains 227 refer- mentary, secondary, and even postsecondary lev- ences.) (SLD) els, however, such scholarship has not been used, perhaps because of concern that the teaching of AN: ED371970 religious history violates constitutional separa- AU: Bigham, Darrel E. tion of church and state. A review of curriculum TI: Religious History in the Schools: A and reading materials discloses a lack of empha- Preliminary Assessment. sis on religion as a factor in history. The study PY: 1993 and understanding of the role of religion in U.S. PR: EDRS Price MFOl/PCO1 Plus Postage. history is key to a real insight into the develop- DL: http://orders.edrs.com/members/sp.cfm? ment and character of U.S. communities. In the AN=ED371970 absence of such historical perception, students, DEM: *History; *History Instruction; *Public and the community as a whole, develop a Schools; *Religion Studies; *United States deformed view of the role played by religion and History religious institutions in the common life. If DER Church Role; Curriculum Development; progress is to be made and change effected, these Elementary Secondary Education; Higher concerns must be shared by schools, local and Education state historical and cultural groups, and religious AB: This paper is a preliminary assessment and institutions (chiefly but not exclusively congre- proposed plan of action resulting from a discus- gations). Strategies for change in each of these sion of the state of religious history in Indiana groups are enumerated. A plan of action preschools. A group of teachers, professors, and sented consists of five steps: (1) initial discussion administrators met informally in these discus- of the proposal; (2) environmental scan; (3) sions to identify opportunities for change. The report; (4)planning conference; and (5)pro- group recognized that religion has been a major gramming. (DK)

168

Appendices

Obtaining the Full Text of . Materials Cited in ERIC ERIC DOCUMENTS (Citations identified by an ED number) are available in micro- fiche form at libraries or other institutions housing ERIC Resource Collections worldwide; to identify your local ERIC Resource Collection, connect to: http://www.ed.cov/BASIS- DB/EROD/eric/SF Many libraries now offer E*Subscribe, which grants their patrons free electronic access to some ERIC documents. Ask your local librarian if they offer this valuable service. If they do not, documents are also available selec- tively in a variety of formats (including micro- fiche, paper copy, or electronic) from the ERIC Document Reproduction Service for a fee: tel. (800) 443-ERIC, email [email protected], online order form: http://edrs.com/Webstore/Express.cfm ERIC JOURNALS (Citations identified by an EJ number) are available in your local library or via interlibrary loan services, from the origi- nating journal publisher, or for a fee from the following article reproduction vendor, Ingenta; email: [email protected], phone (617) 395- 4046, toll-free 1-800-296-222 1, URL: http://www.inPenta.com/ * Please refer to the citation for other specific availability information *

170 177 COMPARISON OF COMMON CORE OF BELIEFS AS IDENTIFIED BY SELECTED PROGRAMS AND ORGANIZATIONS

Compiled by Dr; Evelyn R Holt Otten

Indiana Phi Delta Mendelson Ackerman Center for Chicago Public Schools NCAA “Stay in Legislation (1995) Kappa’s Study Center for Sport, Democratic Citizenship Bounds” for a of Core Values Character and RICHER life

~ Honesty /Truthful/not truth Honesty and Integrity stealing truthfidness Doing one’s personal best Learning Virtue; Courage; Courage Excellence Resilience Respect for Service to Respect Reasoned loyalty to Respect: Respect authority; property of others Loyalty one’s country Work ethic; others; the national flag, Diversity Courtesy the state and national constitutions; parents and home: rights of others to have their own views and religious beliefs Personal responsibility for Responsibility commitment ; Individual rights and Responsibility Responsibility obligations to family Responsibility responsibilities /community; for earning a livelihood ~~ Live peaceably in society Fairness Common good Fairness Harmony and not resort to violence to settle disputes Treat others the way one Civility Compassion Equality of opportunity Kindness and Caring would want to be treated Justice helpfulness

179 COMPARISON OF COMMON CORE OF BELIEFS AS IDENTIFIED BY SELECTED PROGRAMS AND ORGANIZATIONS Compiled by Dr. Evelyn R Holt Otten, 6/01

