Character Education Toolkit

Table of Contents

Character Education Overview ...... 1 SECTION 1: School-Based Character Education ...... 2 Overview ...... 2 Curriculum and Instruction ...... 3 School-wide Integration ...... 3 Service Learning ...... 3 Section 2: School-wide Professional Development ...... 4 Cross-Curricular Activities ...... 4 Awareness: The Key to Friendships ...... 4 Teen Trendsetters ...... 4 Integrating Character Education into Different Subjects ...... 5 English Language and Literature ...... 5 Number Skills and Science ...... 5 History and Geography ...... 5 Lesson Plans ...... 6 Teaching Responsibility Across Curricula ...... 6 Teaching Trustworthiness through Service-Learning Projects ...... 8 Integrating Knowledge & Wisdom ...... 9 Integrating Health Care & Technology into English Language Arts ...... 9 Other Helpful Websites for Integrated Character Education Programs or Lesson Plans ...... 13 Harvesting Rewards of Character Education ...... 13 Section 3: School/Community Partnership ...... 15 Parent Resources ...... 15 Community Partners ...... 16 Cities and Communities of Character ...... 16 Community-Based Programs ...... 17 Grants ...... 17 SECTION 4: Research Findings ...... 19 Character Development Research ...... 19 Character Education Rubric ...... 21 SECTION 5: South Carolina Promising Practices ...... 22 2009 Promising Practice Awards Winners ...... 22 State School of Character Award / National School of Character Award ...... 24 Teen LEAD ...... 24 Red Carpet ...... 25 Heart Award (Higher Education Awareness Readiness Transition) ...... 25 State Board of Education Volunteer Awards ...... 26 SECTION 6: Teacher Resources ...... 27 Publishers and Catalogs ...... 27 Professional Literature ...... 29 SCDE Resource Room Books ...... 29 Model Character Education Lesson Plans ...... 30 Additional Resources ...... 44 Character-Based Programs ...... 46 Related Websites ...... 54

Electronic Newsletters ...... 60 Quotes ...... 60 Children’s Literature by Character Trait ...... 60 Character Song List ...... 67 SECTION 7: Calendar of Events ...... 69 Acknowledgments ...... 71 APPENDICES Richland One Character Education Guide Grades K-2 ...... 72 Richland One Character Education Guide Grades 3-5 ...... 179 Richland One Character Education Guide Grades 6-8 ...... 295 Richland One Character Education Guide Grades 9-12 ...... 404 Richland One Character Education Evaluation ...... 463 Berkeley's Health Standards for Character Education ...... 466

Character Education Overview

Definition of Character 1. Character is the sum of continuously developing moral and ethical qualities and the demonstration of those qualities in people's emotional responses, thinking, reasoning, and behavior.

2. Character may be represented by values and virtues: a. Personal values—people's ideals expressed by their behavior in a wide range of situations and activities (e.g., honesty, courage, perseverance, self-discipline, responsibility, integrity) b. Social values—people's behavior and attitudes toward others, especially in relation to family, peers, teachers, and others in their immediate social environment (e.g., caring, respect, empathy, trustworthiness, fairness, tolerance of diversity) c. Civic virtues—people's behavior and attitudes toward the community, society, and government (e.g., engaged citizenship, patriotism, justice, welfare)

3. Character conveys: a. Moral knowledge and reasoning—people’s behavior that is based in moral ideals, such as considering others' perspectives, treating others as one wishes to be treated, acting as one wishes anyone would act in the same situation, and honoring the intrinsic worth of each person b. Moral emotions—people's behavior that demonstrates empathy and sympathy for others and situation-appropriate feelings of guilt and remorse toward the self

Character Education 1. Character Education encompasses the multiple layers of influences that families, schools, and other social institutions have on positive character development of children and adults. As such, it focuses on: a. Recognizing and understanding the strengths of families, neighborhoods, and communities b. Creating positive social climates and cultures in social institutions, especially schools c. Empowering teachers to recognize that teaching character is teaching the whole child

2. Character Education creates a meaningful framework and incorporates aspects of social- emotional learning, conflict resolution, violence prevention, social skills training, and service learning

Contact Information Joan Dickinson, Program of Character Education, 1429 Senate St., Columbia, SC 29201, [email protected], Phone: (803) 734-4807, Fax: (803) 734-8343.

SECTION 1: School-Based Character Education

Overview 1. School-based Character Education is deliberate, planned, and proactive. 2. It emphasizes instilling, teaching, and promoting character qualities—virtues, values, and principles. 3. It promotes the usefulness of character qualities across many contexts and places rather than focusing on skills useful only to specific situations (e.g., conflict resolution, reducing disciplinary problems). 4. It teaches virtues, values, and principles: a. Directly (e.g., knowledge of moral ideas, of examples and heroes) b. Indirectly (e.g., role modeling, literary examples) c. As important in themselves d. As supporting and promoting academic achievement in reading, math, science, and other subjects e. In engagement in wider school activities and events 5. Character Education professional development for teachers, administrators, and staff: a. Promotes positive school and student outcomes b. Enhances adult skills and character qualities 6. In addition, community and parent involvement deepens and broadens support for Character Education.

In school, Character Education must be approached comprehensively to include the emotional, intellectual, and moral qualities of a person or group. It must offer multiple opportunities for students to learn about, discuss, and enact positive social behaviors. Student leadership and involvement are essential for character education to become a part of a student’s actions and beliefs.

For successful implementation, schools are encouraged to: • Take a leadership role in bringing faculty, staff, students, parents, and community leaders together to identify and define elements of character they want emphasized • Provide training on how to integrate character education into school and life 2

• Form a partnership where students receive a consistent message about character traits for success in school and life • Provide and encourage opportunities for adults to model exemplary character traits and positive/appropriate social behaviors

Academic Environment • Involves students in learning experiences that challenge them to meet real world standards • Develops critical thinking through in-depth, balanced investigation of controversial issues • Develops perseverance through a high challenge rite of passage • Uses pedagogy that requires all students to achieve a specified level of mastery • Uses a teaching methodology and grading system that helps students understand and strive for quality work • Develops school-wide support systems that hold all students accountable for learning • Creates a motto, honor code, and traditions that build a unified culture of high expectations for learning and behavior

Curriculum and Instruction • Has a relevant, rigorous, and engaging curriculum • Uses published curricular materials that develop critical thinking about value-laden current events • Teaches media literacy • Engages staff in aligning practices with performance character and moral character

School-wide Integration • Uses rubrics to help students self-assess, set performance goals, and monitor their progress • Uses co-curricular activities to develop students’ individual talents and the collective pursuit of excellence • Builds a unified school culture around excellence and ethics by promoting high expectations for learning and behavior • Creates a motto that expresses the school’s commitment to excellence and ethics • Develops an honor code • Develops school traditions that express and strengthen the commitment to excellence and ethics • Makes a character compact with parents

Service Learning • Integrates meaningful community service with instruction and reflection • Involves cooperative rather than competitive experiences • Promotes skills associated with teamwork and community involvement and citizenship • Offers powerful opportunities to acquire the habits of critical thinking • Is personally meaningful to participants and generates emotional consequences, to challenge values as well as ideas, and hence to support social, emotional, and cognitive learning and development

Section 2: School-wide Professional Development

School-wide professional development promotes positive school and student outcomes, and it enhances adult skills and character qualities. Professional development focuses on school-wide systemic change. It prepares educators and school leaders to create safe, healthy, high-performing schools, while inspiring students to reach their full potential as students and as people.

Cross-Curricular Activities

Awareness: The Key to Friendships The program, Awareness: The Key to Friendships offers school districts the opportunity to help students without disabilities, as well as teachers and people in their community, better understand what it is like to live with a disability. www.familyconnectionsc.org/programs/awareness_the_key_to_friendships/

Teen Trendsetters Teen Trendsetters Reading Mentors is a free, award-winning program that recruits and trains high school students to mentor elementary students in reading. This one-on-one mentoring does more than help elementary students improve their reading skills—it also forges a rewarding relationship for the mentee and a lasting sense of achievement and responsibility for their teen mentors.

Select teens are thoroughly prepared for mentoring and are trained to work with BrainStorm™, a specialized 40-minute curriculum published by Scholastic. BrainStorm™ includes three topic areas, each with a 10-session, skill-based student magazine, a comprehensive tutor guide, and books that become part of the elementary student’s home library. Teen mentors meet with their mentee students once a week for a minimum of 20 weeks during the school year.

Sedgefield Intermediate School in Goose Creek, South Carolina, benefits from this program. Students from Goose Creek High School mentor students at the intermediate school each week. The first year of the program was highly successful, and the second year promises to be so as well. During the 2008-2009 school year, there were 118 Reading Mentors. It was the only Teen Trendsetter Reading Mentor group in the state of South Carolina and the largest one in the United States. Currently, there are 100 Mentors pairing up with a Sedgefield student to read each week. If you are interested in forming a program in your school, visit www.teentrendsetters.com/ for more information.

Integrating Character Education into Different Subjects In an era of standardization and accountability, standardized testing becomes the focus and priority of schools and educators. Studies show, however, that character education can create a learning environment that allows teachers to teach and students to learn, as well as reinforce what parents do at home. Children who are prepared for school are prepared to learn. Below are some recommendations and strategies regarding the integration of character throughout the curriculum.

English Language and Literature Source: http://charactercounts.org/lesson-plans/curricular-integration.html Literature and literacy classes are the easiest and most natural venue for character education. Classic novels are great resources to teach good character. Writing prompts about character can improve literacy skills. Consider the following questions when teaching certain literature: • What themes in the novel address ethics and character? • How do different characters demonstrate good character? • What decisions do characters make that are good and bad? • What are some of the qualities of ethical decisions (age and developmentally appropriate)?

Number Skills and Science Assessment surveys can be interpreted in math classes by having students design questionnaires to collect data on behaviors they would like to see more of and less of in school. Analyze the data and present the findings in a number of formats to integrate character education and math. What are the ethics of research? What research is ethical? These questions can be part of higher level science classes. For younger ages, the vocabulary of fairness, trustworthiness, and responsibility can be applied to both math and science by talking about whole numbers and reliable results. Many teachers use service-learning projects to enhance math and science skills. Service-learning can involve gathering data about the community, calculating the number of services required or provided, and graphing results.

History and Geography You can use history to teach lessons on the Six Pillars of Character. Looking at historical dates and preceding events provides strong lessons in decision-making and encourages students to reflect on the consequences of historical decisions through the lens of hindsight. In civics education, students can analyze the meaning of the Six Pillars of Character. Geography can be used to demonstrate fairness through examining natural-resource distribution or our roles as global citizens.

Integrating character into the curriculum is not hard and need not take much time. Here are some products to help your curricular integration go smoothly:

• Connect With Character • The Good Ideas book collection • The WorldScapes collection • The Six Pillars series of books http://charactercounts.org/pdf/Belvedere_Notification_of_Character_Positive.pdf http://charactercounts.org/pdf/PersonOfCharacter-handout-0703.pdf

Lesson Plans

Teaching Responsibility Across Curricula (Grade Levels 6-8) Source: http://www.wiseskills.com/freeresources/freesamples.html An important aspect of schooling is helping students become responsible adults. It is essential for students to learn the importance of being dependable and thorough in their responsibilities at home and in school. In addition, being a positive example to others is an important part of living responsibly. Students need to understand that responsible behavior is the cornerstone of successful living. 1. Integrating Responsibility in Language Arts • Job Description—have students write a few sentences describing the job of an adult family member. • Future Job—have students write a few sentences about what job they would like to do when they are older. Students can include drawings. Have each student read to the class what he wrote. • Being Responsible—have students write a brief explanation of how they show responsibility at home and in school. Then have students ask an adult family member to write a few sentences about how he shows responsibility at home and at work. Display writings on a “Being Responsible” bulletin board. • Character Drawings—have students draw pictures of how a character in a book they read could have been more responsible. • Responsible Characters Role-Plays—have students act out how characters in stories they read could have been more responsible. • Story Characters Review—discuss and review how different characters in stories students have recently read showed responsibility.

Name of the story Character How does the character show responsibility

2. Teaching Responsibility in Social Studies • Job Display—have each student work with an adult family member to make a display board about his or her job. Students can include photographs, drawings, and descriptions of the person’s job. Have students present their displays to the class with their family members if possible. Place display boards around the classroom or on a bulletin board titled “Jobs in Our Community.” • Guest Speakers—have students’ parents come into the classroom to talk about their jobs. Have parents describe the character skills they need to be successful at their jobs. Find one parent who could contact other parents to come into class. 6

• Local Field Trips—take field trips to different businesses and organizations in the community. Have people talk about the work they do at each of these places. Discuss each site the students visit and emphasize how people show responsibility at each site. • Responsibility Simulation—set up a system that simulates working to earn money by rewarding students with points or play money for positive behavior. At the end of a month or quarter, students can then exchange their rewards for books or other school supplies. Explain how the simulation teaches students about being responsible. • Jobs and Responsibilities—discuss different jobs students would like to have when they are older and what kinds of skills and responsibilities are involved in each job.

Jobs Responsibilities

3. Integrating Responsibility into Math and Science • Working on Math Problems—discuss what students have to do while they are working on a math problem, such as persevere and concentrate on working hard. Make a list on the board. Explain that working hard on math problems demonstrates responsibility. • Using Math Skills—make a list on the board of the different math skills students have recently learned or are presently learning. Then, have students give examples of how they can use those math skills to be responsible (counting and subtracting money, sharing things with friends, etc.). • Working on Science Projects—review specific ways that students should be responsible when they are working on science projects or experiments. Discuss the importance of using any equipment and materials responsibly. Emphasize how important it is for scientists to demonstrate responsibility in the work they do. • Solving Problems—have the class make a list of global problems that students identify. Then explain how responsible scientists can help us solve some of these problems, especially in the area of disease. • Benefits of Science—highlight some of the careers in science and technology that were involved in things students can see in the school—such as engineers who designed the facility, computer programmers who created software, miners who extracted raw resources. Explain how using science and technology in responsible ways can benefit many people.

4. Teaching Responsibility in Arts • ALL ARTS: Following Directions—hand out art materials to students. Then, give students clear, simple directions for making an art project. Encourage students to be responsible by listening to and following directions. Explain that being responsible is learning to follow directions so others can count on them to do what they are supposed to. • VISUAL ARTS: Jobs Booklet—have students make booklets containing drawings and descriptions of themselves doing various jobs. • VISUAL ARTS: Jobs Collage—have students make collages composed of pictures of people in different occupations. • PHOTOGRAPHY: Home Responsibilities Mural—have parents take photographs of their children doing their chores at home. Then collect all the photographs and create a mural showcasing the different jobs students do at home. Have students write their names and the jobs they do by their photographs.

• MUSIC: Our Responsibilities Song—as a class, write a song to a familiar tune about the different responsibilities students have at home and in school. • PERFORMING ARTS: Guessing a Job—have students come up to the front of the class and briefly act out an action that is done by people in a job they want to have when they are older (putting out a fire, operating on someone, etc.). Have the rest of the class try to guess the job they are acting out.

5. Responsibility in Media • Responsible Characters—have students tell about their favorite TV characters. Have students explain the choices these characters made. Discuss whether they showed responsibility. • Respect in Games—on the blackboard make a list of the different video games students play and indicate whether the games portray positive or negative actions. Explain that becoming responsible involves making good choices in the games they play. • A Character Lesson—discuss the plot of a recent popular children’s movie and what life lessons were learned by the movie’s characters.

Teaching Trustworthiness through Service-Learning Projects (Grade Levels 9-12) Source: http://www.wiseskills.com/freeresources/freesamples.html

1. Newspaper Series (English)—initiate a series in the school newspaper called “Exploring Trustworthiness.” Write a paragraph each week for one month on the various qualities that trustworthiness encompasses. Invite students to write letters to the editor asking different questions related to being trustworthy. 2. Trustworthiness Survey (English, Math)—design a survey asking students questions about trustworthiness. Questions can include “Are you trustworthy?” “Would your friends say you are trustworthy?” and “Do you look for trustworthiness in your friends?” Have students fill out the survey, analyze the results, and write about them in the school newspaper. 3. How to Be Trustworthy—Any Ideas? (English)—start a school campaign to promote trustworthiness by having a box on campus for students to describe specific ways people can be trustworthy. Print a complete list of students’ ideas in the school newspaper or on a separate sheet that is made available to all students. Ideas can also be read over the PA system. 4. Peer Counseling (Health)—many students may need to learn how to develop healthy friendships and become trustworthy people. Start a peer counseling program and encourage students to volunteer to be a peer counselor and help one another become people of character. 5. Family Service-Learning—Family Discussions (English, Social Studies, Health)—many families have discussions over dinner about different issues and concerns. Ask students to lead discussions with their family for one week about the issue of being trustworthy. Have family members tell what trustworthiness means to them and people in their lives who are trustworthy. Ask students to keep a journal record of each of their family discussions. 6. Being Trustworthy (English, Health)—ask students to do the following: Under the heading “Being Trustworthy,” make a list of the qualities that are part of trustworthiness (honesty, dependability, loyalty, etc.). Put the list on your refrigerator and have family members describe each day how they showed one or more of those traits during the day. 7. Community Service-Learning Trustworthiness Flier (Art)—ask students to design and create a flier explaining your thoughts about the importance of trustworthiness for all people, young 8

and old. Make it catchy, interesting, and easy-to-read. Make copies of the flier and ask local businesses if you could either post a copy in their store or leave a few fliers for customers. 8. Radio Spots (English, Drama)—with a team of students, write a few radio spots that express the importance of being trustworthy. Contact a local radio station and ask if they will record some of your comments and play them on the air. 9. Teaching Elementary School Students (English, Careers)—ask students to design an upbeat and fun 20-30 minute lesson for elementary school students on the importance of trustworthiness. Arrange to teach your lesson to a class of students.

Integrating Knowledge & Wisdom

Knowledge Integrating Knowledge & Wisdom English/ Evaluating the choices of characters in literature and the consequences; writing Literature about the personal character of story characters and similar choices students have made. Social Discussing the character of leaders in history; highlighting relevant social issues studies such as tolerance and equality; understanding the meaning of democratic citizenship. Science Recognizing the positive and negative applications of scientific research and technology; finding ways to apply scientific knowledge in ways that help others. Math Discovering real-life applications of mathematics concepts, principles, and skills in ways that help others. Arts Discovering real-life applications of arts concepts, principles, and skills in ways that help others. Physical Highlighting good sportsmanship, teamwork, and the importance of fair play. Education Foreign Learning relevant vocabulary and practicing simple writing exercises in the Language foreign language to explore character issues. Business & Highlighting the moral and ethical issues that are raised in the workplace. career Health Focusing on the different choices people make and the results of those choices on their social, emotional, and physical health.

Integrating Health Care & Technology into English Language Arts Source: http://www.pbs.org/opb/childrenshospital/classroom/pop-tg_e6_eyes.htm?590

Title: Looking Through Other Eyes Grades: 9-12 Subject: Language Arts/Health/Technology Estimated Time of Completion: 4 to 12 fifty minute periods

I. Summary Many misunderstandings, persecution, and even wars have resulted from a lack of tolerance and respect for those that are different. Today, it is more important than ever that people develop tolerance for differences among people and to embrace empathy for differing points of view, 9

circumstances, and appearances. Helen Keller once said, "The highest result of education is tolerance." Use this lesson to educate your students about tolerance. Weave compassion for others into your classroom as your students write from different points of view and author poetry. Invite students to explore the relationship between individuals and encourage demonstration of empathy for those that are different by using the Children's Hospital "Childhood" episode as a springboard for writing activities.

II. Objectives • Student will understand the role that awareness and sensitivity to differences plays in our society. • The lesson will provide resources for students to understand differences. • Students will explore the presence of assumptions, stereotypes, and prejudice. • Students will identify how intolerance and bias are manifested in a person's behaviors. • Students will engage in a process of generating ideas, drafting, revising, editing, and presenting a school plan for teaching tolerance and maintaining personal beliefs. • Students will create a list of qualities for demonstrating tolerance. • Students will prepare a bulletin board that resembles a quilt to reflect individual and different attributes of families. • Students will participate in an email activity designed to provide students insight into the lives of others.

III. Materials Needed • Pencil, paper, art paper, and art supplies • The board and chalk, an overhead and transparency, or another presentation device • A tape of this week's episode of Children’s Hospital and/or access to the web site www.pbs.org/CH • TV and VCR • Computer with Internet access • LCD projector, or another type of computer projection device

IV. Procedure 1. The teacher will have three items each less than $1.00 in value. Have at least two of each item. The items should be wrapped so that they are not recognizable. Suggested: an envelope with a homework pass, a wrapped candy bar, and a pencil gripped in a tiny gift sack. Call two students to the table where the items are located. Explain to the students that if they correctly identify which item the other will choose, then they get to keep the item that they themselves choose. Have each student write down the number (1, 2, or 3) of the prize that the other person will choose. Have them hand that to the teacher. Then have them choose which item that they would like to have. If Student A guessed correctly about what Student B would choose, then Student A gets to keep what the item that he or she chose, and vice versa for Student B. The temptation here is not to guess as the other student, but to choose the one that is personally desired. 2. Discuss the results of the above activity. Discuss empathy (understanding and compassion for others). Discuss why this is important in our lives. 3. Show students an illusion (easily found in books or Internet). Students will respond differently (as a glass half full or half empty). Discuss our differences. We differ physically, emotionally, and mentally. Discuss our similarities.