Indiana Proposed Senate SCANS Megaskills Character Counts! Top 10 of 25 Values in Legislation (1995) legislation (May Workforce Skills (Washington, DC) Uosephson Institute) the McGuffey Readers 2001) - Interpersonal (1840-1920)(Andrew~, Competencies 104*) Honesty /Truthful/not Honesty; Trustworthiness Honesty stealing Trustworthiness Consequences of right and wrong; Trust in God’s presence and power Doing one’s personal best Motivation; effort; Bravery/courage initiative; perseverance confidence Respect for Respect Work with Value of authority; property of diversity homelfamilylfamily love others; the national flag, Obedience the state and national constitutions; parents and home; rights of others to have their own views and religious belie6 Personal responsibility for Responsibility Exercise Responsibility Responsibility Work ethic obligations to family leadership; teach /community; for earning a others; livelihood Serve clients/ customers ~ Generosity; charity Live peaceably in society Civic virtue and Negotiate to Teamwork Citizenship Fairness and not resort to violence citizenship arrive at a Problem solving to settle disputes decision U a .-c T Caring Participate as a Common sense Caring Kindness; patience c Treat others the way one : would want to be treated member of a Caring c team Q

*Andrews, S. TeachinP Kids to Care.. .

L so Developing Character Through Literature Index

Addams, Jane, 127 Character Education Partnership, The, 30, 64 Anti-Defamation League, 82 Character trait, 2 Aristotle, 148 Chicago Public Schools, 28, 62 Armstrong, Samuel C., 13 character education initiative, 48 Ayr, Kathleen, 81 Christianity, 144 Citizenship Education, 121 Baden-Powell, Robert, 68 Citizenship Legislation, 4 Belief system, 101 Civility, 115-142, 144 Books books for students, 130 on caring for students, 107 classroom discussion, 12 1 on civility for students, 130 definition of, 115, 116 on faith-based initiatives for ERIC bibliography, 134- 139 students, 164- 165 handout for parent, 125 on faith-based initiatives for handout for student, 124 teachers, 167, 167- 168 importance of, 117 on golden rule for parents, 152 promoting in schools, 118 on golden rule for students, 150-15 1 quotes, 126 on golden rule for teachers, 154 school climate, 117 on honesty for students, 36-37 signs of, 120 on integrity for students, 55-56 teaching, 120-12 1 on living peaceably, 90-9 1 websites on respect for students, 70, 71 parent, 131 on responsibility for students, 16- 17 student, 129 Brace, Charles Loring, 148 teacher, 132-133 Buddhism, 145 Classroom resources Bush, George W., 159 on civility, 122-123 Cognitive and moral development, stages of, 62 Caring, 99-1 14, 144 Conflict resolution, 82, 84 books for students, 107-108 Conflict resolution program, 88 definition of, 99 Conflict resolution skills, 8 1 ERIC bibliography, 111-1 14 Confucianism, 144 guidance of student, 101 Confucius, 148 handout for parents, 103, 104 Core Values movie suggestions, 108 study of, 3 signs of, 145 Corporation for National teaching, 101 Community Service, 82 websites Corporation for National Service, 47 parent, 108 student, 106 Dalai Lama, 88 teacher, 110 Day, Dorothy, 162 Carnegie, Dale, 128 Declaration of Independence, 1 18 Carter, James Earl Jr., 87, 162 Demosthenes, 127 Character Counts! Coalition, 6, 30, 64 Dignity. See Integrity and integrity, 47 Discussions Character Development on caring, 100 roots of, 160 Don ‘t Laugh at Me Character Education Initiative, 28, 46, 48, 62 video on living peacably, 8 1 Index

Educatingfor Character: How our Schooh can parent letter, 147 Teach Respect and Responsibility, 6, 30, 47 religious traditions, 144-145 Education is (not) a Spectator Sport, 4 student handout, 146 Educators for Social Responsibility, 8 1, 82 teaching, 145 ERIC bibliography websites caring, 111-1 14 student, 149 civility, 134-139 teacher, 153 faith-based initiatives, 169-173 Goodlad, John, 159 golden rule, 155-156 Government Programs and religion, 159 honesty, 40-43 Graham, William Franklin Jr., 162 information on obtaining, 176 Gyatso, Tenzin, 88 living peaceably, 94-98 respect, 75-78 Handouts responsibility, 22-26 parent Ethics. See Faith-Based Initiatives caring, 104 golden rule, 147 Faith-Based and Community Initiatives Act, 159 honesty, 32 Faith-Based Initiatives, 157-173 integrity, 51 books caring, 103 student, 164-165 civility, 125 teacher, 167-168 integrity, 51 definition of, 157 living peaceably, 85, 86 ERIC bibliography, 169-173 respect, 67 goals for schooling in United States, 159 responsibility, 12 and good character, 159 student guidelines for teaching, 158 golden rule, 146 lesson plans, 161 civility, 124 role models, 161 honesty, 33 websites respect, 66 parent, 166 Haynes, Charles, 47 student, 163 Hierarchy of basic human needs, 46 Frankl, Viktor, 46 Hinduism, 145 Franklin, Benjamin Historical Figures on honesty, 32 Addams, Jane, 127 Aristotle, 148 Giraffe Project, The, 28, 29, 48 Armstrong, Samuel C., 13 Global core values, 80 Baden-Powell, Robert, 68 Goal Setting Brace, Charles Loring, 148 and responsibility, 8-9 Carnegie, Dale, 128 and caring, 101 Carter, James Earl Jr., 87, 162 Golden Rule, The, 143-156 Confkius, 148 books Dalai Lama, 88 parent, 152 Day, Dorothy, 162 student, 150-151 Demosthenes, 127 teacher, 154 Graham, William Franklin Jr., 162 definition of, 143 Jordan, Barbara, 34 ERIC bibliography, 155-1 56 King, Dr. Martin Luther Jr., 68, 162

174

,.' '. . " %3 Developing Character Through Literature Index

Lee, Richard Henry, 127 Islam, 145 Lee, Robert E., 52 Lewis, C.S., 14 James F. Ackerman Center for Lincoln, Abe, 34 Democratic Citizenship , 28, 48 Mother Teresa, 105 Jordan, Barbara, 34 Penney, James Cash, 148 Josephine Institute, 6, 30 Roosevelt, Eleanor, 13 Judaism, 144 Ryan, Nolan, 52 Justice, 144 St. Francis of Assisi, 68 Schindler, Oskar, 53 Kidder, Rushworth, 80 Schweitzer, Albert, 105 Kid with Courage: True Stories About Young Shi-ka-she, Cochise, 34 People Making a Diference, 6, 30, 47 Shriver, Robert Sargent, 28 King, Dr. Martin Luther Jr., 68, 162 Smith, Samantha, 87 Kohlberg, 62 Tubman, Harriet, 105 Washington, Booker T., 3 Lantieri, Linda, 81 Washington, George, 34 Lee, Richard Henry, 127 Honesty, 27-43 Lee, Robert E., 52 acts of, 29 Lesson Plans books for students, 36-37 on caring, 101 definition of, 27 on civility, 120 ERIC bibliography, 40-43 on faith-based initiatives, 161 importance of, 28 on integrity, 50 parent handout, 32 on living peaceably for students, 84 resources, 28-29 on responsibility, 7 student handout, 32 Lewis, Barbara, 6, 30, 47 websites Lewis, C.S., 14 parent, 38 Lickona, Thomas, 6, 30, 47, 62, 80 student, 35 on civility, 122 teacher, 39 and responsibility, 2, 3 Honor. See respect Lincoln, Abe, 34 Lions-Quest program, 117 Indiana General Assembly, 4 Living Peaceably, 79-98 Indianapolis Public Schools, 117 books for students, 90-91 Institute for Global Ethics, 80 conflict resolution, 82 Integrity, 45-60 definition of, 79 books for students, 55-56 ERIC bibliography, 94-98 definition of, 27, 45 handout for parents, 85, 86 discussion questions, 50 lesson plan for student, 84 ERIC bibliography, 59-60 pro-social behaviors, 8 1 lesson plans, 50 role-playing, 82 resources, 47-48 skills necessary, 80 student activity, 50 websites websites parent, 92 parent, 57 student, 89 student, 54 teacher, 93 teacher, 58