4. Have students stand that can run fast, that do not like to run, that had eggs for breakfast, that do not like math, etc. The students should understand that any group shares similar characteristics and differences. 5. Divide students into groups of four. Tell students to take a sheet of paper and divide it in half. Label one-half “similarities” and one-half “differences.” Find 10 things that all four students have in common (like to swim, enjoy snow, blue is a favorite color, etc.) and find 10 things that they do not have in common (someone doesn't swim, someone hates red, someone doesn't eat cabbage). 6. Review point of view with students. Discuss writing from another's point of view. To write from another's point of view, you must put yourself in their shoes and imagine thinking and feeling as they do. 7. After getting to know one another and reviewing point of view, have students find one thing about themselves that is different from the other three. They should keep asking questions until everyone in the group has at least one difference from the rest of the group. They will then choose one of the other people from the group and write from this person's point of view: “I feel ______because I am different from the other three people in my group.” Have students exchange these statements with people in other groups and read the others. 8. Choose two other students from one group and repeat the game found in #1. 9. See if they have more empathy for one another after getting to know one another better. Let the other students predict if they will be better at this game after they have been more involved with each other. 10. Explain to students that tolerance begins with empathy. Discuss tolerance for one another. Discuss how others might determine how you treat others. Discuss how and why this should not happen and what can be done to prevent this. 11. Discuss some or all of the following vocabulary with the students: 9 bigot and bigotry 9 prejudice 9 stereotyping 9 sexism 9 inflammatory language 9 discrimination 9 racist 9 tolerance 9 intolerance 9 empathy 9 self-confidence 9 individuality 9 open-mindedness 9 comfort zone 9 acceptance 9 confidence 9 levelheaded 9 sensitivity 9 compassion 12. Have the students use the above vocabulary words to write poetry. It could be any type of poetry, but must reflect an understanding and sensitivity to people that are different.

13. Read the story, “What's Wrong with Timmy?” by Maria Shriver with illustrator, Sandra Speidel. This book can be read quickly and makes a great springboard for discussion of human differences. 14. Show students the episode, “Childhood” from Children's Hospital and focus on the inspirational story of Lauren Gross, a six year old who is mentally alert but physically immobile. Also, emphasize differences by examining Junior Quintero's life with epilepsy. Discuss the characteristics that the class thinks these children possess. 15. Students should now be very familiar with point of view. Have students write from the viewpoint of someone who is in a wheelchair, who is blind, who is deaf, or who has lost the use of both arms. 16. Have students discuss ways and then write responses to how they personally can be more tolerant. 17. Gather in small groups and have the students develop a plan for encouraging and teaching empathy at the school. Have students decide if the teachers will execute the plan; if it will be a peer executed plan or a combination of efforts. Students will list the steps in carrying out the plan. If a budget is required, students will make a budget. 18. Each group will share their plan with the rest of the class. Students will vote on the most sensible plan for the school at this time. 19. Assign each student a safe email address (can be obtained from Gaggle.net or another safe school email site). Use numbers and not names. Only teachers will know the identity of the numbers. 20. Email provides a safe haven for students that are different. Email provides a place for students to be anonymous with no apparent differences to others. 21. Have students draw from a box to establish a classroom email buddy to keep through the entire lesson or assign a different number to students each day. Provide students with at minimum these guidelines: 9 DO NOT DISCUSS ANYTHING THAT IS IN YOUR EMAIL WITH ANOTHER. DO NOT STRAY FROM THE ASSIGNED TOPICS FOR EMAILING. THIS PROJECT WILL END IMMEDIATELY IF OR WHEN RULES ARE BROKEN. 9 No intolerance to race, color, creed, religion, sex, age, or looks will be evident in any writing. 9 Do not disclose if you are male or female and avoid any discussion of anything that would give your identity away. 9 Students will be given time each week (or daily) to discuss one of the given topics to explore diversity tolerance through monitored email. 9 Stay on topic. 9 The email must be sent as a carbon copy to the teacher's email at the same time it is sent to the email partner. 22. Topics for email conversation: 9 How much do people judge others by their looks? 9 How much do television and other media affect how people view each other? 9 Discuss your favorite television shows. What values are they teaching? Are the characters racist, sexist, or stereotypical? 9 How do you think everyone would respond to each other if we were all blind? 9 Do you agree or disagree that nursing is a female job and that driving a truck is a male job? Why do you agree or disagree? 9 Should all people over a certain age turn in their drivers' license? Defend your answer. 9 Write your reaction to "boys are smarter than girls."

9 React to this study on tolerance. Do you think you are more or less tolerant now than when you began this lesson? 23. If computers are not available for everyone, have the students not able to work on computers focus on making cards for students that may be sick and in the hospital. They will go to the computers when available.

V. Extensions and Adaptations • Have students explore the legal aspects of sexual comments, age discrimination, and other manifestations of intolerance. • Write poems that reflect tolerance for diversity.

Other Helpful Websites for Integrated Character Education Programs or Lesson Plans

• PBS Teachers Activity Pack from TheAPPLE.com http://theapple.monster.com/news_feeds/visit?uri=http%3A%2F%2Fwww.pbs.org%2Fteach ers%2Factivitypacks%2Findex.html

• Multidisciplinary Lesson Plans from HOTCHALK Lesson Plan Page http://www.lessonplanspage.com/MDMO.htm

• Teacher Resources.com http://www.glencoe.com/sec/health/teachres/lessonplans.shtml

• Brighten Up the Holidays With Cross-Curriculum Activities from Education World http://www.education-world.com/a_lesson/lesson093.shtml

• Sax Lesson Plan Ideas from School Specialty http://www.saxarts.com/resources/lessonPlans/lessonPlansCrossCurricular.jsp

• Cross Curricula Lesson Plan from ChildDrama.com http://www.childdrama.com/lessons.html#crosstop

• Our Hidden Heroes http://www.nhero.org/index.php?p=1_8

Harvesting Rewards of Character Education Students Harvesting Rewards of Gardening By Dawn Hinshaw The State Newspaper, December 15, 2009

Seventh-grader Chauncey Rogers was so interested in his first gardening experiences at school, he asked if he could have a plant to take home. He dug a hole for the collards in his backyard, gave them a good watering and has kept an eye on them ever since. Chauncey considers it an experiment. "I was curious," he said. "I wanted to eat it, and see how it looks as it grows." 13

He's one of a dozen youngsters getting hands-on lessons in gardening, nutrition and being good neighbors through the volunteer efforts of Clarence McNeil, a lifelong gardener, and Irma Smith- Lowman, an enthusiastic novice. This fall, the two started a community garden at Anna Boyd School, a short-term alternative school for fourth- through seventh-graders in Richland 2.

In September, the kids cultivated five plots on the playground. Now, they're harvesting the leafy greens and giving them to neighbors up the street in State Park, a neighborhood that maintains strong connections to the school. "It's fun and then it's hard at the same time," said seventh-grader D.J. Drumwright, who said he got involved because he liked the idea of giving away produce he'd grown himself.

At 71, McNeil knew he wanted to work with children. Lowman knew he had a lush garden in his backyard. A retired teacher, Lowman had an idea that gardening would appeal to kids—but she also knew she needed an expert to make a project successful. So she recruited McNeil, the husband of a friend.

"He had just given me some beautiful tomatoes, and I thought, 'This is science. This is math,'" Lowman said. "It's nutrition. It's healthy living."

Principal Kelli Johnson said the two are good volunteers because they come around consistently but they stay flexible. They move among the kids easily, calm and patient. Their presence and their personalities convey to the youngsters that they care about them, believe in them and expect them to do well, Johnson said. "They not only have cultivated plants but they've cultivated people," she said.

McNeil said working with the young people has taught him some things, too. It's made him think more analytically about what he likes about gardening. "It's just interesting to watch it grow, especially when you pick it and start feeding people," he said. "It's a pleasure." He was happy that the young people who joined the project seemed to enjoy getting outdoors. "Good kids, and easy to work with," he said. "They actually had their hands down in the dirt up to their elbows."

The community garden was funded by The Links, a service organization that has adopted the Anna Boyd School as its focus.

Already, McNeil is looking at doubling the size of the spring garden. He's planning two or three different kinds of peppers, tomatoes, early cabbage and onions, squash and butterbeans. He's itching to get started. Seventh-grader Ryan Champagnie might want to remind McNeil about one of the virtues of working in the garden. "You have to have patience."

Section 3: School/Community Partnership

The school and community work together to create character initiatives. Community and parent involvement deepen and broaden support for Character Education. It is an intentional and proactive effort to promote a positive school climate that enhances student achievement by improving school attendance and reducing classroom conflicts, and that encourages community involvement and a lifelong commitment to helping others. Parents are provided information and encouraged to be positive role models as well as to take an active role in their child’s character development.

Parent Resources Family Connection www.familyconnectionsc.org/

Heart Tool Kit www.ed.sc.gov/agency/innovation-and-support/youth-services/guidance/elementary- counseling/HEARTTool-Kit.html#

Parent Engagement Network http://www.parentengagementnetwork.org/

Rock Hill School District Parent Power http://p2.rock-hill.k12.sc.us/

SC Day by Day Family Literacy Activity Calendar www.statelibrary.sc.gov/sc-day-by-day-calendar

A Toolkit for Parental Involvement www.sedl.org/pubs/catalog/items/family120.html

Community Partners

The South Carolina Character Development Partnership (SCCDP) The South Carolina Character Development Partnership is composed of a diverse leadership in character education initiatives in South Carolina. The Partnership explores opportunities and methods of integrating character in areas of school, business, and community. The Partnership encourages districts to adopt resources that address their unique needs and utilize available talents identified by their educators, parents, students, and community leaders.

The partnership acts in an advisory capacity regarding planning and evaluating character initiatives. Members may act as monitors at school sites, serve as presenters at professional conferences, or work as liaisons at community gatherings. They offer their network of disciplines to provide technical assistance in developing character education policies and support of professional development for educators. The Partnership was formerly known as the Character Education Partnership Team.

City Year Shanna Poston Program and Administrative Director 807 Gervais Street, Suite 201 Columbia, SC 29201 803-254-3349 [email protected]

ITV/ETV www.itv.scetv.org

Palmetto Mentoring Network Peggy Hogan Education Association State Department of Education 1429 Senate Street, Rm. 1114-C Columbia, SC 29201 803-734-4798 [email protected]

Cities and Communities of Character Aiken, 803-642-7654 Allendale, 803-584-4603 Beaufort, 843-525-7070 Bowman, 803-829-2666 Branchville, 803-274-8820 Chapin, 803-345-2444 Conway, 843-283-6982 Cope, 803-534-6821 Cordova, 803-534-6821 16

Elloree, 803-897-2821 Eutawville, 803-496-3811 Florence, 843-665-3113 Georgetown, 843-545-4003 Greenwood, 864-942-8410 Hanahan, 843-554-4221 Holly Hill, 803-496-3330 Lexington, 803-359-6113 Livingston, 803-534-6821 Manning, 803-435-8141 Neeses, 803-247-5811 North, 803-247-2101 North Augusta, 803-441-4300 Norway, 803-263-4300 Orangeburg, 803-534-6821 Ridgeland, 843-726-7500 Rowesville, 803-534-2745 Santee, 803-854-2152 Springfield, 803-534-6821 Sumter, 803-436-2500 Vance, 803-492-3114 Woodford, 803-534-6821

Community-Based Programs Back Pack Buddies Boy Scouts of America Boys and Girls Club Family Connection of SC Fellowship of Christian Athletes FirstSteps Girl Scouts of America Good News Club Healthy Learners Leadership SC PTA / PTO South Carolina High School League South Carolina Chamber of Commerce South Carolina Palmetto Youth Leadership Program Teacher Cadets 21st Century Afterschool Learning Centers Young Heroes

Grants

Sprint www.sprint.com/responsibility/education/character/index.html 17

State Farm www.statefarm.com/about/part_spos/grants/grants.asp

ED.gov www.ed.gov/fund/landing.jhtml

21st Century www.ed.sc.gov/agency/Innovation-and-Support/Youth-Services/21st-century-community-learning- program/index.html

Donors Choose http://ed.sc.gov/topics/grants/donorschoose/

Chick-Fil-A Check with your local Chick-Fil-A establishment

Learn and Serve www.learnandserve.gov/for_organizations/funding/index.asp

SECTION 4: Research Findings

The US Congress authorized the Partnership in Character Education Program in 1994. The “No Child Left Behind Act” of 2001 substantially expands support for this. One of the six goals of the Department of Education is to “promote strong character and citizenship among our nation’s youth” (Strategic Plan 2002-2007). In order to reach this goal, the Department of Education joins with state education agencies and school districts to provide leadership and support to implement character education. The school staff evaluates needs and initiatives in order to improve its programs.

Character Development Research The Eleven Principles of Character Education www.character.org/elevenprinciples

Character Education Quality Standards www.character.org/qualitystandards

What Works in Character Education: A Research-Driven Guide for Educators by Marvin W. Berkowitz & Melinda C. Bier www.character.org/uploads/PDFs/White_Papers/White_Paper_What_Works_Practitioner.pdf

Journal of Research in Character Education ISSN: 1543-1223 Editors: Stephen A. Sherblom and Marvin W Berkowitz Publisher: Information Age Publishing, Inc. www.infoagepub.com

Annual School Report Card www.ed.sc.gov 19

Evaluating Character Development by Edward DeRoche This resource includes 51 tools for measuring success in areas of organization and administration, mission and values, expectations and outcomes, curriculum and programs, instruction, partnerships, and evaluation. www.charactereducation.com/resourcestore/product/tabid/59/p-6-evaluating-character- development.aspx

School Counselor Accountability: A Measure of Student Success by Carolyn B. Stone and Carol A. Dahir www.pearsonhighered.com/educator/product/School-Counselor-Accountability-A-MEASURE-of- Student-Success/9780131475434.page

Understanding Evaluation: The Way to Better Prevention Programs by Lana D. Muraskin www.higheredcenter.org/services/publications/understanding-evaluation-way-better-prevention- programs

A Primer for Evaluating a Character Education Initiative by Marvin W. Berkowitz www.character.org

Character Education Rubric

SECTION 5: South Carolina Promising Practices

As part of the National Schools of Character awards program, the Character Education Partnership gives annual Promising Practices awards to schools and districts in the US for implementing unique and specific strategies in character education. Selected schools and districts receive an award certificate and a description of their winning practices appears in the National Schools of Character annual publication and on the CEP’s website.

2009 Promising Practice Awards Winners http://www.character.org/promisingpracticesoverview

• Berkeley Elementary School, Moncks Corner, SC Peaceful Monday Morning Meeting The Berkeley Elementary School Peaceful Monday Morning Meetings bring together students, staff, and parents so that each week can begin by focusing on the positive behaviors that make our students “amazing.” Students gather in the multipurpose room where music plays and everyone sings School is Cool and Respect. Mrs. Gaskins, principal, and her friendly fawn puppet then lead students with the peace pledge: “We are the fawns. We pledge to be peaceful in our forest every day.” The school guidance counselor, Michele Rodgers, reminds the boys and girls of the monthly character word and gives an example of how students can demonstrate respect, kindness, etc. Part of Monday Morning Meetings is the stage performance. Teachers sign their classes up for several Mondays during the year. The stage performance allows students to present a song, skit, or photostory using the character trait as the theme. The meetings end with a drawing of gold tickets to recognize children who made “Amazing Choices” for the previous week.

• Blythewood Middle School, Blythewood, SC Peer Ambassadors

The Blythewood Middle School’s Peer Ambassadors Program is led by a group of students who have been recommended by their teachers to help orient new students to the school. While assisting new students, Peer Ambassadors model character qualities of attentiveness, understanding, support, and caring. They greet all new students, accompany them on a tour of the school, explain procedures, and assist them in finding their classrooms. During the school day, ambassadors make introductions to classmates, teachers, and school staff. They join the new students for lunch. Peer Ambassadors describe after-school activities and clubs, answer questions about the school and the community, and participate in the Newcomers Club.

• Dorman High School, Roebuck, SC Operation Fairytale Operation Fairytale, a 2009 Promising Practice winner, is an active school/community collaboration in which district employees and local business owners provide donations of prom dresses, shoes, and accessories to a selected group of female seniors. To participate, the girls from disadvantaged homes serve others at one of the local soup kitchens and then write essays or poems to reflect upon the experience. They must also continue to meet prescribed attendance and academic requirements for high school graduation. The experience allows the seniors to expand their worldview by serving others, appreciate their own circumstances, and be motivated to complete their education.

• Marlboro County High School, Bennettsville, SC Youth Court: Character Education through the Judicial Process A system is in place at Marlboro County High School that teaches students respect, especially to International Teachers. This system or practice is entitled Youth Court: Character Education Through the Judicial Process. The purpose is to work with youth who have made poor decisions without considering the consequences. These youth plead guilty to their “charge,” referred to by a school administrator. Justice is served by administering a fair, but constructive punishment, so the student will not make the same mistake twice. For example, if a student shows disrespect to a teacher, especially an International Teacher, he or she, in addition to making a formal apology to that teacher, will write a 3-5 page paper, comparing and contrasting the education system of the United States with the nation the international teacher is from. In addition, JROTC Cadets from Camp Bennettsville, who have been on both sides of the law, are utilized in a mentorship project in order to teach the students from their own mistakes.

• Pineview Elementary School, West Columbia, SC Summer Reading Caravan Pineview Elementary School’s Summer Reading Caravan Program is a unique program that provides books to students, siblings, and preschool children in the attendance area. The goal of this program is to promote reading beyond the school year with the entire school community. Books are separated by age and grade levels, although students are encouraged to select challenging books. Funds to purchase these books are provided through their afterschool program. Administration provides a Summer Caravan Schedule to the faculty and students to share throughout the community. The caravan makes the same route three times throughout the summer. Approximately 20 Pineview faculty and staff members volunteer each year to meet at the designated areas throughout the summer. The Summer Reading Caravan Program promotes a great relationship between the school and community. Students look forward to seeing their teachers from the past and enjoy meeting their new teachers for the coming school year, as books are shared throughout the Pineview community. The hugs for students, the excitement in the pre- 23

school age children’s eyes, and the “thank you” the Caravan workers hear from the parents makes the program worthwhile. The Reading Caravan Program sets out to make reading fun and is a part of Pineview’s way of effectively promoting positive character development.

State School of Character Award / National School of Character Award The State School of Character and National School of Character Awards identify, honor, and showcase exemplars in character education and facilitate their leadership in mentoring others. The goal of the national program is to provide a variety of models of comprehensive, quality character education, representing America’s diverse educational system. The deadline for applications is the first week of December. Contact Gerry Weaver at [email protected]. or go to www.ed.sc.gov/ or www.character.org/programs for further information.

2010 SSOC Winners: • B.D. Lee Elementary, Gaffney, SC • Berkeley Elementary, Moncks Corner, SC • Brockman Elementary, Columbia, SC • Indian Land Middle School, Indian Land, SC • Lake Carolina Elementary, Blythewood, SC • Taylors Elementary, Taylors, SC

2010 NSOC Finalist: • Lake Carolina Elementary, Blythewood, SC

2010 NSOC – Profiles in Character Award Recipients: • Berkeley Elementary, Moncks Corner, SC • Brockman Elementary, Columbia, SC

2009 SSOC Winners: • Berkeley Elementary School, Moncks Corner, SC • Blythewood Middle School, Blythewood, SC • Pineview Elementary School, West Columbia, SC

Teen LEAD Teen LEAD (Leaders, Evolving and Developing) is a school-based program designed to better prepare students for productive lives as citizens, employees, parents, and leaders while helping to increase the high school graduation rates for students in South Carolina. Student-led character cadres work with professional school-based faculty to develop and initiate character building, service learning projects designed to enhance their local schools and communities. These projects have included peer mentoring and mediation groups, school and community beautification activities, and character education activities with younger students in the district. Community outreach activities have included in-school voter registration and blood drives and working with local community agencies to provide holiday gifts for the needy. In addition to providing a valuable community service, these activities build on the character skills of each student involved in the process. Ongoing leadership training and character development is provided for participating students through a two-week summer leadership training experience and periodic conferences. In 24

addition to focusing on developing students’ life and work skills and exposing them to educational options beyond high school, Teen LEAD conferences provide an opportunity for students to develop stronger communication skills through participation in student-led breakout sessions designed to share cadre experiences with peers from other schools. Although initially targeted for rising tenth grade students, the Teen LEAD model can be easily adapted for lower grades.

Red Carpet The Red Carpet Schools program was started eight years ago by former State Superintendent of Education Inez Tenenbaum to reinforce the need for schools to be family-friendly and customer- focused. She also saw it as a way to highlight schools that do an outstanding job in this area. South Carolina's current State Superintendent, Dr. Jim Rex has continued the Red Carpet Schools program.

Becoming a Red Carpet School begins each fall with submission of a written application. Applications are evaluated and judged by a panel of readers, and those above a certain score are subject to telephone calls and/or site visits. The telephone calls are made by anonymous callers who note how well the telephone call is answered and then ask questions about the schools. Those that pass this part of the process then receive unannounced site visits to evaluate their programs. Judges making these visits follow all school rules and procedures for visitors but do not indicate that they are part of the Red Carpet evaluation process.

It is obvious that schools across the state share an interest in this program as evidenced by the fact that the Department of Education has awarded some 553 red carpets. The department receives around 300 applications each year - nearly one in every four schools have applied. Once a school becomes a Red Carpet School, it keeps its status for three years.

The National School Public Relations Association selected the program as one of two Distinguished Single Projects in 2003. Other states and even other countries have inquired about our efforts and the Red Carpet Schools program. Most recently there have been inquiries from California, Florida, Kentucky, and Washington, DC.

Heart Award (Higher Education Awareness Readiness Transition) The HEART Award seeks to recognize excellence in school counseling by identifying South Carolina school counselors with proven records of accomplishment in promoting higher education awareness. This award is federally funded through the US Department of Education and the College Access Challenge Grant and is open to all school counselors working in South Carolina's schools. Applicants should demonstrate strong professional expertise and success in preparing students for postsecondary opportunities. Successful applicants should emphasize creating a college-going culture from elementary through high school to include career exploration, appropriate course selection and planning, college application process (financial aid, state scholarships, grants, etc.).

Additionally, applicants must meet all of the following: • Currently be employed as a full-time, fully certified school counselor • Have a minimum of three consecutive years of counseling service at the level of nomination • Hold at least a master's degree in school counseling

HEART Awards will be given to elementary, middle, and high school counselors who exemplify excellence in school counseling and the promotion of college awareness and access. Winners will receive a cash award of $3,500 for Elementary School HEART Counselor, Middle School HEART Counselor, and High School HEART Counselor. An Incentive Grant of $1,500 will also be given to each winner for their current school's counseling department; grants will be used at the discretion of the winners, in ways to promote HEART.

To nominate a colleague for the HEART Award or to apply for the award yourself go to www.sccango.org/resources-for-teachers-and-counselors/293-heart-award-content.html.

For questions regarding the SC HEART Award, please contact Mr. Derrah Q. Cassidy, SC Commission on Higher Education, at 803-737-9758 or [email protected].

State Board of Education Volunteer Awards The State Board of Education (SBE) Volunteer Awards is a state-sponsored program that promotes volunteerism in schools. School districts across the state submit nominations. The SBE Volunteer Awards Nominating Committee, comprised of a representative from each Judicial Circuit, reviews the nominations and selects winners in four categories: individual, businesses, school improvement councils, and civic organizations. An awards ceremony is held annually to recognize the winners. Contact Peggy Hogan, 803-734-4798 or [email protected], for additional information.

SECTION 6: Teacher Resources

Publishers and Catalogs ABC Feelings www.abcfeelings.com

Active Parenting Publishers www.activeparenting.com

Advance Publishing www.advancepublishing.com

American Book Company www.americanbookco.com

Beat the Clock (Time Management Plans) http://thechalkboard.com http://www.dayrunner.com

Character Development Group http://www.charactereducation.com

Conflict Resolution Activities for K-12 http://teachervision.com/lesson-plans/lesson-3038.html

Didax—Character Education www.didax.com

Educational Media http://www.educationalmedia.com 27

Hands On Books www.kaplanco.com/HandsOnBooks

Heart of a Champion www.heartofachampion.org

Human Relations Media www.hrmvideo.com

JIST Life Character Education www.jist.com

Kaplan www.kaplanco.com

Marsh Media Character Education www.marshmedia.com

National Center for Youth Issues www.ncyi.org

New View Publications www.newviewpublications.com

Pacific Northwest Publishing www.pacificnwpublish.com/

Parent Institute www.parent-institute.com

Parent Notebook www.sedl.org/pubs/catalog/items/family120.html

Pro-Ed Publishing www.proedinc.com

Respectful Communication—Civility www.colorado.edu/conflict/peace/treatment/civilcom www.colorado.edu/conflict/civility

Take Charge Curriculum www.newviewpublications.com

The Big Dummy’s Guide to Service Learning www.fiu.edu/~time4chg/Library/bigdummy.html

The Ethics Connection at the Markkula Center for Applied Ethics www.scu.edu/ethics/practicing/focusareas/eduation/

Tiger Tales www.tigertalesbooks.com

Weed and Seed http://www.ojp.usdoj.gov/ccdo/ws/welcome.html

Wise Skills Character Building Resources www.wiseskills.com

Young People’s Press www.youngpeoplespress.com

Youthlight, Inc. www.youthlight.com

Professional Literature Richland School District One and Berkeley School District have written their own summaries of Character Education. The Richland and Berkeley documents highlight the alignment of character education to curricular standards. The documents demonstrate successful integration of character education across curricula and grade levels.

The Richland and Berkeley documents are included at the end of this document. Click on the links below to go directly to them:

Richland One Character Education Guide Grades K-2 Richland One Character Education Guide Grades 3-5 Richland One Character Education Guide Grades 6-8 Richland One Character Education Guide Grades 9-12 Richland One Character Education Evaluation Berkeley’s Health Standards for Character Education

SCDE Resource Room Books A Call to Character, by Greer and Kohl A Call to Heroism, by Peter H. Gibbon As You Like It, by Shakespeare Building Character Schoolwide, by Bernardo, Frye, Smith & Foy Building Characters in Schools: Resource Guide, by Bohlin, Farmer & Ryan Character and Coaching, by Yeager, Buxton, Baltzell, Bzdell Character and Cops, by Edwin Delattre Good Education: The Virtues of Learning, by Ivor Pritchard Hamlet, by Shakespeare Human Nature and Conduct, by John Dewey Implementing Character Education, by Brooks & Freedman 29

Interactive Youth Work Practice, by Mark A. Krueger Lessons from the Rocking Chair, by Deb Austin Brown Man's Search for Meaning, by Viktor E. Frankl No Place But Here: A Teacher's Vocation in a Rural Community, by Garret Keizer Number the Stars, by Lois Lowry Parents, Kids and Character, by Helen R. LeGette Plato: Republic, by Grube & Reeve Post Ethnic America, by David A. Hollinger Right vs. Wrong: Solutions to the American Nightmare, by Harry and Betty Dent Smart & Good High Schools Report, by Thomas Likona Teaching for Diversity and Social Justice, by Adams, Bell & Griffin Teaching Jack & Jill (Right vs. Wrong) in the Homes & Schools, by Harry S. Dent The Enigma of Anger, by Garret Keizer The Moral Intelligence of Children, by Robert Coles The Nicomachean Ethics, by Aristotle The Tempest, by Shakespeare The Triumph of Wounded Souls, by Bernice Lerner What Kids Need to Succeed, by Benson, Galbraith & Espeland Whatever Happened to Randolph Scott? by Frank McLane When Character Was King, by Peggy Noonan

Model Character Education Lesson Plans

Elementary School

Example 1: “Back To School” Teaching “Responsibility” to 6-9 Year Olds Source: Character Education Lesson Plan Bank (http://charactercounts.org/lesson-plans/ ) Students will discover the vocabulary of the Six Pillars of Character and how it relates to their classroom. They will incorporate the vocabulary into their goals for the coming academic year and discuss strategies to help reach them.

Objectives: • Students will familiarize themselves with the Six Pillars of Character: trustworthiness, respect, responsibility, fairness, caring, and citizenship. • Students will explore vocabulary associated with the Six Pillars and its relation to the school environment. • Students will apply their knowledge to create goals for the school year. • By creating a goal wall, students will recognize the importance of teamwork in accomplishing their goals in line with the Six Pillars.

Materials: • “Search for Character: Scavenger Hunt” handout • Six Pillar Vocabulary, hidden in the room • Construction paper, precut into 6” by 4” rectangles • Marker pens to write their goals on the rectangles • Tape and a space to post the goals • Handouts: BackToSchool-Elem-Scavenger-Hunt (http://charactercounts.org/pdf/lesson-plan- bank_handouts/BackToSchool-Elem-Scavenger-Hunt.pdf )

Procedures: 1. Introduce the Six Pillars of Character to the class and tell them that the words (trustworthiness, respect, responsibility, fairness, caring, and citizenship) will inform their work throughout the school year. 2. As you introduce each word, brainstorm ideas on how it applies to the classroom environment. Write the suggestions on the board. 3. Tell the class they will begin a scavenger hunt to find more ideas and ways that the words can help them throughout the year and why the words are important to the class environment and their own progress. 4. Distribute the Search for Character: Scavenger Hunt handouts. Specify a time limit. Tell the students they should try to find as many of the words as possible. 5. When time is up, have students share the words they found. Did they relate to any of the ideas they suggested at the beginning of the class? 6. Tell the students to think about how the Six Pillars will help them through the year. They can choose personal goals or shared goals for the class. 7. Distribute the precut rectangles and markers. Tell the students to write their goals on the paper that will then be taped to the Goal Wall.

8. When all of the students have taped their goals to the wall, tell them this will be a personal reminder for them to try their best and to work in accordance with the values of the Six Pillars throughout the year. 9. Re-visit the Goal Wall throughout the year and remind the students at appropriate times of the goals they wanted to attain.

Example 2: “Cultures of our Nation”: Teaching Self-Esteem & Citizenship (Grade 4) Source: http://www.col-ed.org/cur/sst/sst63.txt AUTHOR: Lorena Marie Romero, 4th grade teacher, Ann Parish Elementary, Los Lunas, NM

Overview: Many students are not aware of their rich, diverse cultures. They do not realize how their cultures have contributed to the great “Melting Pot” of America. It seems that this is the case in our community. As a result of this observation, I wanted to focus on these students and help them become aware of their cultures.

Purpose: The purpose of this activity is to build self-esteem and allow students to become more aware of their rich cultures. It also allows for students to realize how their cultures have contributed to making America what it is today.

Objectives: As a result of these activities, students will: • become aware of their culture (heritage) • become confident and proud of their culture/traditions • become aware of the many cultures that have richly contributed to the wealth of our nation

Resources and Materials: • Books with emphasis on cultures of the world • Posters on classroom walls depicting our rich, diverse cultures • Records/tapes for learning dances/songs—easily obtained in school supply stores • Items from students who are willing to share (culture)—set up classroom displays throughout the year.

Activities and Procedures: 1. At the beginning of the school year, during student introductions, teacher may emphasize his/her culture, talk about his/her roots, and let students know that he/she is proud of his/her culture through modeling. Please discuss rationale of this ongoing lesson to parents beforehand. 2. Allow students to introduce themselves, ask for 2-3 positive statements describing themselves. Let students become comfortable with each other. This activity can take approximately 10 minutes of sharing everyday for at least the first month of school. 3. Usually by the end of the month, most students have identified their cultures/roots. Brainstorm the different cultures in the classroom and decide as a class what we would like to do to learn more about these cultures. (Throughout the school year) 4. Activities range from: • Dancing • Songs—students learn songs from different countries (according to cultures)

• Foods—parents assist students in preparing their favorite cultural dish. Teacher/class prepares food in school kitchen. • Story-telling—throughout the school year, we ask people to come in and share stories relating to their cultures.

Example 3: Addressing Community Problems: Teaching Citizenship to Grades 4-5 Source: http://charactercounts.org/lesson-plans/

Objective: Youngsters offer examples of problems faced by their community. They discuss how these problems are caused, how they affect members of the community, and how concerned citizens can work toward solving them.

Materials: One photocopy of the “Addressing Community Problems” worksheet for each group. The number of groups will be determined by the number of community problems suggested by the youngsters. Handouts: Addressing Community Problems

Procedures: 1. Ask the students to think of major problems in their neighborhoods. List them on the board. 2. The list might include such things as homelessness and hunger, drug abuse, gang violence, vandalism and graffiti, litter and other forms of pollution, theft, domestic violence, or child abuse. 3. Tell students: All of these together are too much to study. Let’s divide into small groups so each group can focus on one topic. 4. Divide the youngsters into groups of equal number and assign one topic to each group. 5. Pass out one photocopy of the “Addressing Community Problems” worksheet to each group and tell them to discuss the questions as they relate to their topic. 6. Tell them to have one member of the group list their responses on the worksheet. 7. When all the groups are finished, have them share their responses with the class.

Middle School

Example 1: “Waves of Life”: Teaching Self Awareness, Self Esteem, Acceptance and Honesty to Students in Grades 7 to 9. Source: http://www.character.org/lessonplans http://www.character.org/lessonplan-pinellascountyschools This lesson plan was designed by Pamela Mozdy-Allen, 8th Grade Physical Science teacher at Seminole Middle, Pinellas County Schools, a 2007 National District of Character.

Overview: Students will examine the “highs” and “lows” in their lives by comparing these to the parts of a wave. In the process, students will gain self-awareness and a greater understanding of the parts of a wave.

Objectives: Students will discuss the parts of waves, their frequency and wavelength using emotions to better understand the concepts.

Materials Needed: Students only need a pencil and paper for this lesson. A large sheet of blank, unlined paper will work best.

Procedures: 1. Ask students, “What do you think of when I say we are going to study waves?” Listen to their responses. 2. Make a wave with the students standing and sitting from one side of the class to the other. Then from one side of the class to the other and back again. 3. Tell students we are going to draw that wave. Teacher draws on the overhead or board and students draw on their papers. 4. Have students label the crest, trough, and wavelength. 5. Talk about the highest point of the wave (crest). Relate it to some high points in our lives where we were very happy, very proud, very satisfied with ourselves. 6. Tell the students that we are going to make a kind of wave timeline. 7. Ask students to try to remember the first high point in their life. Tell them to turn their paper over with the holes on the top so they have lots of room for the wave timeline. They should begin by drawing a crest at the far left of the paper and labeling it with the first high point in their life. Tell them to include either the date or their age at that time. 8. Now discuss how the lowest point of the wave (trough) correlates to the low points in our lives when we were quite unhappy, discouraged, and scared. 9. When students have thought of their first low point in their life, have them think of how long it was after the first high point. If it was a short period of time in between, they should draw the trough close to the crest; if there was a lot of time in between, they should draw the trough away from the crest. They will then label the trough as to what it represents including date and/or age. 36

10. They should continue with crest/high point, then trough/low point across the page. 11. Emphasize that this is very personal and does not have to be shared with anyone.

Assessment: Students should complete their wave timelines and may be given credit for doing so but due to the personal nature of the assignment, the teacher may decide not to collect them.

Example 2: “ Walking Around in Another’s Shoes”: Teaching Empathy, Respectfulness, Team Spirit (Grades 6-8) Source: http://www.mcrel.org/compendium/activityDetail.asp?activityID=56

Purposes: As a result of this activity, students will be able to • Understand and explore what it is like to be a member of another social group • Understand what stereotypes are and analyze the accuracy with which they are used to represent groups of people.

Related Standards & Benchmarks: Behavioral Studies • Understands various meanings of social group, general implications of group membership, and different ways that groups function • Understands that people sometimes react to all members of a group as though they were the same and perceive in their behavior only those qualities that fit preconceptions of the group (i.e., stereotyping), which leads to uncritical judgments (e.g., showing blind respect for members of some groups and equally blind disrespect for members of other groups)

Student Product: Creation of a list and class discussion

Activity: 1. Discuss with the class some examples of how various social groups (e.g., formed by gender, ethnicity, race, age, ability) are stereotyped. Ask the class the following questions: a) Why does stereotyping occur? b) How do generalizations about one person or one quality of a person grow into cultural stereotypes? c) What are some of the different ways in which stereotypes affect people (e.g., emotionally, socially, and economically)? d) Have students brainstorm examples of stereotypes about age, ethnicity, gender, and so on. List these on the chalkboard. 2. Have students create a list of what their daily life is like as a member of their age, gender, and ethnic group. This list will help them compare their real life to the imagined life of a 38

different group. If possible, the teacher should have lists from other groups of people (perhaps other teachers of different ethnic or gender groups could create lists of their experiences to give to the instructor). 3. After discussing stereotyping, ask the class to imagine that they are a member of a different social group. Assign some students the task of imagining that they are young women instead of men or young men instead of women. Others might imagine that they have a disability of some kind; perhaps they might be vision or hearing-impaired or do not have the use of a limb. Still others should imagine that they are a member of a different ethnicity or have moved to the region from another country or another part of the United States. 4. When all the students have been assigned a "new identity," ask students to go through a day thinking about all of the ways in which their lives would be different if they were a member of this different group. Tell them to write a list of all of the things that would be different throughout the course of this day. This list should focus on every detail of their day, from getting up in the morning and preparing for school to going home and going to bed at night. How would they behave differently under these conditions? Would they behave differently at all? 5. A few days later, once all of the lists have been completed, have a discussion in class about what the lists may reveal about the behaviors and social perceptions of different groups of people. If the climate of the classroom allows for personal sharing, have the students compare their real-life experiences (or the lists provided by the teacher) to the perceived experiences of their peers: a) What do these differences (or lack of differences) reveal about different social groups? b) What do these explorations reveal about the falsity of stereotyping groups of people?

High School

Example 1: Reflections About Diversity: Grade 9-12 Source: http://www.mcrel.org/compendium/activityDetail.asp?activityID=43

Purpose • Students will know examples of both contemporary and historical conflicts stemming from diversity; • Students will be able to discern some of the factors that have contributed to their resolutions.

Related Standard & Benchmarks: Civics • Understands the role of diversity in American life and the importance of shared values, political beliefs, and civic beliefs in an increasingly diverse American society • Knows examples of conflicts stemming from diversity, and understands how some conflicts have been managed and why some of them have not yet been successfully resolved

Language Arts • Uses the general skills and strategies of the writing process • Writes persuasive compositions that address problems/solutions or causes/effects (e.g., articulates a position through a thesis statement; anticipates and addresses counter arguments; backs up assertions using specific rhetorical devices [appeals to logic, appeals to emotion, uses personal anecdotes]; develops arguments using a variety of methods such as examples and details, commonly accepted beliefs, expert opinion, cause-and-effect reasoning, comparison-contrast reasoning) • Uses listening and speaking strategies for different purposes • Asks questions as a way to broaden and enrich classroom discussions

Student Product: Newspaper editorial

Material & Resources: No special resources required for this activity.

Teacher's Note: Students should have had some prior instruction about diversity issues and historical and contemporary conflicts related to diversity issues.

Activity: 1. Ask students to think about conflicts that arise from problems with diversity issues and to hypothesize about the elements that are needed in order to bring about successful resolutions to these kinds of problems. Write some of these elements on the board. 2. Working in small groups, students should make a list of both contemporary and historical conflicts that have arisen as a result of diversity issues. These conflicts may be small or large; they may involve individuals, groups, or nations (e.g., student conflicts in school, civil rights conflicts in the 1960s, conflicts in the Middle East, current conflicts in the United States concerning women’s issues or sexual orientation). 3. After giving students several minutes to brainstorm, discuss with students some of these conflicts and list them on the board. 4. Again having students work in their groups, ask them to analyze 2-3 conflicts and to try to determine: a) What factors have contributed to the successful resolution of these conflicts? b) What factors have prevented these conflicts from being successfully resolved? 5. After about 10-15 minutes of small-group discussion, broaden the discussion to include the class as a whole. 6. To conclude the discussion, assign students the task of writing a newspaper editorial about how, in their opinions, diversity conflicts can be successfully managed. (You may need to explain to students that an editorial is an article in a publication that expresses an opinion. It may be helpful to students to read an example from the local newspaper.) Students should use contemporary and historical examples in their editorials in order to support their opinions.

Example 2: President’s Day: Citizenship Education and Conflict-Resolution Source: http://charactercounts.org/lesson-plans/character-education-lesson.php?id=83

Overview: Students will study the different elements of foreign policy in the government and understand the difficulties involved in negotiating mutually acceptable policies in past and current events through role play.

Objectives: • Students will study the foreign policy arm of government. • Students will learn how to test different approaches to conflict resolution. • Students will use reflection activities to apply successful conflict-resolution methods to their own lives.

Materials: Foreign Policy Pre-Reading Worksheet Handout: http://charactercounts.org/pdf/lesson-plan-bank_handouts/Presidents-Day_Second.pdf

Procedures: 1. The run-up to this lesson should include pre-reading tasks using your textbook. Students should become informed about the different branches of government and be able to complete Part A of the worksheet before beginning the role play. 2. The teacher can tailor this activity to the current subject in the class. 3. Assign students into groups representing the roles in foreign policy decision-making. Students should understand the limitations and powers of the group they’re assigned to. 4. Design foreign policy scenarios relating to the current topic of study. 5. Have the students read the scenarios and determine their group’s plan of action. Remind them of their powers and limitations as well as what other groups they need to confer with to arrive at their action plan.

6. The press group should report on the events at the end of the session. This can be a project that extends over several days so students fully grasp the implications of conflict resolution and obstacles that occur in foreign policymaking. 7. As a review, students can write an essay on the challenges of conflict resolution. Extension: Students could create a political cartoon on a current foreign policy issue.