..175 <.,jl ,' 184 Index

Man’s Search for Meaning: An respect, 64 Introduction to Logo Therapy, 46 Respect, 64-78, 144 Maslow, Abraham books for students, 70, 71 hierarchy of basic human needs, 46 definition of, 61-62 Mother Teresa, 105 ERIC Bibliography, 75-78 Movies handouts on caring, 108 parent, 67 Museum of Tolerance of the Simon student, 65,66 Wiesenthal Center, 82 resources, 62 teaching, 63 Negative acts, 8 websi tes student, 69 Operation Respect, 8 1 parent, 72 teacher, 73-74 Parent handouts Responsibility, 1-26, 144 honesty, 32 Armstrong, Samuel C., 13 integrity, 51 books for students, 16-17 living peaceably, 85, 86 definition of, 1 respect, 67 ERIC bibliography, 22-26 responsibility, 12 lesson plans, 7 Parent letters Lewis, C.S., 14 responsibility, 11 parent expectations, 3 Penney, James Cash, 148 parent handout, 12 Phi Delta Kappa personal, 4 study of core values, 28 positive and negative acts, 8 Philosophy. See Faith-Based Initiatives Roosevelt, Eleanor, 13 Plato school, 4 on respect, 62 social, 4 Positive acts, 8 student handouts, 10 President Bush and student involvement, 4 faith-based initiatives, 159 training for, 4-5 Presidential Medal of Freedom, 34 Washington, Booker T., 13 Pride. See Integrity Websites Pro-social behavior, 8 1 parent, 18-19 Purdue University student, 15 core values, study of 28 teacher, 20-2 1 Putin, Vladimir, 118 Role models, 16 1 Roosevelt, Eleanor, 13 Rainbow of Character, A, 62 Ryan, Nolan, 52 Religion golden rule, 144-145 St. Augustine, 101 guidelines for teaching, 158- 159 St. Francis of Assisi, 68 historical context, 3 SCANS, 80 See also Faith-Based Initiatives Schindler, Oskar, 53 Resolving Conflicts, 82 School climate Resources civility, 117 living peaceably, 82 definition of, 121-122 Developing Character Through Literature Index

School families, 160 on integrity for teachers, 58 School responsibilities, 4 - on living peaceably for parents, 92 Schweitzer, Albert, 105 on living peaceably for students, 89 Secretary's Commission on on living peaceably for teachers, 93 Achieving Necessary Skills, 80 on respect for parents, 72 Self-Directed Learners, 7-8 on respect for students, 69 Shi-ka-she, Cochise, 34 on respect for teachers, 73-74 Shriver, Robert Sargent, 128 on responsibility for parents, 18- 19 Six Pillars of Character, 6, 30 on responsibility for students, 15 Smith, Samantha, 87 on responsibility for teachers, 20-2 1 Student Handouts honesty, 33 Yarrow, Peter, 81 responsibility, 10 Zoroastrianism, 145 Taoism, 145 Teaching faith-based initiatives, 158 golden rule, the, 145 The Character Education Partnership, 6,47 The Kid? Guide to Service Projects: Over 500 Service Ideasfor Young People Who Want to Make a Difference, 6, 30, 47 The Kid? Guide to SocialAction: How to Solve the Social Problems You Choose and Turn Creative Thinking into Positive Action, 6, 30, 47 Tubman, Harriet, 105

Washington, Booker T., 13 Washington, George, 34 on civility, 117 Websites on caring for parents, 109 on caring for students, 106-107 on caring for teachers, 110 on civility for parents, 131 on civility for students, 129 on civility for teachers, 132- 133 on faith-based initiatives for parents, 166 on faith-based initiatives for students, 163 on golden rule for students, 149 on golden rule for teachers, 153 on honesty for parents, 38 on honesty for students, 35 on honesty for teachers, 39 on integrity for parents, 57

177 186 Devel opi ng Character Through Literature

A macher’s Resource Book The most important foundation of education is character development. This book guides teachers and parents in building strong character traits while reading and discussing popular books. Children’s books and young adult books draw students into discussions that can lead to action and to personal growth. Chapters include definitions, explanations, lesson activities, sample heroes, book summaries, web sites and much more. Major topics include: Responsibility Honesty Caring Sharing Civility Living Peaceably The Golden Rule Respect How to Discuss Faith-Based Issues

Democracy cannot survive without moral citizens. Developing Character Through Literature is an essential resource for teachers and parents who are serious about developing positive character traits in children. - Carl B. Smith, Director ERIC Clearinghouse on Reading, English and Communicationl

ISBN 0-9719874-3-2 90000> FAMILY characrer LEARNING Y .5 ASSOCIATION E zU 3925 Hagan St., Suite 101 0 Bloomington, IN 47401 tdUd,OP~, I1 g - 9 780971 987432 U.S. Department of Educafion Office ol EducafbnalResearch and hpfovemenf (OfR!) National Ubrary of Educafion (NE) Educafiond Resources lnfmtion Center (€RlC)

This document is covered by a signed “Reproduction Release (Blanket) form (on file within the ERIC system), encompassing all or classes of documents fiom its source organization and, therefore, does not require a “Specific Document” Release form.

i This document is Federally-fmded; or Canries its own pcrrnission to d reproduce, or is otherwise in the public domain and, therefore, may . be rcproduced by ERIC without a signed Reproduction ReIease form (either “Specific Document” or “Blanket”).

EF‘F-OS9 (9/97)