Additional Resources • AdvancePublishing.com: http://www.advancepublishing.com/CharacterLessons/LessonPlans.htm

• Boston University – Center for Advancement of Ethics and Character http://www.bu.edu/sed/caec/files/teacherresources.htm

• California State, Fresno Bonner Center for Character Education http://education.csufresno.edu/bonnercenter/index.html

• Center for the Advancement of Ethics and Character http://www.bu.edu/sed/caec/

• Character Education Resource for Teachers and Online Guide (CETAC) http://www.cetac.org/teacherresource/

• Character Based Literacy at Santa Clara University http://www.scu.edu/character/

• CharacterCounts! Lesson Plan Bank http://charactercounts.org/lesson-plans/index.html

• Character Development and Leadership http://www.characterandleadership.com/

• Character Education and Civic Engagement http://www.cetac.org/

• Character Education at the Markkula Center for Applied Ethics http://www.scu.edu/ethics/practicing/focusareas/education/

• Character Education Partnership http://www.character.org/lessonplans

• The Council for Global Education http://www.globaleducation.org/1.htm

• Good Character. Org http://www.goodcharacter.com/

• Green Teacher: Education for Planet Earth http://www.greenteacher.com/

• HotChalk: Lesson Plans Page http://www.lessonplanspage.com/index.html

• Kennesaw State University Character Education Resources http://webtech.kennesaw.edu/jcheek3/chared.htm

• Learning to Give http://www.learningtogive.org/lessons/search/#browse

• Learning for Life http://www.learning-for-life.org/lfl/index.html

• Learning to Serve with Character http://web.gc.cuny.edu/dept/case/lsc/

• Legacy Educational Resources http://www.character-education.info/resources/lesson_plans_curriculum.htm

• Multicultural Pavilion http://www.edchange.org/multicultural/index.html

• Peaceful Solution Character Education Incorporated http://www.peacefulsolution.org/curriculum/products/sample_lessons.html

• School for Ethical Education www.ethicsed.org/resources/activities.html

• Sing, Dance, Laugh and Build Character, Too! (Barbara Gruner) www.fisdk12.net/ww/ww.html

• Teaching Values.com http://www.teachingvalues.com/

• The Strawberry Point School Service Learning Primer http://www.goodcharacter.com/SERVICE/primer-1.html

• UEN Education Network http://www.uen.org/utahlink/activities/view_activity.cgi?activity_id=5399

• Wise Skills http://www.wiseskills.com/

• Youth Frontiers: Building Positive School Community http://www.youthfrontiers.org/

Character-Based Programs A World of Difference Institute of the Anti-Defamation League http://www.adl.org/education/edu_awod/default.asp

Act 1 Presentations, Inc. http://www.act1presentations.com/ http://www.act1presentations.com/works.asp#Films

AGC United Learning http://www.agcunited.com/ http://www.character-education.info/

All People's Day - Multicultural Diversity Program http://www.allpeoplesday.com/

Al's Pals http://www.wingspanworks.com/educational_programs/about_als_pals.php

Association of Fundraising Professionals (AFP) http://www.afpnet.org/ http://www.afpnet.org/Ethics/?navItemNumber=503

A Student Service Learning Program www.montgomeryschoolsmd.org/departments/ssl/

Behavioral Healthcare http://www.behavioral.net/ME2/Default.asp

Building Esteem in Students Today Program (BEST) http://www.bestprogram.org/

Call Me MISTER http://www.clemson.edu/hehd/departments/education/research-service/callmemister/

CAM Consulting Services http://www.cam4consulting.com/index.html http://www.cam4consulting.com/pubarticles.html

Camp Fire of New Jersey http://www.campfirenj.org/

Caring School Community http://devstu.org/page/caring-school-community

Center for the 4th and 5th Rs http://www.cortland.edu/character/

Center for the Advancement of Ethics and Character (CAEC) http://www.bu.edu/sed/caec/

Center for Implementing Character Education: http://www.ethicsusa.com/article.cfm?ID=893 http://www.ethics.org/resource/character-education-helpful-links

Center for Research on Aggression http://www.rcgd.isr.umich.edu/aggr/

Center for Youth Policy and Programs http://www.youthpolicyactioncenter.org/

Character Building Company http://www.characterbuildingstore.com/cbc/cbc.htm

Character Counts! http://josephsoninstitute.org/index.html

Character Counts! Sports Pursuing Victory http://josephsoninstitute.org/sports/

Character Development Group http://www.charactereducation.com/Home/tabid/36/Default.aspx

CharacterPlus Cooperating School Districts http://www.characterplus.org/default.asp

Chick-Fil-A Character Program www.coreessentials.org

Children's Institute, Inc. http://www.childrensinstitute.org/

Collaborative to Advance Social and Emotional Learning (CASEL) http://www.casel.org/

Committee for Children http://www.cfchildren.org/

Community Boards http://www.communityboards.org/

Community for Education Foundation http://www.commedfoundation.org/about.php

Community of Caring http://www.communityofcaring.org/

Contact Community Services, Inc. http://www.contactsyracuse.org/

D&D Industrial Consultants, Inc. http://www.consultdd.com/about.php

Developmental Studies Center http://devstu.org/page/home

Devereux Glenholme School http://www.theglenholmeschool.org/home.htm

Do Something http://www.dosomething.org/

Edge Learning Institute http://www.edgelearning.com/

EDUCARE http://www.educarecenters.org/

Educational Development Center, Inc. (EDC) http://www.edc.org/

Educators for Social Responsibility (ESR) http://esrnational.org/

Eduscapes Consulting Services http://www.eduscapeassociates.com/

Ethics Resource Center (ERC) http://www.ethics.org/

Facing History and Ourselves http://www.facinghistory.org/

Future Leaders Program http://www.futureleadersprogram.net/

Global Learning, Inc. http://www.globallearningnj.org/

Heartwood Institute http://www.heartwoodinstitute.com/

Heroes & Cool Kids http://www.heroesandcoolkids.org/

Home and School Institute/MEGA Skills Education Center http://www.megaskillshsi.org/aboutHSI.html

I Can Problem Solve http://www.researchpress.com/product/item/4628/

Innerchoice Publishing http://goliath.ecnext.com/coms2/product-compint-0000737715-page.html

Innovative Leadership of the Delaware Valley http://www.innovativeleadershipdv.com/

Institute for Global Ethics http://www.globalethics.org/

Institute for the Development of Character and Community http://www.charactercenter.com/

International Center for Leadership in Education, Inc. http://www.leadered.com/

Jalmar Press http://www.personhoodpress.com/jalmarpress.html

John Templeton Foundation http://www.templeton.org/

Kellogg/Keener Consulting http://www.kkconsult.com/

Kids Care Clubs www.kidscare.org

Learning for Life http://www.learningforlife.org/

Learn and Serve www.learnandserve.org/

Learning to Give (k-12) http://learningtogive.org/

Learning Peace http://www.peacelearningcenter.org/default.asp

Life Skills: Building Blocks for Success http://www.lifeskills.com/

Lifeskills Training http://www.lifeskillstraining.com/

Making Diversity Count http://www.adl.org/education/mdc/

MB Flippen & Associates: Leadership Solutions http://www.flippengroup.com/

Moral Dilemmas – Right vs. Right www.globalethics.org/dilemmas/

National BETA Club http://www.betaclub.org/

National Center for Youth Issues http://www.ncyi.org/www

National Character Education Center http://www.ethicsusa.com/

National Youth Leadership Council http://www.nylc.org/

Newspaper in Education – The Record http://www.timesrecordnews.com/nie/

New Jersey Center for Civic and Law-Related Education http://civiced.rutgers.edu/

New Jersey Child Assault Prevention http://www.njcap.org/

New Jersey Commission on Holocaust Education http://www.state.nj.us/education/holocaust/

New Jersey Department of State http://www.state.nj.us/state/

New Jersey Peer Helping Association http://archive.constantcontact.com/fs086/1101623288838/archive/1102679736591.html

Northeast Foundation for Children http://www.responsiveclassroom.org/

Open Circle http://www.open-circle.org/

Optimal Performance Associates, LLC http://www.opawinningteams.com/

Social Competency Program https://casat.unr.edu/bestpractices/view.php?program=111

Passkey's Foundation & The Jefferson Center for Character Education http://www.jeffersoncenter.org/

PATHS Training, LLC http://www.communityworks.info/pathcf.htm

Pathways to Character http://www.epicforchildren.org/character.cfm?id=5124

PAXUnited http://www.paxunited.org/

Positive Action, Inc. http://www.positiveaction.net/

Education Solutions, A Franklin Covey Company http://www.franklincovey.com/tc/solutions/education-solutions

Princeton Center for Leadership Training http://www.princetonleadership.org/

Project Hope http://www.projecthope.org/

Project Urban Suburban Environments (USE) http://www.projectuse.org/index.php http://www.projectuse.org/character.php?link2=character%2Ephp&text2=character+development

Proud to Be Polite http://www.aces.nmsu.edu/4h/documents/proud-to-be-polite-3.pdf http://www.etiquetteladies.com/samples/PP_Instructor.pdf

Quest International, Inc. http://www.childquest.org/

The Random Acts of Kindness Foundation www.actsofkindness.org

RISk (Relationship Improvement Skills) Seminars, Inc http://www.risk-it.org/ http://www.risk-it.org/Teacher%20overview.htm

Respect http://www.goodcharacter.com/ISOC/Respect.html

SANKOFA http://www.cab-asc.com/Sankofa/activities.htm

School Counts! http://www.learndoearn.org/lde/SchoolCounts.asp

School for Ethical Education (SEE) http://www.ethicsed.org/ http://www.ethicsed.org/programs/yes/index.htm

Social Decision Making/Problem Solving Program (SDM/PS) http://www.sharingsuccess.org/code/eptw/pdf_profiles/socialdecisionmaking.pdf

Statewide Kindness Awareness Campaign http://www.buenavistatownship.org/Media_Links_2001/KindnessKickedOff.htm

Start Something www.tigerwoodsfoundation.org/startsomething

Street Law, Inc. http://www.streetlaw.org/en/index.aspx http://www.streetlaw.org/en/Audience.4.aspx

Study of Heroes at the Raoul Wallenberg Committee of the US http://www.raoulwallenberg.org/ http://www.raoulwallenberg.org/studyofheroes_howtoteach.htm

Supporting Kids' Social and Emotional Growth http://www.wingsforkids.org/experience/hot-wings?gclid=CPb3jf2B4J0CFQS7sgodx35CNQ

Susan Kovalik & Associates http://www.thecenter4learning.com/

Teaching Tolerance www.tolerance.org/teach/

The Bridge http://www.thebridge-atlanta.org/services.html

The Center for Implementing Character Education http://www.ethicsusa.com/article.cfm?ID=893

The Center for Learning http://www.centerforlearning.org/ http://www.centerforlearning.org/c-1-english-and-language-arts.aspx

The Giraffe Project http://www.giraffeproject.org/ http://www.giraffe.org/the-giraffe-heroes-program/training-tomorrows-heroes/

The Great Books Foundation http://www.greatbooks.org/ http://www.greatbooks.org/programs-for-all-ages/junior/jgbseries.html

The Laws of Life Essay Contest www.lawsoflife.org

The Lesson One Foundation, Inc. http://www.lessonone.org/ http://www.lessonone.org/html/Hints.htm

The Scare Program, LLC http://www.promisingpractices.net/program.asp?programid=242

The Teelinstitute http://www.teelinstitute.org/ http://www.teelinstitute.org/programsProducts.html

The What If Organization http://www.thewhatif.org/ http://www.thewhatif.org/what_if/programs.html

Tough Issues, Good Decisions http://www.youthlightbooks.com/products/1629.html

Tregoe Education Forum, Inc. http://www.tregoe.org/ http://www.tregoe.org/teachers/index.php

University of Medicine and Dentistry of New Jersey http://www.umdnj.edu/ http://www.umdnj.edu/home2web/education/index.htm

Vivid Learning Systems, Inc. http://www.learnatvivid.com/index.html http://www.learnatvivid.com/success_res_center/success_res_center.html

Voices of Love and Freedom (VLF) http://www.usmayors.org/bestpractices/bp98/09_1998_Preventing_School_Violence30.htm

Voyager Expanded Learning http://www.voyagerlearning.com/ http://www.voyagerlearning.com/passport/curriculum.jsp

Winning Team/Winning Lifestyles http://www.winning-teams.com/

WiseSkills Resources http://www.wiseskills.com/

World Youth Network International http://www.unodc.org/youthnet/youthnet_links.html http://www.unodc.org/youthnet/en/youthnet_action.html

Young People's Press http://youngpeoplespress.com/?xid=f192c42fba18233f54ed9fd5b962cbb1 http://www.youngpeoplespress.com/skin1/images/customer_images/WWC_lessons_in_character_04 2506.pdf

Youth Empowerment Strategies, Inc. (YES) http://www.michaelfowlin.com/qopening.htm

Related Websites Academic Assistance Guide for Parents www.rock-hill.k12.sc.us/parents.aspx

Active Parenting Publishers www.activeparenting.com/

AEGIS K-6 Character Education Curriculum Sampler www.aegis-character.com/

BADD—Black Achievers Determined to be Different www.badd4life.org/

Campaign for the Civic Mission of Schools www.civicmissionofschools.org

Center for Character Development www.charactercenter.com

Center for Learning www.centerforlearning.org/

Center for the 4th and 5th Rs and the Institute for Excellence & Ethics www.cortland.edu/character/

Center for the Advancement of Ethics and Character www.bu.edu/education/caec

Character Builders Education Group, Inc. www.characterbuilders.net

Character Counts www.charactercounts.org

Character Development Foundation www.charactered.org

Character Ed Prep www.characteredprep.org

Character Education www.joyinlearning.com

Character Education Center www.ethicsusa.com

Character Education Resources www.cyi-stars.org

CHARACTERplus www.characterplus.org

Child Development Media -- An Extensive Collection of Video Tapes and Training Materials www.childdevelopmentmedia.com

Connect with Kids www.connectwithkids.com

CyberSmart! www.cybersmart.org

ESR National (Educators for Social Responsibility) www.esrnational.org

Ethical Literacy www.globalethics.org

Exceptional Children/Character www.characterpays.com

Foundations Magazine www.foundationsmag.com

Giraffe Heroes Project www.giraffe.org

GoodCharacter www.goodcharacter.com

Growing Up Drug-Free: A Parent's Guide to Prevention www.ed.gov/osdfs

Heartwood Institute www.heartwoodethics.org

iKeepSafe www.ikeepsafe.org

Institute for Affective Skill Development www.iasd.com

Institute for Character Development http://volunteer.united-e-way.org/uwoci/org/8147297.html

Institute for Emotionally Intelligent Learning www.teacheq.com

Josephson Institute Center for Youth Ethics http://charactercounts.org/forms/free_e_newsletters.php

Kidder and Company www.kidderco.com

Learning for Life www.learningforlife.org

Living Values www.livingvalues.net

Marsh Media www.marshmedia.com

Maryland Center for Character Education www.mdctrcharater.org

National Center for Youth Issues www.ncyi.org

Ohio Community Collaboration Model for School Improvement www.osu.edu

Operation Respect www.dontlaugh.org

Parent Power www.rock-hill.k12.sc.us/parents.aspx

Practical Information on Crisis Planning: A Guide for Schools and Communities www.ed.gov/emergencyplan

Project Love Remember the Children Foundation www.projectlove.org

Project Wisdom www.ProjectWisdom.com

Pursuing Victory with Honor www.charactercounts.org/sports

Quick Tips—The Parent Institute www.parent-institute.com

Rachel's Challenge www.rachelschallenge.org

SC African American History www.scafricanamerican.com

SC African American History Calendar http://optin.swiftpress.net/scafam/

SELmedia www.selmediainc.com

Sprint Recycling www.sprintbuyback.com

Studies in Moral Development and Education www.uic.edu/~1nucci/MoralEd/

Teaching Children Responsibility for their Learning & Behavior (The Parent Institute) www.parent-institute.com

Teaching Values www.teachingvalues.com

Teaching Virtues www.teachingvirtues.net

The Academy for Character Education www.aceclassicaled.org

The Alliance for Women (Columbia College) www.allianceforwomen.net

The Building Community Institute http://www.cliftontaulbert.com/

The Center for Leadership & Ethics www.leadershipandethics.com

The Center for Social & Emotional Education www.schoolclimate.org

The Center for the 4th and 5th Rs www.cortland.edu/character/

The Character Council of Florida www.characterfla.org

The Character Development Group www.charactereducation.org

The Character Education Network http://charactered.net/

The Character Education Partnership www.character.org

The Classical Academy www.tcad20.org

The Eunice Kennedy Shriver National Center for Community of Caring www.communityofcaring.org

The Foundation for Character Development www.ffcd.us

The Golden Rule Foundation www.dountoothers.net

The Heart of Education www.heartofeducation.net

The Hearts to Hands Annual Campaign (Character Education Partnership) www.character.org

The Ohio State University Mental Health Education Integration Grant http://cle.osu.edu/projects/ohio-department-of-mental-health-projects/

The Peace Rug www.peacerug.com

The Peaceful Solution Character Education Program www.peacefulsolution.org

The School for Ethical Education www.ethicsed.org

The Siegel Institute for Leadership, Ethics & Character www.kennesaw.edu/siegelinstitute

The Virtues Project www.virtuesproject.com

The Youth Leadership Foundation www.helpingkids.org

Title I Parental Involvement Notebook www.sedl.org/pubs/catalog/items/family120.html

Tribes Learning Community www.tribes.com

Watering Can: Growing Kids with Character www.wateringcanpress.com

What You Need to Know About Drug Testing in Schools www.whitehousedrugpolicy.gov

WhyTry Organization www.whytry.org

WI Character Education Partnership www.wicharacter.org

Yes Pa, Lessons in Character www.YesPa.org

Young People Press www.youngpeoplepress.com

You're it. Get fit! C.H.E.E.R.! (The Original Harlem Globetrotters) www.presidentschallenge.org

Electronic Newsletters Josephson Institute—Michael Josephson [email protected]

Global Ethics—Rushwoth Kidder http://www.globalethics.org/newsline/

Ethics in Excellence—Thomas Lickona http://www.excellenceandethics.com/resources.php

National Service Learning Clearinghouse Newsletter www.servicelearning.org/what_is_service-learning/lists_news/index.php

Quotes Character Above All Quotes http://www.pbs.org/newshour/character/quotes/

Ethics Quotes http://www.wisdomquotes.com/cat_ethics.html

Josephson Institute of Ethics http://josephsoninstitute.org/quotes/

Quotations Page—Character http://www.quotationspage.com/subjects/character/

Children’s Literature by Character Trait

Citizenship Grades K – 2 • Helping, by Jane Buerger • Old Henry, by Joan W. Blos • Dinosaurs to the Rescue, by Laurie Brown • Gas Station Gus, by Dorothy Kunhardt • Mother Earth, by Nancy Luenn • Gnats of Knotty Pine, by Bill Peet • Let's Find out About Community, by Valerie Pitt • Turk and Runt, by Lisa Wheeler

Grades K – 3 • Helping Hands Handbook, by Patricia Adams • My Wish for Tomorrow: Words and Pictures from Children Around the World, by Jim Henson Productions • Miss Rumphius, by Barbara Cooney • Recycle, by Gail Gibbons • Island Baby, by Holly Keller • Earth Day, by Linda Lowery • Where Does The Garbage Go, by Paul Showers • Endangered Animals, by Lynn Stone

Grades K - 6 • The Lorax, by Dr. Seuss • 50 Simple Things Kids Can Do to Save the Earth, by Earthworks Group • Going Green, by John Elkington • Our National Anthem, by Nicholas Georgiady • Wisewords—Wisdom for Making Good Choices, by Looseleaf Notebook • Take Your Hat Off When the Flag Goes By, by Scott Perry • Peace Begins with You, by Katherine Scholes • Just a Dream, by Chris Van Allsburg • Fun Time Activities—Community Projects, by Cameron Yerian • My First Green Book, by Angela Wilkes

Grades 1 – 3 • Five-Dog Night, by Eileen Christelow • The Bill of Rights, by Warren Colman • My Grandpa & The Sea, by Katherine Orr • Gittel's Hand, by Erica Silverman

Grades 1 – 4 • Story of Ruby Bridges, by Robert Coles • Voting & Elections, by Dennis Fradin • Mother Teresa, by Betsy Lee • L is for Liberty, by Bonnie Stewart • Great Kapok Tree, by Lynne Cherry

Grades 3 – 4 • Recycling, by Joan Kalbacken • Shh! We're Writing the Constitution, by Jean Fritz • The Story of the Peace Corps, by Zachery Kent

Grades 4 – 6 • Reducing by Reusing and Recycling, by Bobbie Kalman • Rights and Responsibilities, by Fred Bratman • Story of Susan B. Anthony, by Susan Clinton • Freedom, by Wilma Hays 61

• The Constitution, by Richard Morris • Coming to America, by Linda Perrin • Coming to America, by Albert Robbins • Story of Child Labor Laws, by R. Conrad Stein • Story of the Nineteenth Amendment, by R. Conrad Stein • Journey to Topaz, by Yoshiko Uchida

Grades 5 – 6 • Becoming a Citizen, by Fred Bratman • Lebanese in America, by Elsa Harik • Kid's Guide to Social Action, by Barbara Lewis • Helping, by Jane Buerger

Fairness • Case of the Double-Cross, by C. Bonsall • Nice New Neighbors, by F. Brandenburg • Everett Anderson's Friend, by L. Clifton • Arthur's Penpal, by L. Hoban • Arthur’s Thanksgiving, by Mark Brown • Best Friends for Frances, by R. Hoban • Ton and Pon: Two Good Friends, by K. Iwamura • That's Not Fair, by J. Sarnoff • ’Twas the Night Before Thanksgiving, by Dav Pilkey

Positive Behavior and Ethics • Community Character K.I.D.S. (comic book) • Jump Start (primer) by Barbara R. Clark

Responsibility • Berenstain Bear's Trouble at School, by S. Berenstain • Katy and the Big Show, by V. Burton • Little Toot, by H. Gramatky • Church Mice Adrift, by G. Oakley • Salt Boy, by M. Perrine • Biggest Bear, by L. Ward

Trustworthiness • Berenstain Bears and the Truth, by S. Berenstain • Pelle's New Suit, by E. Beskow • Mike Mulligan and His Steam Shovel, by V. Burton • Climb, by C. Carrick • Country Bunny & the Little Gold Shoes, by D. Heyward • Emmet Otter's Jug-Band Christmas, by R. Hoban • Swimmy, by L. Lionni • Drinking Gourd, by F. Monjo • Sam, Bangs & Moonshine, by E. Ness 62

• Cowardly Clyde, by B. Peet • Little Engine That Could, by W. Piper • Big Fat Enormous Lie, by M. Sharmat • Honest Andrew, by G. Skurzynski • Adventures of Obadiah, by B. Turkle • Crow Boy, by T. Yashima • I'm Gonna Like Me, by Jamie Lee Curtis • Charlie the Caterpillar, by Dom DeLuise • Chrysanthemum, by Kevin Henker • Potter Pig in Control, by Diane S. Kooser • Stand Tall Molly Lou Mellon, by Patsy Lovell • Stephanie's Ponytail, by Robert Munsch • Andrew's Angry Words, by D. Lachner; illustrated by The Tjong-King • Stop Picking on Me, by Pat Thomas • Yoko, by Rosemary Wells

Children’s Books by Theme (List compiled by the Col. John Robinson School, Westford, Massachusetts) http://westfordrs.learningnetworks.com/pages/WestfordRS_Guidance/biblio

Anti-Bullying • Stand Tall, Molly Lou Melon, by Patty Lovell • The Ant Bully, by John Nickle • Oliver Button Is a Sissy, by Tomie dePaola

Ages 4 to 8 • A Book About Being Bullied, by Joy Berry • Benny Gets a Bully Ache, by Jane Bomberge • Bye-Bye, Bully!: A Kid's Guide For Dealing with Bullies, by J.S. Jackson; illustrated by R.W. Alley • Dealing with Bullies, by Pam Scheunemann • Dealing with Bullying, by Marianne Johnston Hazelden • Long Walk to School: A Story About Bullying, by Cindy Leaney; illustrated by Peter Wilks • Lucy and the Bully, by Claire Alexander • Nobody Knew What to Do: A Story About Bullying, by Becky McCain • Rat and the Tiger, by Keiko Kasza • Stop Picking on Me, by Pat Thomas • The Berenstain Bears and the Bully, by S. and J. Berenstain

Ages 6 to 10 • Arthur's April Fool, by Marc Brown • Blue Cheese Breath and Stinky Feet: How to Deal with Bullies, by Catherine DePino and Bonnie Matthews • Bullying, by Bruce Sanders • Bullying: How To Deal With Taunting, Teasing, And Tormenting, by Kathleen Winkler • Dealing with Bullying, by Pete Sanders

• Don't Feed the Monster on Tuesday, by Adolph Moser • Don't Sit on My Lunch! by Abby Klein and John McKinley • Talking About Bullying, by Jullian Powell • Trouble for Trudy, by Teddy Slater • Why Do People Bully? by Adam Hibbert

Ages 9 to 12 • Blubber, by Judy Blume • Bullies Are a Pain in the Brain, by Trevor Romain • Do Not Call Me Ishmael, by Michael Bauer • Freak the Mighty, by Rodman Pilbrick • How to Handle Bullies, Teasers and Other Meanies: A Book That Takes the Nuisance out of Name Calling and Other Nonsense, by Kate Cohen-Posey • Simon's Hook: A Story About Teases and Put-Downs, by Karen Burnett • Stick Up For Yourself, by Gershen Kaufman and Lev Raphael • The Araboolies of Liberty Street, by Sam Swope • The Boy Who Was Swallowed by the Drug Monster (video), by Sue Pettit • When Kids Drive Kids Crazy: How to Get Along with Your Friends and Enemies, by Eda LeShan • Why Is Everybody Always Picking On Me? A Guide to Understanding Bullies for Young People, by Terrence Webster-Doyle; illustrated by Rod Cameron

Young Adult • Bullies to Buddies: How to Turn Your Enemies into Friends, by Izzy Kalman • The Chocolate War, by Robert Cormier • Ironman, by Chris Crutcher • Working out Conflicts: How to Keep Cool, Stay Safe, and Get Along, by Naomi Drew

Feelings: • When I'm Angry, by Jane Aaron • Feelings, by Aliki • When Sophie Gets Angry—Really, Really Angry, by Molly Bang • The Chocolate Covered Cookie Tantrum, by Deborah Blumenthal • Franklin's Bad Day, by Paulette Bourgeois • I Feel Shy, by Karen Bryant-Mole and Mike Gordon • The Grouchy Ladybug, by Eric Carle • The Night of the Paper Bag Monster, by Helen Craig • I'm Mad & I'm Furious, etc. (Dealing with Feelings Series), by Elizabeth Crary • Today I Feel Silly: And Other Moods That Make My Day, by Jamie Lee Curtis & Laura Cornell • My Many Colored Days, by Dr. Seuss • The Blue Day Book for Kids: A Lesson in Cheering Yourself Up, by Bradley Trevor Greive • Wemberly Worried, by Kevin Henkes • Dealing with Anger, by Marianne Johnston • Andrew's Angry Words, by Dorothea Lachner • Proud of Our Feelings, by Lindsay Leghorn

• The Kissing Hand, Audrey Penn • The Very Angry Day That Amy Didn't Have, by Lawrence E. Shapiro • Alexander and the Terrible, Horrible, No Good, Very Bad Day, by Judith Viorst

Friendship Books: • Hands Are Not for Hitting, by Martine Agassi • We Are Best Friends, by Aliki • Berenstain Bears Series, by Stan & Jan Berenstain • The Franklin Series: Franklin Plays the Game, Franklin Is Bossy, Franklin's Secret Club and more, by Paulette Bourgeois • How to Be a Friend: A Guide to Making Friends & Keeping Them, by Laurie & Marc Brown • I Did It, I'm Sorry, by Caralyn Buehner • Do You Want to be My Friend? by Eric Carle • How to Lose All Your Friends, by Nancy Carlson • It's Not My Fault, by Nancy Carlson • A Circle of Friends, by Gloria Carmi • Big Al, by Andrew Clements • Amigo Means Friend, by Louise Everett & Sandy Rabinowitz • That's What Friends Are For, by P. K. Hallinan • Winners Never Quit, by Mia Hamm • Chester's Way, by Kevin Henkes • Best Friends for Frances, by Russell Hoban • George and Martha, James Marshall • Making Friends, by Kate Petty & Charlotte Firmin • Playing the Game, by Kate Petty & Charlotte Firmin • Words Are Not for Hurting, by Elizabeth Verdick & Marieka Heilen • Rosie and Michael, by Judith Voirst & Lorna Tomei

Self-Esteem/Confidence: • I'm Gonna Like Me, by Jamie Lee Curtis • I Knew You Could! A Book for All the Stops in Your Life, by Craig Dorfman & Christina Ong • Leo the Lightning Bug, by Eric Drachman • Chrysanthemum, by Kevin Henkes • Amazing Grace, by Mary Hoffman • Leo the Late Bloomer, by Robert Kraus • Stand Tall, Molly Lou Melon, by Patty Lovell • The Little Engine That Could, by Watty Piper & Loren Long • A Bad Case of Stripes, by David Shannon • Nobody’s Perfect, Not Even My Mother, by Norma Simon • Odd Velvet, by Mary E. Whitcomb

Shyness Books: • Franklin Goes to Day Camp, by Paulette Bourgeois • Lucy on the Loose, by Ilene Cooper • I Don't Know Why…I Guess I'm Shy: A Story About Taming Imaginary Fears, by Barbara Cain & J.J. Smith-More 65

• Nobody Likes Me, by Raoul Krischanitz • Sometimes I Don’t Like to Talk, by Jessica Lamb-Shapiro • Emma's Magic Winter (I Can Read Series), by Jean Little • So Shy, by Vicki Morrison • Shy Charles, by Rosemary Wells

Problem Solving and Conflict Resolution: • I Did It, I'm Sorry, by Caralyn Buehner & Mark Buehner • Clancy's Coat, by Eve Bunting • Franklin is Bossy, by Paulette Bourgeois • Matthew and Tilly, by Rebecca Jones • It's Mine, by Leo Lionni • Swimmy, by Leo Lionni • Feeling Left Out and Playing the Game, by Kate Petty & Charlotte Firmin • Little Red Riding Hood/The Wolf's Tale, by Della Rowland • The Very Angry Day That Amy Didn't Have, by Lawrence E. Shapiro • I'm Not Oscar's Friend Anymore, by Marjorie Sharmat • Simon's Hook: A Story About Teases and Put-Downs, by Karen Gedig Burnett • The True Story of the 3 Little Pigs! by Jon Scieszka • The Zax (included in the book The Sneetches), by Dr. Seuss • The Butter Battle, by Dr. Seuss • The Quarreling Book, by Charlotte Zolotow

Social Cruelty/Teasing/Bullying Books: • The Berenstain Bears Get In A Fight, by Stan & Jan Berenstain • Franklin is Bossy, by Paulette Bourgeois • Simon’s Hook: A Story About Teasing and Put-Downs, by Karen Gedig Burnett • Best Day of the Week, by Nancy Carlsson-Paige • The Meanest Thing to Say, by Bill Cosby • Rosie's Story, by Martine Gogoll • Chrysanthemum, by Kevin Henkes • Just Kidding, by Trudy Ludwig • My Secret Bully, by Trudy Ludwig • Sorry! by Trudy Ludwig • Nobody Knew What to Do, by Becky Ray McCain • Say Something, by Peggy Moss • Enemy Pie, by Derek Munson • King of the Playground, by Phyllis Reynolds Naylor • The Recess Queen, by Alexis O'Neill • Little Red Riding Hood: The Wolf’s Tale, by Della Rowland • The True Story of the 3 Little Pigs! by Jon Scieszka • Stop Picking on Me, by Pat Thomas

Stress/Relaxation Books: • Don't Pop Your Cork on Mondays! by Adolph Moser • Relax, by Catherine O'Neill • Every Time I Blow My Top I Lose My Head! by Laura Slap-Shelton & Lawrence E. Shapiro

Self-Control: • Sit Still, by Nancy Carlson • My Mouth Is a Volcano, by Julia Cook • It's Hard to Be Five, by Jamie Lee Curtis & Laura Cornell • My Sister Hugged an Ape, by Bill Grossman & Kevin Hawkes • Personal Space Camp, by Julia Cook • Don’t Squeal Unless Its' a Big Deal, by Jeanie Franz Ransom • Telling Isn't Tattling, by Kathryn M. Hammerseng

Character Song List From Songs for Teaching: www.songsforteaching.com/charactereducationsongs.htm

Positive Character Traits • “Attitude of Gratitude” – David Woodward's Virtuous Tunes • “Character” – Karen Rupprecht & Pam Minor • “Determination” – David Woodward's Virtuous Tunes • “Don't Tease” – Street Smarts • “Endurance (Persistence)” – Jan Nigro • “The Gimmes” – Caroline & Danny: Kids' Value Pack • “The Golden Rule (Do Unto Others)” – Jim Rule • “Gotta Try (Persistence)” – Street Smarts • “Gratitude is an Attitude” – Jim Rule • “Hero (Courage)” – Street Smarts • “I Didn't Give Up (Effort & Persistence)” – Rock Solid Kids • “I Tell the Truth” – Rock Solid Kids • “If Not Me, Then Who?” – Carol Johnson • “Let Deeds, Not Words” – Joe Crone • “Little Things” – Street Smarts • “Open the Fear Door (Courage)” – Rock Solid Kids • “Person of Peace” – Caroline and Danny • “Respect” – David Woodward's Virtuous Tunes • “Responsibility” – David Woodward's Virtuous Tunes • “The Responsibility Song” – Sam Jones • “I'm Responsible” – Rock Solid Kids • “Self-Discipline” – David Woodward's Virtuous Tunes • “That's the Truth” – Jan Nigro • “Who's In Charge of Me?—I Am!” – Rock Solid Kids

Songs for Building Positive and Cooperative Communities • “A Smile and a Kind Word” – Prudence Pennypack & Pamela Pigella • “Be the Kind of Person” – Jim Rule • “Because I Said So!” – Jim Rule • www.songsforteaching.com/missprudencepennypack/character.htm “Chill!” – Caroline and Danny • www.songsforteaching.com/missprudencepennypack/character.htm “Community Contributor” – Jennifer Fixman • “Consider the Consequence (of Your Behavior)” – Jennifer Fixman • “Cool Cooperation” – James Oglesby • “Count to Ten!” – Jim Rule • “Dealing With Feelings Rap” – Paulette Meier • “The Greedies” – Prudence Pennypack and Pamela Pigella • “Helper Train” – Caroline and Danny • “Helpin' Out”– Andy Glockenspiel • “I Make Mistakes” – Andrew C. Germain's Life-Skills • “I'm Sorry” – Jim Rule • “I Can Talk It Out” – Todd Werner • “Karma” – Andrew C. Germain's Life-Skills • “Mistakes” – Caroline and Danny • “Rules” – Jan Nigro • “The School Council Song (We Represent You)” – Songs for Positive Schools • “Secondhand Information” – Jan Nigro • “So Many Ways I Can Help” – Todd Werner • “Some Rights in this World” – Jan Nigro • “Stand Up for Your Beliefs” – Jennifer Fixman • “Stuff Is Not Enough” – Prudence Pennypack and Pamela Pigella • “Talk It Out” – Peace Pals • “Talking 'bout a Put-Down” – Jan Nigro • “That's How You Play the Game” – Jan Nigro • “Think for Yourself” – Jan Nigro • “T.I.M.E. at the Peace Table” – Paulette Meier • “Ways to Say ‘No’” – Todd Werner • “We Lap Up Learning” – Songs for Positive Schools • “We Like to Join School Clubs” – Songs for Positive Schools • “We Make New Arrivals Welcome Here” – Songs for Positive Schools • “What Does Peace Mean?” – Paulette Meier • “When One Succeeds, We All Succeed” – Ben and Elizabeth Stiefel • “When You Speak of Others” – Jennifer Fixman • “Walk It Out” – Peace Pals • “Work It Out” – Peace Pals

SECTION 7: Calendar of Events

Family Literacy Coordinator’s Meetings (twice a year) http://www.ed.sc.gov/agency/Standards-and-Learning/Academic-Standards/Family- Literacy/Index.html

Family Literacy Online Information System Training (FLOIS) www.ed.sc.gov

Family Literacy Summit www.ed.sc.gov

Homeless Education Conference http://www.ed.sc.gov/apps/regs/homeless/

McKinney-Vento Luncheon/Workshop http://www.ed.sc.gov/agency/Innovation-and-Support/Youth-Services/McKinney- Homeless/mckinneyindex.html

McKinney-Vento 101 Statewide Training http://www.ed.sc.gov/agency/Innovation-and-Support/Youth-Services/McKinney- Homeless/mckinneyindex.html

National Forum on Character Education www.character.org

Parents as Teachers Birth to Three Trainings (twice a year) http://www.ed.sc.gov/agency/Standards-and-Learning/Academic-Standards/Family- Literacy/Index.html

Parent Education Profile (PEP) Training http://www.ed.sc.gov/agency/Standards-and-Learning/Academic-Standards/Family- Literacy/Index.html

South Carolina Association for the Education of Young Children Annual Conference (SCAEYC) www.scaeyc.org

South Carolina Counseling Association Spring Conference (SCCA) www.sccounselor.org

South Carolina School Counselors Association Annual Fall Conference (SCSCA) www.scschoolcounselor.org/

South Carolina Schools of Character Award www.ed.sc.gov

Youth Advisory Board Quarterly Meetings, Jennifer Greene, Coordinator [email protected]

Acknowledgments

Composition Joan Dickinson, Gerry Weaver, Jennifer Greene Office of Youth Services South Carolina Department of Education

Conceptual Format Teresea Mathis

Editing and Publication Xiaohui Wu Cynthia Flynn Rechelle Paranal Gabe Madden Jennifer Webb The Center for Child and Family Studies, College of Social Work, University of South Carolina

Richland One Character Education Guide

Grades K-2 Integrating Character Education into the Curriculum: K-2

Table of Contents

I. Introduction • History of Character Education in Richland One………………………… 1 • Committee to develop guidelines for integrating Character Education throughout the curriculum…………………………. 1 • Consultant assistance with the project……………………………………. 2

II. Purpose of Character Education • Commonly asked questions about Character Education………………. 2 • More states are stressing Character Education………………………….. 6 • Results from Character Education initiatives…………………………….. 7

III. Ten Essential Traits Identified by Richland One Students, Teachers, Parents, and other Community Citizens…………………………. 9

IV. Guide for Integrating Character Education throughout the Curriculum • School-wide activities……………………………………………………… 10 • Guidelines for integrating Character Education in Richland One…….. 12 • Guide for grades K-2………………………………………………………. 13

V. Resources • Books………………………………………………………………………… 91 • Videos……………………………………………………………………….. 92 • Resource Kits (Books and Videos)………………………………………. 92 • Articles………………………………………………………………………. 93 • Character and Sport Organizations………………………………………. 93 • Miscellaneous………………………………………………………………. 94 • Best Practices, Activities and Ideas………………………………………. 94 • Reading Lists……………………………………………………………….. 101 • Songs………………………………………………………………………… 103

VI. Evaluating the effectiveness of integrating Character Education…………. . 104 into the curriculum

73 I. Introduction

History of Character Education in Richland One

Character Education has long been an area of focus for Richland County School District One and has been addressed through various methods of programs in the district’s schools for years. More formal discussions began in the mid 1990s, with a Character Education Task Force being formed in 1996 to review the needs of the district. The revision of the district’s strategic plan in 2000 created a renewed interest in Character Education, as Strategy Number Six focused on how to integrate Character Education into the district’s curriculum. The strategy is: We will integrate Character Education throughout the system in partnership with families and community, so that staff and students consistently demonstrate citizenship and appreciate our diversity. The development of Action Plans for Strategy Six began in March of 2000, with Dr. Carlos Smith serving as chair of a twenty-member committee. The committee worked for two months and focused on behaviors that should be introduced, reinforced, modeled and praised, without regard to race, religion, gender, or socio-economic status. Further, committee members agreed that Character Education should not be perceived as an add-on program, but infused throughout the curriculum. The task for the committee in the 2001-02 school year was to identify essential traits to guide Character Education in the district and craft a policy to present to the School Board of Commissioners for review/adoption. The process for identifying ten essential traits is described below: • Numerous publications by professionals in the Character Education were reviewed. • A survey, listing twenty-three traits, with definitions, was developed. • Four community meetings were conducted in the district to provide citizens an opportunity to have input in identifying essential traits. • All teachers and school-based administrators completed the survey. • Community leaders completed the survey at a Greater Columbia Chamber of Commerce meeting. • Students in grades five, eight, and twelve, and their parents, completed the survey. • The ten traits that received the highest number of endorsements were crafted into a draft policy for Board review. The policy was adopted in the spring of 2002. • The ten traits are: Respect Cooperation Responsibility Caring Fairness Honesty Good Citizenship Self-discipline Kindness Dependability

Committee to develop guidelines for integrating Character Education throughout the curriculum

The following people serve on the Service Integration Team that assisted with developing the guidelines for integrating Character Education into the curriculum: Kerry Able, Sharon Bodie, Demetria Clemons, Delores Gilliard, June Todd, Tom Teuber, Peggy Perry, Linda Jones, Adrian Sampson, and Dr. Sandra Calliham as Project Manager.

74 Consultant assistance with the project

Mrs. Teresea Mathis, an adjunct professor at Columbia College, served as the external consultant for this project. Mrs. Mathis has extensive experience in developing programs for Character Education and is the co-author of Getting Equipped to Stop Bullying: A Kid’s Survival Kit for Understanding and Coping with Violence in Schools; Getting Face to Face with Your Fears; Getting Your Second Wind; and Getting Your Life on Track. Public education experience includes over twenty years in various school and district-level positions.

II. Purpose of Character Education

When you enter a school where Character Education is promoted, you see evidence. You find an atmosphere of mutual caring and respect, where students value learning and care about their teachers, classmates, community, and themselves.

What is Character Education?

Character Education is a national movement creating schools that foster ethical, responsible, and caring young people by modeling and teaching good character through emphasis on universal traits that we all share. It is the intentional, proactive effort by schools, districts, and states to instill in their students important core ethical traits such as caring, honesty, fairness, responsibility, and respect for self and others. Character Education is not a “quick fix”. It provides long-term solutions that address moral, ethical, and academic issues that are of growing concern about our society and the safety of our schools. • Character Education not only cultivates minds, it nurtures hearts. • Character Education gets to the heart of the matter – literally.

Why do we need Character Education?

As Dr. Thomas Lickona, author of Educating for Character, stated, “Moral education is not a new idea. It is, in fact, as old as education itself. Down through history, in countries all over the world, education has had two great goals: to help young people become smart and to help them become good.” Good character is not formed automatically; it is developed over time through a sustained process of teaching, example, learning, and practice – it is developed through Character Education. The intentional teaching of good character is particularly important in today’s society since our youth face many opportunities and dangers unknown to earlier generations. They are bombarded with many more negative influences through the media and other external sources prevalent in today’s culture. And at the same time, there are many more day-to-day pressures impinging on the time that parents and children have together. Studies show that children spend only 38.5 minutes a week (33.4 hours a year) in meaningful conversation with his or her parents, while they spend 1,500 hours watching television (American Family Research Council, 1990 and Harper’s, November, 1999). Since children spend about 900 hours a year in school, it is essential that schools resume a proactive role in assisting families, and, in order to create our schools as the caring and respectful communities we know they can be, we must look deeper. We must be intentional, proactive, and comprehensive in our work to encourage the development of good character in young people.

75 How does Character Education work?

To be effective, Character Education must include the entire school community and must be infused throughout the entire school curriculum and culture. Character Education promotes core traits in all phases of school life and includes proactive strategies and practices that help children not only to understand core, ethical traits, but also to care about and act upon them.

Schools: According to Dr. Lickona, when a comprehensive approach to Character Education is used, schools create a positive moral culture in the school, developing a total school environment that supports the traits taught in the classroom. This is accomplished through the leadership of the principal, school-wide discipline, a sense of community, democratic student government, a moral community among adults, and opportunities to address moral concerns. They recruit parents and the community as partners and foster caring beyond the classroom by using inspiring role models and opportunities for community service to help students learn to care by giving care.

Teachers: Teachers act as a caregiver, model and mentor, treating students with love and respect, setting a good example and supporting pro-social behavior, and correcting hurtful actions. The teacher creates a moral community, helping students respect and care about each other and feel valued within the group, and a democratic classroom environment, where students are involved in decision-making. They practice moral discipline, using the creation and application of rules as opportunities to foster moral reasoning, self-control, and a respect for others, and to teach traits through the curriculum by using academic subjects as a vehicle for examining ethical traits. They use cooperative learning to teach children to work together and they help develop their students’ academic responsibility and regard for the value of learning and work. They encourage moral reflection through reading, writing, discussion, decision-making exercises, and debate, and they teach conflict resolution to help students learn to resolve conflicts in fair, non-violent ways.

What are the goals of Character Education?

- to develop students socially, ethically, and academically by infusing character development into every aspect of the school culture and curriculum - to help students develop good character, which includes knowing, caring about, and acting upon core ethical traits such as respect, responsibility, honesty, fairness, and compassion

What is a school of character like?

There is no one particular look or formula, but schools of character have one thing in common: a socially wide commitment to nurture the “whole” child. They develop students socially, ethically, and academically by infusing character development into every part of their curriculum and culture. Specifically, a school committed to Character Education explicitly names and publicly stands for specific core traits and promulgates them to all members of the school community. They define the traits and terms of behaviors that can be observed in the life of the school, and they model, study, and discuss them, and use them as the basis for all human relations in the school. They uphold the traits by manifestation in the school and community. Character Education works in nearly every school environment, from small to large, and from urban to suburban to rural.

76 Is Character Education as important as academics?

Absolutely! The social, ethical, and emotional development of young people is just as important as the academic development. As Theodore Roosevelt stated: “To educate a man in mind and not in morals is to educate a menace to society.” After all, we know that good workers, citizens, parents, and neighbors all have their roots in good character. Therefore, it is critical to create schools that simultaneously foster character development and promote learning. In fact, Character Education promotes academic excellence because it lays a foundation for all learning that takes place in school. While research is young, it is clear that Character Education builds classrooms where students are ready to learn and where teachers are freer to teach.

Isn’t Character Education just another “add-on” that adds to teachers’ workloads?

Character Education is not an “add-on”, but is instead, a different way of teaching. It is a comprehensive approach that promotes core traits in all phases of school life and permeates the entire school culture. It is not an imposition on already overburdened schools; rather, it helps educators fulfill their fundamental responsibility to prepare young children for their future by laying a foundation for learning by creating caring, respectful school environments. Teachers are reporting that their jobs become easier with the implementation of Character Education because there are less discipline and behavioral problems that detract from teaching time.

How much time each day/week is needed for Character Education?

Character Education should take place throughout the entire school day as administrators, teachers, and other staff are presented with opportunities to model and teach positive character traits. Character Education should not be relegated to a “Character Education class” that is conducted periodically, but should be infused throughout the structures and processes of the entire school curriculum and cultures.

Can Character Education work at all grade levels?

Yes. Varying “age appropriate” strategies and practices are being successfully applied to all grade levels from teaching social and emotional skills in the earliest grades, to service learning and prejudice reduction in secondary schools. It is important to set a strong foundation during the earlier grades and to reinforce and build upon that foundation during the later grades. However, Character Education can be initiated at any grade level.

Isn’t Character Education just a new fad or buzzword?

No. Character Education has always been an essential part of our school’s mission. In fact, since the founding of our nation’s public schools, it was always intended that Character Education be an integral part of schooling along with academics. Today’s Character Education movement is a re-emergence of that important mission.

77 Why is Character Education re-emerging now?

Although Character Education has always been of vital importance, schools strayed from proactive efforts to incorporate character development into their teaching in past decades. Ironically, this negligence came at a time when the need became greater due to increased challenges in raising ethical children. The number of factors, such as a weakening in guidance by some families and communities, brought on widespread reflection and introspection toward the end of the 20th century. The tragedy at Columbine and other fatal shootings at a number of schools punctuated these concerns across the country. Now, Character Education is becoming a priority in our nation’s education reform as we are increasingly realizing that character development must be an intentional part of education rather than just a pro that happens naturally.

Shouldn’t parents be the primary character educators?

Developing good character is first and foremost a parental responsibility, but the task must also be shared with schools and the broader community. As today’s society provides more and tougher challenges to raising ethical, responsible children, increasingly, parents and communities are looking to schools for assistance. And sadly, school may be the only place where some children are taught virtuous behavior because they live in homes where their families are not serving as positive role models and are not providing adequate character development.

Who decides what Character Education traits are emphasized?

It is very important that each school community reach consensus on what traits should be taught in school in order to create the sense of ownership that is needed to obtain “buy-in” for the program. To be effective, school-based Character Education programs need broad support from all stakeholders in the community – educators, parents, community leaders, youth service groups, businesses, and faith/charitable groups. Early in the planning process, schools should collaborate with parents and the communities to craft a shared vision and objectives. Collectively, they should identify the core traits to be taught in their school, as well as the particular approaches to teaching them. Effective Character Education schools across the country have shown that, despite deep differences, schools and communities can join together around a commitment to our common ethical inheritance. We know there are some things that we all value – for ourselves and for our children. We want our children to be honest. We want them to respect those different from themselves. We want them to make responsible decisions in their lives. We want them to care about their families, communities, and themselves. These things do not happen on their own. It takes all of us, with the support of our schools, to get us there.

Who teaches Character Education in a school?

Inherently, each and every adult in a school is a character educator by virtue of exposure to students. Regardless of whether a school has formalized Character Education, all adults serve as role models. Students constantly watch as all adults in the school – teachers, administrators, counselors, coaches, secretaries, cafeteria aides, bus drivers – serve as models for character – whether good or bad. Beyond modeling, no matter what the academic subject or extra-curricular activity, educators are afforded the opportunity to develop good

78 character in their students on a daily basis by intentionally selecting character-based lessons and activities and by the way they educate their students.

Are schools qualified to teach Character Education?

Many teachers across the country are being trained in Character Education through staff development and in-services. Meanwhile, it appears that the nation’s schools of education are doing very little to prepare for the Advancement of Ethics and Character at Boston University. The study found that while Character Education is very strongly supported by the deans of education at the colleges and universities that are training new teachers, very few of the schools are addressing Character Education during teacher preparation. In order to implement effective initiatives, schools require access to resources and guidance in establishing, maintaining, and assessing their programs.

Is the public supportive?

As Americans examine the moral standards of our society and the quality of our nation’s education system, they are increasingly looking to schools and communities to help develop good character in young people. Poll after poll shows that Americans place issues such as ethics and morality high on our list of concerns. For instance:

• Various studies show that more than 90 percent of the population believes schools should teach character traits to students. • A 1998 Gallup poll found that Americans consider crime and violence; decline in ethics, morals, and family values; and drug usage the issues of most concern in our society today. • A 1998 poll (The Tarrance Group and Lake Snell Perry & Associates) of 1,000 likely voters showed that Americans want Congress to restore moral traits and improve education more than any other issue.

Does the business community support Character Education?

Since the American workforce ultimately comes from our schools, businesses have a vested interest in seeing that our youth develop into responsible, ethical people. The very qualities that today’s workforce needs are character traits and skills that form the building blocks of Character Education. In 1991 the U.S. Department of Labor issued a report – “What Work Requires of Schools,” also known as the SC report – which cautioned that students must develop a new set of foundation skills and competencies such as interpersonal skills, individual responsibility, self-esteem, sociability, self-management, and integrity.

More states are stressing Character Education.

Many state boards and departments of education encourage Character Education. Today, 17 states address Character Education through legislation. Nearly half a dozen others are currently pursuing legislation regarding Character Education.

• Ten (10) states mandate Character Education through legislation: Alabama, Arkansas, California, Florida, Georgia, Indiana, Nebraska, Tennessee, Utah and Virginia.

79 • Seven (7) states encourage Character Education through legislation: Maryland, Mississippi, North Carolina, Oklahoma, Oregon, Washington and West Virginia.

Results of Character Education initiatives

Schools that are infusing Character Education into their curricula and cultures, such as CEP’s National Schools of Character, are finding improved academic achievement, behavior, school culture, peer interaction, and parental involvement. They are seeing dramatic transformations: pro-social behaviors such as cooperation, respect, and compassion are replacing negative behaviors such as violence, disrespect, apathy, and underachievement. When you walk into a Character Education school – you know it. You find an atmosphere of mutual caring and respect, where students value learning and care about their teachers, classmates, communities, and themselves. Some specific examples of research conducted on character-based programs include:

• A 2000 evaluation of South Carolina’s four-year Character Education initiative, which is a pilot program funded by the U.S. Department of Education, reports dramatic improvements among both students and adults. In surveys of South Carolina administrators, the study found that 93 percent reported improvement in student attitudes, 89 percent reported improvement in student behavior, 100 percent reported improvement in academic performance, and more than 65 percent reported improvement in teacher and staff attitudes, since implementing Character Education. This independent study was conducted by the University of South Carolina’s Center for Child Family Studies.

• In three separate studies spanning almost 20 years, the Developmental Studies Center in Oakland, CA, has documented numerous positive outcomes for students who have attended elementary schools that implemented its Child Development Project. This research has consistently shown that students in CD-ROMP schools engage in more pro-social behavior (e.g., are helpful and cooperative), are more skilled at resolving interpersonal conflicts, are more concerned about others, and are more committed to democratic traits. Findings from the most recent study of CD-ROMP also showed significant reductions in use of alcohol and marijuana, and in delinquent behaviors (outcome variables which were not examined in earlier studies). Preliminary finding from a follow-up study of students in middle school indicate that, relative to comparison students to former CD-ROMP students, former CD-ROMP students are more “connected” to school, work harder and are more engaged in the middle school classes, and have higher course grades and achievement test scores. In addition, they engage in less misconduct at school and are more involved in positive youth activities (e.g., organized sports, community groups), and report that more of their friends are similarly positively involved in school and their communities than comparison students.

• Students trained in Second Step, a violence prevention program, used less physical aggression and hostile, aggressive comments and engaged in more pro-social interactions than peers who were not exposed to the curriculum.

• An independent evaluation of the Resolving Conflict Creatively Program, found that of those participating in the program, 64 percent of teachers reported less physical

80 violence and 75 percent reported an increase in student cooperation. Additionally, 92 percent of students felt better about themselves, and more than 90 percent of parents reported an increase in their own communication and problem-solving skills.

• In a study of four schools, using Positive Action, the average number of behavioral incidents (including violence and substance abuse) requiring discipline referral dropped by 74 percent after the program was implemented for one year and by an average of 80 percent during the next six years. Additionally, absenteeism decreased between 30 to 60 percent, and achievement scores improved from an average of the 43rd to an average of the 71st percentile range after the first year of implementation to an average of the 88th percentile after two to nine years.

• Longitudinal studies from the Responsive Classroom program, which emphasizes social skills and good character, have shown increased academic performance across several grade levels. Iowa Test of Basic Skills scores rose 22 percent for the Responsive Classroom students and only 3 percent for the control group. The Responsive Classroom has also resulted in above average academic growth between grades four and eight, decreases in discipline referrals, and increased pro-social behaviors.

Through evaluation studies, the impact of Character Education can be seen through changes in school climate, and student attitudes and behavior. For example, many Character Education schools are reporting reduced violence, discipline referrals, and vandalism, and improved attendance and academic performance. While it is challenging for a district or school to assess its programs, educators and administrators agree it is worth the effort. More assessment tools are needed, but some existing tools include school surveys, behavioral observations and statistics, and self-assessment questionnaires. CEP’s assessment database provides the most comprehensive information available on assessment and instruments.

Does Character Education create safe schools?

Yes. While Character Education is not a panacea to ridding schools of violence, it is a long- term solution to creating environments where negative and anti-social behaviors are less likely to flourish or go unnoticed and unreported. Character Education creates schools where children feel safe because they are in an atmosphere that values respect, responsibility, and compassion – not because a guard or metal detector is posted at the door. There is no single script for effective Character Education, but there are some important basic principles. The following eleven principles provided guidance to this committee.

1. Promotes core ethical traits;

2. Teaches students to understand, care about, and act upon these ethical traits;

3. Encompasses all aspects of the school culture;

4. Fosters a caring school community;

5. Offers opportunities for moral action;

81 6. Supports academic achievement;

7. Develops intrinsic motivation;

8. Includes whole-staff involvement;.

9. Requires positive leadership of staff and students;

10. Involves parents and community members; and

11. Assesses results and strives to improve.

The committee believes that Character Education should not be seen as an “add-on” or an “extra”, but already in place in our curriculum and in the standards for each subject.

III. Ten Essential Traits Identified by Richland One Students, Teachers, Parents, and other Community Citizens

Below is the list of the ten essential Character Education traits, with definitions, that will guide the district’s Character Education initiative.

Respect: to show high regard for authority, other people, self, and country Honesty: to always be fair and straightforward in conduct Cooperation: to play together or work well with others to accomplish a common goal Good Citizenship: to be actively engaged in demonstrating pride and responsibility in self, school, community, and country Responsibility: to be held accountable for your own actions Self-discipline: to demonstrate the ability to control yourself in all situations Caring: to demonstrate concern through kindness and acceptance while meeting the needs of self and others Kindness: to be considerate, courteous, helpful, and understanding of others’ feelings and beliefs Fairness: to play by the rules, to be open-minded to the viewpoints of others Dependability: to be counted on or trusted

82 IV. Guide for Integrating Character Education Throughout the Curriculum

School-wide activities

Below are samples of programs and activities currently being implemented in elementary schools in the district. Contact the guidance counselor for more information about a specific program.

Programs ¾ “STAR” (Students Taking Action Responsibly) – Bradley Elementary ¾ “Wise Skills” – Burton Pack Elementary ¾ “Character and Career” – Carver-Lyon Elementary ¾ “Peaceworks” – Rosewood Elementary ¾ “Sealed With” – Horrell Hill Elementary ¾ “Responsible Thinking” – Mill Creek ¾ “Building Blocks” ¾ “Character Counts” – Rosewood Elementary ¾ “Caught Being Good” – Gadsden Elementary ¾ “Building Better Mustangs” – Meadowfield Elementary ¾ “Developing Kids With Character” – Forest Heights Elementary ¾ “CHAMPS” – South Kilbourne Elementary ¾ “City Year Character Education Program” –Bradley Elementary (13 weeks w/ 4th graders) ¾ “Life Skills” ¾ “I Care Program”

Activities ¾ Word of the month ¾ Student of the month ¾ Morning news that emphasizes traits ¾ Recognition programs - i.e., “Catch you Being Responsible”; “Golden Cubs” “Eagle Point System”; Eagle Bills”; Caught Sharing” ¾ Guidance lessons focusing on Character Education traits ¾ Use of school newsletter to promote Character Education ¾ Governor’s Citizenship Awards Program ¾ Peer mediation ¾ Career Day – guest speakers talk about character traits essential to their career ¾ Essays/poster contest ¾ After school programs ¾ Community service projects ¾ Traits are listed in student and teacher agenda book ¾ Journal writing ¾ Music related to Character Education ¾ Art related to Character Education ¾ “Good Heart” journal

ACADEMIC and CHARACTER EDUCATION AT BROCKMAN ELEMENTARY SCHOOL

Character Education Programs in use at Brockman include: • Peaceworks Program (I Care Cat/Fighting Fair/Peer Mediation) • “Life Skills” (Susan Kovalicks, Integrated Thematic Teaching) • Peacemaker’s A.B.C’s for Young Children, (Janke & Peterson) • Peer Facilitating (Bowman) • Kelso: A Conflict Resolution Program

83 Activities related to character development used at Brockman include the following: • Specific monthly life skills are focused on school-wide and integrated into the classroom curriculum (respect, kindness, courage, responsibility, friendship, compassion, problem solving, sense of humor, curiosity, etc.) • Weekly community classroom team meeting for all classes to develop a sense of community among all the students and staff using team building and life skill activities • Daily morning announcements of “Vitaminds” (positive statements) focusing on that month’s life skill • A monthly “Tea” for each monthly life skill through out the year, for students from all the classes, where manners, grace, and courtesy are taught, experienced and focused on, as well as a story being read and discussed regarding that month’s life skill • Life skill posters displayed in school foyer and cafeteria monthly • Monthly life skills listed on our school’s curriculum map under Guidance with various web sites, books and activities listed for each month • Classroom guidance lessons focusing on the developmental guidance program components of self-awareness, interpersonal skills, career development, and health and safety development • Small guidance groups focusing on the developmental guidance program components of self- awareness, interpersonal skills, career development, and health and safety development • Red Ribbon Week celebrations focusing on the developmental guidance program components of self-awareness, interpersonal skills, career development, and health and safety development • Developing and implementing school-wide traditions and celebrations on various Character Education traits and skills • Becoming a school that is a “Peace Site”, implementing the “Peace Table” and “Peace Pole” activities and celebration of “Peace Day” • Training all lower and upper elementary students to be peacekeepers, and training specific students to be peer mediators • Training and implementing 4th graders in the school wide peer facilitator “Friendly Helper” program

Materials used for Character Education program: • Roots & Wings: Affirming Culture in Early Childhood Programs • Character Education: Ideas & Activities for the Classroom • Building Character & Community in the Classroom • Peacemaker’s A.B.C’s for Young Children (Janke & Peterson) • Life in a Crowded Place (Peterson) • Peacemaking Skills for Little Kids, Fighting Fair, Peer Mediation (Peaceworks) • Celebrations of Life (Meyer & Seldin) • Friendly Helpers: A Peer Facilitor Program (Bob Bowman) • Nurturing the Spirit and Peaceful Classroom, Peaceful World (Aline Wolf) • Anti-bias Curriculum (Derman-Sparks, NAEYC) • I Care Rules and Fighting Fair rules adopted and posted throughout the school as the rules to follow • I Care Puppets in each classroom

CHARACTER EDUCATION AT SATCHEL FORD ELEMENTARY:

We have 38 “building block” words, one for each week. The list is given to each teacher, custodian, bus driver, cafeteria worker, and office person at the beginning of the year. The building block word of the week is announced each Monday on our TV news show. At that time those students chosen by their teachers who exemplified the previous week’s Character Education word are called. Those “Students of the Week” report to the cafeteria after the announcements on Monday to receive their certificate signed by the principal or assistant principal and a pencil. On Monday, the Students of the Week from K-3rd grade sit at a special lunch table and have lunch with either the principal, assistant principal, CRT, or counselor. The fourth and fifth-grade Students of the Week receive an M & M ice cream sandwich.

84 Guidelines for Integrating Character Education in Richland One

Structure

The committee recognized that schools have a variety of activities that support character development; and the committee certainly did not suggest that those activities cease. However, in order to ensure that all Ten Essential Character Traits are taught, the committee recommends that all schools adopt the following structure.

• Each school assign the integration of Character Education to a committee. • At least two people will be trained in how to integrate Character Education throughout the curriculum. • Those people will train all teachers at the school and will introduce all staff members to the Character Education initiative, so that there will be a school-wide approach. • A Trait, per month will be emphasized. This approach will ensure focus and ensure that all traits identified by students, parents, teachers, and community citizens have been stressed. • In addition, this approach will position the district to connect to other organizations that are involved in conducting Character Education development activities.

Schedule:

Trait Month trait is stressed Respect August Honesty September Cooperation October Good Citizenship November Responsibility December Self-discipline January Caring February Kindness March Fairness April Dependability May

Guide for grades K-2

The committee approached the task from the standpoint that Character Education should not be viewed as an “add-on.” Instead, the Ten Essential Character Education Traits should be embedded in the curriculum and daily classroom instruction. The succeeding pages present information to illustrate how Character Education can be integrated throughout the curriculum throughout content areas. Where feasible, the Ten Essential Character Education Traits were correlated to objectives and activities in existing curriculum guides. Otherwise, suggested activities are provided.

85 RESPECT

Grade: K Trait: RESPECT - to show high regard for authority, other people, self, and country Focus points: *What did the main character do that demonstrated respect? *Do you respect the main character and why or why not? *Who is a figure in your life that you respect and what characteristics to they exhibit? *Give examples in your life when you demonstrated respect.

Subject Suggestions for Integration Standards Resources The student will… ELA - make responsible decisions and choices − Communication − Breakthrough To Literacy - identify examples of consequences and − Citizenship − “Let’s explore Feelings” behavior − “Lets Work and Create - recognize families, schools, and Together” communities rules and responsibilities − “Choices, Choices!!!” − “We Are Special” − “Celebrate Me” − “I Know Who Takes Care of Me” S.S. - describe the similarities and differences − Social Studies – Strands: − Peacemaker ABC’s for Young among others o People, Places, and Children -explain and exhibit appropriate types of Environments − Growing Communities for Peace communication − Effective Guidance Activities, SC -identify and model skills for conflict Department of Education, Office resolution of Safe Schools & Youth Services, Guidance Services (CD-ROM) − Our Words Can Help or Hurt – We Decide! Math - See S.S. − Mathematics – Process − See S.S. Standards − Our Words Can Help or Hurt – o Connections We Decide! o Communication Science − brainstorm ways to treat the earth and its − Science – Process − www.goodcharacter.com environment with more respect. Standards − create a list of recommendations, and o Observe place them in school newspaper or on a o Communicate poster. Health − recognize individual differences − Richland One Curriculum − Richland One Curriculum Guide, − demonstrate ways to communicate care, Guide, Health & Safety Health & Safety Education, Gr. consideration, respect for self, for parents Education, Gr. K: K, p. 7-8 and family, and for the diversity of o Mental Health, p. 7-8 o Second Step, Unit 1 LS 2-3, others 5, 10, 12; Unit 3 LS 1-6 Connections: S. S., ELA Related Arts − make a class contract in which the kids − Students will understand − www.goodcharacter.com lay out a set of rules for having a and respect others. respectful classroom. What will be the penalties for violating the rules? Guidance - See S.S. − The students acquire the − See S.S. - identify different types of feelings attitudes, knowledge, and − Orange County Public Schools, - identify jobs in the classroom and share interpersonal skills to help Orlando, FL www.ocps.k12.fl.us in the responsibility of completing the them understand and − Our Words Can Help or Hurt – task assigned respect self and others. We Decide! - develop social skills for getting involved − The student makes − Let’s Explore Feelings in making good choices at home and decisions, sets goals, and − Lets Work and Create Together school takes necessary action to − Choices, Choices!!! - list ways personal hygiene can help achieve goals − We Are Special prevent illness and keep their bodies − The student understands − Celebrate Me special safety - create a banner highlighting important personal information

87 HONESTY

Grade: K Trait: HONESTY – to always be fair and straightforward in conduct Focus points: *Identify examples of honesty displayed by characters in stories. *Compare and contrast behaviors of famous people who demonstrated honesty r and those who did not. *Select a character and describe how the story would have ended differently if the person had not demonstrated honesty.

Subject Suggestions for Integration Standards Resources The student will… ELA - identify examples of honest behavior by − Reading − Breakthrough To Literacy characters in selected stories − Writing *Stories: - describe how a story would have ended − Communication − “The Little Red Hen” differently if a character had not exhibited − “Seeds to Cake” honesty − *Story Description, Library Link, Home Connection Activity, and Technology S.S. − share feelings about children that take things − Social Studies – Strands: that do not belong to them o People, Places, and − state why it is important to tell the truth Environments Math − practice sequencing skills by correctly ordering − Mathematics – Process − Breakthrough To Literacy events in selected stories Standards Stories: o Connections − “The Little Red Hen” o Communication Science - identify examples of honest behavior by − Science – Process − Building Character characters in selected stories Standards Schoolwide, by Rudy o Observe Bernardo, Linda Frye, o Communicate Deborah Smith and Genieve Foy − Harriet & the Garden, Nancy Carlson

Health − See Guidance − Health – Learning Standards - Students will demonstrate the ability to advocate for personal, family and community health. Related Arts − draw a picture depicting characters that made − Students will understand − www.guidancechannel.com honest decisions and appreciate self. − Students will understand and respect others. Guidance − share their feelings about how it feels to blame − Students will understand − www.guidancechannel.com others for something they did wrong and appreciate self. − identify reasons why honesty is always the best − Students will understand policy and respect others.

89 COOPERATION

Grade: K Trait: COOPERATION – to play together or work well with others to accomplish a common goal Focus points: *Explain why cooperation is important in your workplace, the school environment. *Why is cooperation important in appreciating cultural diversity? *Explain why cooperation is critical for working on a team.

Subject Suggestions for Integration Standards Resources The student will… ELA - sequence picture cards and write a descriptive − Reading − Breakthrough To Literacy sentence for each picture − Writing *Stories: - collect data by counting, measuring, or surveying − Communication − “Seed to Cake” - formulate questions based on data − “If Our Class Went to See - organize, record, and communicate data. the Prince” - read and interpret information from tables and − “Wiggle Worms” graphs to make comparisons and answer questions − “How Do You Like Your Eggs?” − “Sharing With Friends” − “One, One is the Sun” – Breakthrough Connection

− *Story Description, Library Link, Home Connection Activity, and Technology S.S. - identify and model skills for conflict resolution − Social Studies – − The Knight and the Strands Dragon, by Tomie de o People, Places, and Paola Environments − Problem Solving Stepping o Power, Authority, Stones and Governance − Effective Guidance Activities, SC Department of Education, Office of

90 Safe Schools & Youth Services, Guidance − Services (CD-ROM) Math − contribute to group discussion to answer: − Mathematics - Process − www.goodcharacter.com What makes working in groups fun? What can Standards make it not fun? o Problem Solving - define the word "cooperate" o Comunication Science − practice cooperative teamwork skills on selected − Science – Process − www.goodcharacter.com projects Standards − Suggested Activity: − use teamwork skills to make oral presentation to o Classify Break into small teams (five classmates o Communicate children per team is a good number). Invent a new animal: name it, draw it, and decide how and where it lives. Afterward, have each team present its animal to the class and tell exactly how they worked together to create it. Health - See S.S. − Health – Learning − See S.S. Standards o Students will - Problem Solving Stepping demonstrate the Stones ability to advocate for personal, family, and community health Related Arts − practice cooperative teamwork skills in selected − Students will develop a − www.goodcharacter.com music and/or art activities sense of community. − Suggested Activity: Divide students into four groups and to make music. One group claps, one group whistles, one group taps on their seats, one group makes shushing sounds with their mouths (like cymbals). Each

91 group plays their sound when you point to them. Point to the groups one at a time, letting each group get their act together. When the concert is over, ask the kids what made this activity fun and why it required cooperation to make it work. What would have made it work better? If it didn't work, why not? Guidance - See S.S. − Students will make − See S.S. decisions, set goals and − Problem Solving Stepping take action. Stones

92 GOOD CITIZENSHIP

Grade: K Trait: GOOD CITIZENSHIP – to be actively engaged in demonstrating pride and responsibility in self, school, community, and country Focus points: *Identify behaviors of a person who demonstrates good citizenship in the poems and stories. *What are the messages regarding responsible citizenship? *If you could write a class/school constitution, what important information would you include? *How did a particular document affect the lives of citizens in certain countries? *Identify your behaviors that demonstrate good citizenship.

Subject Suggestions for Integration Standards Resources The student will… ELA - identify actions of characters who demonstrate − Reading − Breakthrough To Literacy good citizenship in selected stories and poems − Writing *Stories: − Communication − “I Know Who I Am” − “I Know How to Get Along With Others”

− *Story Description, Library Link, Home Connection Activity, and Technology S.S. − participate in large group discussion − Social Studies – Strands − www.goodcharacter.com - identify traits of a viable neighborhood or o Power, Authority, - What makes your community and Governance neighborhood or community a - identify positive actions which will contribute nice place to live. What could to their neighborhood or community you do to make your - compare and contrast traits of a good citizen neighborhood or community a and a bad citizen better place? - What is a good citizen? In what ways are you a good citizen? What is a bad citizen? Math − define “punctuality” − Mathematics Process − The Boy Who Was Always - contribute to discussion of importance of Standards Late, by John Patrick punctuality in school: How does coming o Connections Norman McHennessy 93 to class late or leaving early upset the school o Representation − The Easter Bunny That day? Overslept, by Priscilla & - identify habits they can develop that encourage Otto Friedrich punctuality − It’s About Time, by Nancy White Carlstrom

Science − list needs in the school or community − Science – Process - For help in planning a service − participate in discussion to plan a class service Standards project, visit project to meet those needs. o Observe www.goodcharacter.com and o Communicate click on "service learning." Health − identify and develop safety strategies to avoid − Richland One − Richland One Curriculum violence and injury to self and others Curriculum Guide, Guide, Health & Safety Health & Safety Education, Gr. K. p. 8-10 Education, Gr. K: − See Guidance o Preventing Injuries, − I Like To… p. 8-9 − Let’s Work and Create − See Guidance Together Connections: Physical − Let’s Tour the School Education Related Arts − draw a picture about a problem in the − Students will develop a community that needs to be fixed sense of community.

Guidance - identify activities they like and do not like to − Students acquire − Orange County Public do attitudes, knowledge and Schools, Orlando, FL - identify jobs in the classroom and share in the skills that contribute to www.ocps.k12.fl.us responsibility of completing the task assigned effective learning in − I Like To… - demonstrate knowledge of the physical layout school and across the life − Let’s Work and Create of the shcool span Together − Students complete − Let’s Tour the School school with the academic preparation essential to choose from a wide range of occupations

94 RESPONSIBILITY

Grade: K Trait: RESPONSIBILITY - to be held accountable for your own actions Focus points: *What are your responsibilities as a student? at home? *What responsibilities will you assume as you get older? *How do you hold others accountable for their behavior? *How do you hold yourself accountable for your behavior?

Subject Suggestions for Integration Standards Resources The student will… ELA − define the term “responsibility” − Reading − Breakthrough To Literacy − identify examples of responsible actions in − Writing − “Problems and Their Solutions in selected literary works and activities − Communication stories and Everyday Life” − Safety Activities − “The Swimming Pool” – Breakthrough Connection − “Underwater” – Breakthrough Connection S.S. - identify and recognize family roles and − Social Studies – − Peacemaker ABC’s for Young responsibilities Strands Children - identify appropriate skills for positive o Power, Authority, − Growing Communities forPeace family relationships and Governance − Effective Guidance Activities, SC o People, Places and Department of Education, Office Environments of Safe Schools & Youth Services, Guidance Services (CD-ROM) − My Family and Home Are Special To Me! Math - See S.S. − Mathematics Process − See S.S. Standards − My Family and Home Are o Connections Special To Me!

95 Science − list ways they are responsible for the earth − Science – Process Standards o Observe o Communicate Health − demonstrate appropriate ways to express − Richland One − Richland One Curriculum Guide, emotion Curriculum Guide, Health & Safety Education, Gr. − demonstrate strategies for reducing or Health & Safety K, p. 7-8 avoiding unsafe situations Education, Gr. K: o Second Step, Unit 2 LS 6-10 − practice safe behaviors when finding o Mental Health, p. unknown substances objects 8 o Preventing Injuries, p. 9 o ATOD, p. 10

Connections: S. S., ELA Related Arts − draw a picture of a responsible act they have − Students will done understand and respect others. Guidance - See S.S. − Students will − See S.S. understand and − My Family and Home Are appreciate home and Special To Me! family.

96 SELF-DISCIPLINE

Grade: K Trait: SELF-DISCIPLINE – to demonstrate the ability to control yourself in all situations Focus points: *If you were asked to be on a student committee, working on school safety issues, what would be your advice? *Describe how you organize your school and home responsibilities. *Explain why self-discipline is important in maintaining a healthy lifestyle.

Subject Suggestions for Integration Standards Resources The student will… ELA − follow the class and school rules − Reading − participate in class activities − Writing − make “good” or responsible choices − Communication S.S. − demonstrate the ability to locate community − Social Studies – Strands − Richland One Curriculum resources and services that contribute to a safe o Power, Authority, Guide, Health & Safety and healthy environment and Governance Education, Gr. K, p. 7-8 o Second Step, Unit 2 LS 6-10 Math - See Health − Mathematics Process − See Health Standards − Finding Beauty o Connections Science − practice organizational and teamwork skills in − Science – Process − Character Education – An maintenance of classroom Standards Elem. School Resource − complete assigned “housekeeping” tasks in o Observe Guide, State Dept. of Ed. classroom o Communicate − Golden Tray and Golden − exhibit correct manners and behaviors in Trash Can Awards cafeteria o The Golden Tray is − identify examples of safe behavior in selected given weekly to a stories class that exhibits − identify examples of healthy lifestyle choices good manners in the in selected stories cafeteria. Two Golden Trash Cans are given weekly to

97 classes that have clean rooms − Stop Stop, by Edith Thacher Hurd − Tidy Titch, by Pat Hutchins Health − identify and describe feelings and actions − Richland One Curriculum − Effective Guidance - explain the importance of a positive self-image Guide, Health & Safety Activities, SC Department - exhibit self-control & individual responsibility Education, Gr. K: of Education, Office of − identify strategies for managing stress and o Mental Health, p. 8 Safe Schools & Youth emotions o Preventing Injuries, Services, Guidance − demonstrate use of positive self-management p. 9 Services (CD-ROM) skills o ATOD, p. 10 − Richland One Curriculum − demonstrate positive strategies to reduce stress Guide, Health & Safety and anger in relation to identified stressors Connections: Fine Arts: Dance, Education, Gr. K, p. 7-8 Drama, Music, Visual Arts, - Second Step, Unit 2 LS 6- 10 - Finding Beauty Related Arts − contribute to class discussion of the following: − Students will develop − Building Character o Who decides where our hands and feet go? safety and survival skills. Schoolwide by Rudy o Who controls what we say? Bernardo, Linda Frye, o How do we develop self-control? Deborah Smith, and Genieve Foy Guidance - See Health − Students will understand − See Health and appreciate self. − Finding Beauty

98 CARING

Grade: K Trait: CARING – to demonstrate concern through kindness and acceptance while meeting the needs of self and others Focus points: *Have you ever felt like one of the characters in the story? Explain. *If you had written the story, what changes might you have made? *Do any of the characters remind you of anyone you know? Explain. *Identify behaviors of a caring person.

Subject Suggestions for Integration Standards Resources The student will… ELA − make a card for someone he/she cares about − Writing − Building Character − listen to Kids’ Random Acts of Kindness, by Schoolwide, by Rudy Dawna Markova Bernardo, Linda Frye, - share ideas about how you can be kind at Deborah Smith and Genieve school and at home Foy - maintain a kindness journal S.S. − read My Friend at School, by Patricia Tefft − Social Studies – Strands − Breathrough to Literacy Cousin, Claudette C. Mitchell, and Gracie o People, Places, and Porter Environments − discuss what you can do to make a new student in your class feel welcome Math - brainstorm acts of caring from Recess − Mathematics Process − “Caught You Caring” - count the number of students who witnessed Standards each act on the playground o Communication o Representation

Science − identify examples of kind acts − Science – Process − http://www.actsofkindness.org/ − maintain visual record of acts of kindness done Standards file_uploads/pdf/104_pdf.pdf and/or observed o Observe − Plant a Seed of Kindness o Communicate − Each student cuts out a seed shape and writes their act of kindness, and the person’s name who received this gift. They plant it below the grass line on the bulletin board. When someone gives them a gift of kindness, they add a stem, leaves and flower parts. Students may plant a seed of kindness for every act of kindness they do. Health − list ways to take care of our bodies and prevent − Health - Learning − I Like Me, by Patricia Tefft the spread of disease at school and at home Standards Cousin, Claudette Mitchell, & o Students will Gracie Horton comprehend health − Breakthrough to Literacy promotion and disease prevention Related Arts − make a card for someone he/she cares about − Writing

Guidance − compose a thank-you note to a classroom − Students will understand − Giant, by Karen Gerald partner and respect others. Wheaton − Breakthrough to Literacy − Assign pairs and have each student write a friendly note to his/her partner noting something special about him/her.

100 KINDNESS

Grade: K Trait: KINDNESS – to be considerate, courteous, helpful, and understanding of others’ feelings and beliefs Focus points: *Identify at least one person in your family or community that displays acts of kindness and explain how you know that. *Select a story or poem and explain how it would have ended if the person had demonstrated acts of kindness. *What are some messages related to character and kindness being expressed in the lyrics of some hard rock and rap music? *How does the character trait of kindness fit into your school setting?

Subject Suggestions for Integration Standards Resources The student will… ELA − identify acts of kindness performed by − Reading − Breakthrough To Literacy characters in selected stories − Writing − “My Friends at School” – - create alternate endings for selected stories − Communication Breakthrough Connection based on characters performing, or not − Story: “Getting Together” performing, acts of kindness − *Story Description, Library Link, Home Connection Activity, and Technology S.S. − see Related Arts − Social Studies – Strands o People, Places, and Environments Math - brainstorm acts of kindness from Recess − Mathematics Process − “Caught You Being Kind” - count the number of students who witnessed Standards each act on the school grounds o Communication o Representation Science − identify examples of kind acts − Science – Process − http://www.actsofkindness.org/ - maintain visual record of acts of kindness done Standards file_uploads/pdf/104_pdf.pdf and/or observed o Observe Plant a Seed of Kindness Activity: o Communicate − Each student cuts out a seed shape and writes their act of kindness, and the person’s name who received this gift. They plant it below the grass line on the bulletin board. When

101 someone gives them a gift of kindness, they add a stem, leaves and flower parts. Students may plant a seed of kindness for every act of kindness they do. Health − tell how to demonstrate kindness and − Health - Learning encourage others to do the same Standards -- Students will demonstrated the ability to use interpersonal communication skills to enhance health Related Arts − complete a service project activity from teacher − Students will develop a − www.goodcharacter.com provided choices sense of community − Research community service activities in your town that are open to kids their age. Consider having them volunteer to be "reading buddies" or "playground buddies" to younger children. A popular activity for younger children is to visit senior citizens. For some helpful project ideas, visit the front page of this website and click on "Service Learning" or on "Opportunities for Action." Guidance − participate in discussion to answer questions: − Students will understand − www.goodcharacter.com o What things could you do (or, have you and respect others. done) that would help somebody who needs it? o How do you feel when people show that they really care about you? o Do you consider yourself a caring person? In what ways are you a caring person?

102 FAIRNESS

Grade: K Trait: FAIRNESS – to play by the rules, to be open minded to the viewpoints of others Focus points: *Identify a character and explain how he/she demonstrated fairness? *Select a story and write a different ending, with the main character acting unfairly. *What do you consider heroic deeds? *Do you want to associate with peers who are not fair? Why? *Describe features of the legal system that are in place to ensure fairness.

Subject Suggestions for Integration Standards Resources The student will… ELA - review classroom and school rules − Reading *Stories: - discuss how rules help us get along at school − Writing − “I Like Me” – and at home. Breakthrough Connection − Communication − “Mouse” – Breakthrough Connection *Story Description, Library Link, Home Connection Activity, and Technology S.S. − discuss how it feels to be included in a group: − Social Studies – Strands − Too Tall, by Karen Gerald How can we make someone feel included? o People, Places, and Wheaton What does it feel like when you want to be Environments − Breakthrough to Literacy included in a group, but are not? Math − practice measuring and recording heights − Mathematics Process − Too Tall, by Karen Gerald − compare and contrast objects of different Standards Wheaton heights o Communication − Breakthrough to Literacy − work cooperatively to complete a task o Representation Suggested Activities: o Reasoning and Proof − Work in pairs using butcher paper to trace around each other. As a class, measure and record the height for each tracing. − Find two objects that are taller than they are, and two

103 objects they are taller than. Share with the class. Science − discuss what makes people grow − Science – Process − Too Tall, by Karen Gerald − identify behaviors that promote healthy bones Standards Wheaton o Classify − Breakthrough to Literacy o Communicate Health − discuss what makes people grow, including − Health - Learning − Too Tall, by Karen Gerald what they need for healthy bones Standards Wheaton − talk about safety rules for skateboards, --Students will demonstrate − Breakthrough to Literacy trampolines, and bicycles the ability to practice behaviors that enhance health and reduce risks. Related Arts − create a short play about the first day of school, − Students will understand − Giant, by Karen Gerald and include ideas and lessons that might be and appreciate self. Wheaton useful for friends in the school − Students will understand − Breakthrough to Literacy − sing selected songs related to friendship and respect others. − “The More We Get Together” or “Make New Friends” in Warming Up to Big Books, by Cynthia Holley, or on tape in Wee Sing: Sing Alongs. Guidance − pantomime the story, Giant − Students will understand − Giant, by Karen Gerald − demonstrate the Giant’s difficulties on the first and appreciate self. Wheaton day of school and how his day improved on the − Students will understand − Breakthrough to Literacy second day and respect others.

104 DEPENDABILITY

Grade: K Trait: DEPENDABILITY – to be counted on or trusted Focus points: *Describe a positive work ethic. Is dependability a desired characteristic of a good work ethic? Why? *How do you honor commitments? *If one of the characters were sitting next to you, what would they likely tell you about the importance of dependability? *Did you learn how a character solved a problem in the story. Could you use this situation to solve similar problems you might have?

Subject Suggestions for Integration Standards Resources The student will… ELA − Reading − Breakthrough To Literacy - sequence picture cards related to selected − Writing story and write a descriptive sentence for − Communication Suggested stories & poems: each picture using visual, bodily-kinesthetic, - “Seed Cake” auditory, and musical learning styles - “The Little Red Hen” - “My Time Book” - listen to teacher read selected story aloud and - “Little Boy Blue” answer questions throughout the reading − observe teacher use finger puppets to act out *Story Description, Library each character in the story Link, Home Connection − answer critical thinking questions posed by Activity, and Technology teacher at end of story

- tell and record time on a digital clock and analog clock to the hour and half hour.

− draw conclusions and make predictions based upon text/selection and supporting evidence

− complete Cooperative Learning Activities as assigned by teacher

105 S.S. − create a class list of places and ways in which − Social Studies – Strands − In the Mirror, by Joy mirrors are used. o People, Places, and Cowley − list ways people rely on the use of mirrors Environments − Breakthrough to Literacy for their jobs – such as barbers and drivers. Math − make a sleep graph together. − Mathematics Process − Dinosaurs and Good − work as a team to form large floor clock Standards Night, by Barbara Smith − move clock hands to varied times o Communication − Breakthrough to Literacy representing bedtimes and wake-up times o Representation Suggested activities: o Reasoning and Proof − Use beans or counters to count the hours between each child’s bedtime and wake-up time. Record the answers on a graph. How many hours does each child sleep? What is typical? − Form a large floor clock using two brooms as the hands, and construction paper numbers. Ask the children to move the hands to different times representing bedtimes and wake-up times. Science − explain how each person is unique − Science – Process Standards − In the Mirror, by Joy − work as a team member to create unique o Observe Cowley animals and pattern o Classify − Breakthrough to Literacy o Communicate Suggested activity: − Using a washable inkpad for each group, have students create animals, patterns, and faces using their fingerprints. Decorate them with features like ears, tails, etc. 106 Health − demonstrate the ability to locate community − Health - Learning Standards − Richland One Curriculum resources and services that contribute to a o Students will Guide, Health & Safety safe and healthy environment demonstrate the ability Education, Gr. K, p. 9 to access valid health information, products and services Related Arts − pantomime the activities they complete to go − Students will understand and − Dinosaurs and Good to bed in the order they do them, e.g. put on appreciate home and family. Night, by Barbara Smith pajamas, brush teeth, read a story and get − Breakthrough to Literacy into bed. Guidance − prepare an ‘I Like Me’ bag to share with the − Students will understand and − I Like Me, by Patricia class. appreciate self. Tefft Cousin, Claudette − complete a premade template with “I like Mitchell, & Gracie ______.” Horton − Breakthrough to Literacy − “I Like Me Bag:” Place four or five items in the bag that have special meaning. Take out the items one at a time. Say “Look at my _____” and tell the class why it is special to you. − “I Like _____” book: Each child will fill in one page and illustrate. The teacher will bind the pages for a class book.

107 RESPECT

Grade: 1 Trait: RESPECT - to show high regard for authority, other people, self, and country Focus points: *What did the main character do that demonstrated respect? *Do you respect the main character and why or why not? *Who is a figure in your life that you respect and what characteristics to they exhibit? *Give examples in your life when you demonstrated respect.

Subject Suggestions for Integration Standards Resources The student will… ELA − See Guidance − Reading − Peacemaker ABC’s for − describe the similarities and differences − Communication Young Children among others − Growing Communities for − explain and exhibit appropriate types of Peace communication − Effective Guidance − identify and model skills for conflict Activities, SC Department resolution of Education, Office of Safe Schools & Youth Services, Guidance Services (CD-ROM) − Getting Along, by Parker Page, PhD, Kendall Haven, Rita Abrams, and Mitchell Rose Children’s Television − Peaceworks − I Care Rules − Alike/Different − Our Words Can Help or Hurt – We Decide! Stories (See Guidance): − “Friend” − “Goals are Soaring High” − “Zippy the Gator” − “School and Community 108 Leaders” − “Kelso It’s Your Choice” S.S. − See ELA − Richland One Curriculum − See ELA − demonstrate an understanding of the role Guide, Social Studies, Gr. 1: − Richland One Curriculum of human systems on the Earth Power, Authority, and Guide, Social Studies, Gr. − define culture and realize that different Government, p 20 1, p 20 places have different cultures - Text: HB - A Child’s Place Unit 2 p. 66-71, 74-79; Unit 3 p. 80-85; Unit 6 p. 204- 205, 208-211, 232-237 - Our Words Can Help or Hurt – We Decide! Math - See ELA − Mathematics Process Standards − See ELA o Communication − Our Words Can Help or Hurt – We Decide! Science − participate in a group discussion about − Science – Process Standards how to treat the earth with respect o Observe o Communicate Health − demonstrate the ability to use positive − Richland One Curriculum − Richland One Curriculum communication skills with parents, Guide, Health & Safety Guide, Health & Safety family members, and peers Education, Gr. 1: Education, Gr. 1, p. 16 o Family Living, p. 16 - Text: Unit LS 7, p. 38-39; LS 5, p. 28-32; LS 6, p. 35; Connections: ELA, Fine Arts: Visual T.G. p. 45-46 Arts, Dance, Music, S..S. Related Arts − identify real-life examples of respectful − Students will develop a sense of − www.goodcharacter.com and disrespectful behavior community. − Bring in articles from − analyze elements of respectful and newspapers and magazines disrespectful behavior describing situations in which respect or disrespect are issues. Talk about who is acting respectfully, and who is acting disrespectfully in these situations

109

Guidance - See ELA − The student acquires the − Peacemaker ABC’s for - practice effective friendship skills attitudes, knowledge, and Young Children - identify a goal to be accomplished interpersonal skills to help them − Growing Communities for - organize a plan to accomplish chosen understand and respect self and Peace goal others. − Effective Guidance - brainstorm effective ways to deal with − The student makes decisions, Activities, SC Department aggressive students sets goals, and takes necessary of Education, Office of - participate in a discussion about school action to achieve goals Safe Schools & Youth and community resource people Services, Guidance - complete a mapping exercise which Services (CD-ROM) supports the discussion and acts as a − Orange County Public visual reinforcer Schools, Orlando, FL - list ways he/she is alike and different www.ocps.k12.fl.us from peers − Getting Along, by Parker Page, PhD, Kendall Haven, Rita Abrams, and Mitchell Rose Children’s Television − Our Words Can Help or Hurt – We Decide! − Friend − Goals Are Soaring High − Zippy the Gator − School and Community Leaders − Alike/Different

110 HONESTY

Grade: 1 Trait: HONESTY – to always be fair and straightforward in conduct Focus points: *Identify examples of honesty displayed by characters in stories. *Compare and contrast behaviors of famous people who demonstrated honesty and those who did not. *Select a character and describe how the story would have ended differently if the person had not demonstrated honesty.

Subject Suggestions for Integration Standards Resources The student will… ELA − identify examples of honest behavior by − Reading − Handwriting Books characters in selected stories − Writing − Student Journals − compare and contrast examples of honest and − Communication − Class Rules dishonest behavior − “I Care Rules” Connections: Health − “Kelso It’s Your Choice” − “Don’t They Like Him?” S.S. − conduct a survey in your school or − Social Studies – Strands − www.goodcharacter.com community regarding perceptions of honest o People, Places, and Possible survey questions: and dishonest behavior Environments − Do you think people are − compile survey results into a scrapbook or honest enough? What are other graphic record some examples of dishonesty you really dislike? What are some examples of honesty that you especially appreciate? Math − complete sequencing activities related to plot − Mathematics Process − Breakthrough To Literacy events in selected stories Standards Stories: o Communication − “The Little Red Hen” o Reasoning and Proof Science − conduct a survey in your school or community − Science – Process − www.goodcharacter.com regarding perceptions of honest and dishonest Standards − See S.S. for survey behavior o Observe questions − compile survey results into a scrapbook or o Communicate other graphic record

111 Health − write an essay about a situation in which you − Health - Learning − www.goodcharacter.com were dishonest (lied, cheated, or stole). Standards Prewriting questions: -- Students will demonstrate Why did it happen? How did the ability to use you justify it? How did you interpersonal feel about it at the time? Did it communication skills to affect any of your enhance health relationships? Did it cause any problems for you? How do you feel about it now? What did you learn from it? Related Arts − role-play or use puppets to act out various − Students will understand − www.goodcharacter.com situations where one or more students are and respect others. − Role-play example: lying to under pressure to be dishonest cover up for a friend. Put it − videotape presentation and share with other on videotape and share it classes with other classes Guidance − keep an "Honesty-Dishonesty" journal for one − Students will understand − www.goodcharacter.com week. and respect others. Journal activity: − write a summary of journal entries − In this journal, document − share findings in oral presentation to examples of honesty and classmates dishonesty in everyday life. Keep track of all the times you hear or tell "white lies." Pay particular attention to television. Note how often dishonesty is basic to the plot of TV sitcoms and dramas. At the end of a week, write your conclusions and share them with the class. What did you learn about your own behavior from doing this project?

112 COOPERATION

Grade: 1 Trait: COOPERATION – to play together or work well with others to accomplish a common goal Focus points: *Explain why cooperation is important in your workplace, the school environment. *Why is cooperation important in appreciating cultural diversity? *Explain why cooperation is critical for working on a team.

Subject Suggestions for Integration Standards Resources The student will… ELA − explain why cooperation is important in the − Reading − P.E: certificates (gold, silver, school and classroom − Communication bronze medals) − practice working as a team member in teacher − Music: Happy Note for great selected activities teamwork Connections: Health, Physical − “TEAM” Educations − “Team Twister” − “Parachute Activity” − Work Together for Class Rules S.S. - identify and model skills for conflict resolution − Richland One − The Knight and the Dragon, by - describe the similarities and differences among CurriculumGuide, Social Tomie de Paola individuals Studies, Gr. 1: − Effective Guidance Activities, - describe the process of making and keeping a o Power, Authority,and SC Department of Education, friend Government, p 12, Office of Safe Schools & - explain and exhibit appropriate types of o People, Places, and Youth Services, Guidance communication Environment, p. 22 Services (CD-ROM) − demonstrate steps to solve problems and o Economics, p. 28, 36 − Richland One Curriculum conflicts peacefully in his/her everyday life. Guide, Social Studies, Gr. 1, p − identify reasons people need to communicate 12, 22, 28, 36 with others. The students will list ways to - Text: HB – A Child’s Place communicate.. Unit 1, p. 26-29; Unit 5 p. 178- − discuss how families and communities 179; Unit 6, p. 226-229 cooperate to get what they need. - Text: HB – A Child’s Place − discuss how members of a family work Unit 3, p. 90-91, 106-109; Unit 3 − together Review, p. 112-117; Unit 6, p. 222-225 113 - Text: HB – A Child’s Place Unit 2, p. 72-73, 46-47, 74-79; Unit 3, p. 80-89, 112-117 Text: HB – A Child’s Place – Unit 2, p. 40-47, 72-79 − Problem Solving Stepping Stones − Friendship Flowers Math - list examples of cooperative behaviors − Mathematics Process − www.goodcharacter.com - with teacher assistance, rate self on level of Standards − Are you a cooperative person? cooperation with others. (Use survey o Communication For each of the cooperative provided.) o Reasoning and Proof behaviors listed below, rate yourself on a scale of one to five (1=awful, and 5=terrific). For each of these behaviors give an example of how you are either good at it or not so good at it, and what you could do to improve. • LISTEN carefully to others and be sure you understand what they are saying. • SHARE when you have something that others would like to have. • TAKE TURNS when there is something that nobody wants to do, or when more than one person wants to do the same thing. • COMPROMISE when you have a serious conflict. • DO YOUR PART the very best that you possibly can. This will inspire others to do the same.

114 • SHOW APPRECIATION to people for what they contribute. • ENCOURAGE PEOPLE to do their best. • MAKE PEOPLE FEEL NEEDED. Working together is a lot more fun that way. • DON'T ISOLATE OR EXCLUDE ANYONE. Everybody has something valuable to offer, and nobody likes being left out.

Science − practice cooperative teamwork skills on − Science – Process − www.goodcharacter.com selected projects Standards Suggested activity: − use teamwork skills to make oral presentation o Classify − Break into small teams (five to classmates o Communicate children per team is a good number). Invent a new animal: name it, draw it, and decide how and where it lives. Afterward, have each team present its animal to the class and tell exactly how they worked together to create it. Health − demonstrate non-violent strategies to resolve − Richland One Curriculum − Richland One Curriculum conflicts Guide, Health & Safety Guide, Health & Safety − See S.S. Education, Gr. 1: Education, Gr. 1, p. 14 o Mental Health, p. 14 - Text: Unit 2 LS 7, p. 38-41; T.G. p. 45-51; Second Step, Unit Connections: Fine Arts: 2 LS 1-5 Drama, S.S., ELA − See S.S. − Problem Solving Stepping Stones − Friendship Flowers −

115 Related Arts − design a "How to Cooperate" poster that − Students will understand − www.goodcharacter.com illustrates the cooperative behaviors listed at and respect others. the top of this column. − display posters on a wall. Guidance - See S.S. − Students will understand − See S.S. and respect others. − Problem Solving Stepping − The student makes Stones decisions, sets goals, and − Friendship Flowers takes necessary action to achieve goals.

116 GOOD CITIZENSHIP

Grade: 1 Trait: GOOD CITIZENSHIP – to be actively engaged in demonstrating pride and responsibility in self, school, community, and country Focus points: *Identify behaviors of a person who demonstrates good citizenship in the poems and stories. *What are the messages regarding responsible citizenship? *If you could write a class/school constitution, what important information would you include? *How did a particular document affect the lives of citizens in certain countries? *Identify your behaviors that demonstrate good citizenship.

Subject Suggestions for Integration Standards Resources The student will… ELA − obtain pen pals directly affected from 9/11 − Writing and correspond through letters, pictures and gifts S.S. − discuss ways to be a good citizen in the − Richland One Curriculum − Richland One Curriculum classroom, in school, the home, and in the Guide, Social Studies, Gr. 1, Guide, Social Studies, Gr. community Power, Authority, and 1, p. 11 Government, p 11 - Text: HB – A Child’s Place: Unit 1, p 32-33; Unit 2, p 72-73; Unit 3, p 110- 111; Unit 5, p 178-179, 190-19; Unit 6, p 230-231

Math − brainstorm types of volunteer work young − Mathematics Process − www.goodcharacter.com students can do Standards Suggested activity: − use analytical skills to choose a particular o Communication − Think of some kind of volunteer activity he/she could do o Problem Solving volunteer work you might like to do, liking helping younger students with their math homework. Describe it and tell why you think you would like

117 it. Who would it help, and in what way? Science − identify things students can do together to − Science – Process Standards − www.goodcharacter.com take more responsibility for the environment o Observe (recycling, using less water and energy, o Communicate buying non-polluting products, etc.). − make a plan and implement it. Health − identify a problem in community that needs to − Health - Learning Standards − www.goodcharacter.com be fixed. o Students will Suggested activity: demonstrate the ability - What is the problem? to access valid health - Why is it a problem (what information, products bad things happen because of and services this problem)? - What needs to be done to fix the problem? - Whose responsibility is it to fix the problem? - What good will come of fixing the problem? Related Arts − identify examples of people demonstrating − Students will develop a − www.goodcharacter.com good citizenship from a newspaper, magazine, sense of community. TV show, or movie. − write a letter of appreciation to this person, describing what s/he did and how you feel about it. Guidance - identify careers in the community − The student acquires the − Effective Guidance - distinguish which work activities in the school attitudes, knowledge, and Activities, SC Department environment are done by specific people skills that contribute to of Education, Office of - describe what they do and why effective learning in school Safe Schools & Youth - listen to and discuss a literary work and across the life span Services, Guidance - illustrate and write about an important lesson Services (CD-ROM) learned from the selection − Building a Community - practice speaking, listening, and inquiry skills − Surrounded by Learning during “Show and Tell” sessions − Sharing Time − explain reasons why mistakes are learning − Mistakes Are Learning experiences Opportunities 118 - list uses of math outside the classroom − Math is Everywhere − verbalize examples of his/her niche within the − Belonging family, school, and community after listening to and discussing selected stories

119 RESPONSIBILITY

Grade: 1 Trait: RESPONSIBILITY - to be held accountable for your own actions Focus points: *What are your responsibilities as a student? at home? *What responsibilities will you assume as you get older? *How do you hold others accountable for their behavior? *How do you hold yourself accountable for your behavior?

Subject Suggestions for Integration Standards Resources The student will… ELA − identify and recognize family roles and − Communication − Peacemaker ABC’s for Young responsibilities Children − identify appropriate skills for positive family − Growing Communities relationships forPeace − Effective Guidance Activities, SC Department of Education, Office of Safe Schools & Youth Services, Guidance Services (CD-ROM) − My Family and Home Are Special To Me! − Weekly Exit Slip & Think Sheet − Stop and Think − “It’s Your Choice” Kelso’s Choices S.S. - See ELA − Social Studies – Strands − See ELA o People, Places, and − My Family and Home Are Environments Special To Me! Math − See ELA − Mathematics Process − See ELA Standards − My Family and Home Are o Communication Special To Me! o Connections

120 Science − identify things students can do together to − Science – Process − www.goodcharacter.com take more responsibility for the environment Standards (recycling, using less water and energy, o Observe buying non-polluting products, etc.). o Communicate − make a plan and implement it. − share results in an oral report to class Health − describe characteristics needed to be a − Richland One − Richland One Curriculum responsible friend and family member Curriculum Guide, Guide, Health & Safety − demonstrate positive strategies to reduce Health & Safety Education, Gr. 1, p. 14 stress and anger in relation to identified Education, Gr. 1: - Text: Unit 2 LS 2, p. 10-13; stressors o Mental Health, p. T.G. p. 9-16; Unit 1 LS 4, p. 22- − tell how to make healthy (wise, responsible) 14 23, T.G. p. 25-27; Unit 1 LS 2; decisions Unit 2 LS 7, p. 38-39, LS 5 p. − tell when to ask a grown-up for help when Connections: Physical 28-32, LS 6 p. 35, T.G. p. 45-46 Education, Fine Arts: Dance, making a decision - Second Step: Unit 2 LS 2-5, p. Drama, Visual Arts, Music 12-13; Unit 1, LS 1-6 − describe ways to get along with and show respect for your family and friends Related Arts − design a "Being Responsible" poster − Students will − www.goodcharacter.com illustrating the six responsible behaviors understand and respect − Six Responsible Behaviors − display poster in classroom others. When you agree to do − Students will something, do it. If you let understand and people down, they'll stop appreciate self. believing you. When you follow through on your commitments, people take you seriously. Answer for your own actions. Don't make excuses or blame others for what you do. When you take responsibility for your actions you are saying "I am the one who's in charge of my life." Take care of your own matters. Don't rely on adults to remind you when you’re supposed to be somewhere or what you're supposed to bring. You take the 121 responsibility. Be trustworthy. If somebody trusts you to borrow or take care of something, take care of it. If somebody tells you something in confidence, keep it to yourself. It’s important for people to know they can count on you. Always use your head. Think things through and use good judgment. When you use your head, you make better choices. That shows your parents they can trust you. Don't put things off. When you have a job to do, do it. Doing things on time helps you take control of your life and shows that you can manage your own affairs. Guidance - See ELA − Students will − See ELA understand and − My Family and Home Are appreciate home and Special To Me! family.

122 SELF-DISCIPLINE

Grade: 1 Trait: SELF-DISCIPLINE – to demonstrate the ability to control yourself in all situations Focus points: *If you were asked to be on a student committee, working on school safety issues, what would be your advice? *Describe how you organize your school and home responsibilities. *Explain why self-discipline is important in maintaining a healthy lifestyle.

Subject Suggestions for Integration Standards Resources The student will… ELA − follow the class and school rules − Communication − “Work It Out” Tools for − participate in class activities everyday Peacemakers − define “healthy choices” − “Stretch Out Those Kinks!” − “Mirror, Mirror” − “Giggle Gauntlet” S.S. − identify positive ways of handling anger − Social Studies – Strands − www.goodcharacter.com − list these positive behaviors on a chart o Power, Authority, − post the chart in the classroom and refer to it and Governance when situations arise. Math − See Health − Mathematics Process − See Health Standards − Finding Beauty o Communication o Connections Science - practice organizational skills in maintenance of − Science – Process − Character Education – An classroom Standards Elem. School Resource - complete assigned “housekeeping” tasks in o Observe Guide, State Dept. of Ed. classroom o Communicate − Golden Tray and Golden - exhibit correct manners and behaviors in Trash Can Awards cafeteria *The Golden Tray is - identify examples of safe behavior in stories weekly to a class that - identify examples of healthy lifestyle choices exhibits good manners in selected stories in the cafeteria. Two Golden Trash Cans are Given weekly to classes

123 that have clean rooms. − Stop Stop, by Edith Thacher Hurd − Tidy Titch, by Pat Hutchins Health − demonstrate use of positive self-management − Richland One Curriculum − Richland One Curriculum skills Guide, Health & Safety Guide, Health & Safety − demonstrate strategies for reducing or avoiding Education, Gr. 1: Education, Gr. 1, p. 14 unsafe situations o Mental Health, p. 14 - Text: Unit 1 LS 2, p. 10-13, − identify and describe feelings and actions o Preventing Injuries, T.G. p. 9-16; Unit 10 LS 32, − explain the importance of a positive self-image p. 15 p. 184-186, LS 33 p. 190, − exhibit self-control and individual T.G. 239-245 responsibility Connections: ELA, S.S. − Effective Guidance Activities, SC Department of Education, Office of Safe Schools & Youth Services, Guidance Services (CD-ROM) − Finding Beauty Related Arts - practice listening skill of following multi-step − Students will understand − www.goodcharacter.com directions and respect others. Suggested art lesson: - share drawings with classmates − Give each student a piece - participate in discussion of importance of of paper and pencil, following directions carefully crayons or markers. Have students draw as you give each instruction. Describe, step-by-step, how to draw a simple animal, building, or scene. Let students share their drawings. Guidance − See Health − Students will understand − See Health and appreciate self. − Finding Beauty

124 CARING

Grade: 1 Trait: CARING – to demonstrate concern through kindness and acceptance while meeting the needs of self and others Focus points: *Have you ever felt like one of the characters in the story? Explain. *If you had written the story, what changes might you have made? *Do any of the characters remind you of anyone you know? Explain. *Identify behaviors of a caring person.

Subject Suggestions for Integration Standards Resources The student will… ELA − maintain a journal to record acts of − Writing − Kindness Journal kindness observed, received, or given to − Botanist: caring for plants other Connections: Science - Veterinarian: caring for animals − list careers that involve caring − identify traits of “caring professions” S.S. − describe similarities and differences among − Social Studies – Strands − Effective Guidance Activities, individuals o People, Places, and SC Department of Education, − describe the process of making and keeping Environments Office of Safe Schools & Youth a friend Services, Guidance Services − explain and exhibit appropriate types of (CD-ROM) communication − Friendship Flowers Math − list on board acts of caring observed at − Mathematics Process “Caught You Caring” Recess Standards − count and record number of students who o Communication witnessed each act on the playground o Representation Science − -identify examples of kind acts − Science – Process Standards − http://www.actsofkindness.org/ − maintain a visual classroom record of acts o Observe file_uploads/pdf/104_pdf.pdf of kindness done or received o Communicate Planting Seeds of Kindness: − Each student cuts out a seed shape and writes their act of kindness, and the person’s name who received this gift. They plant it below the grass line on the bulletin board. When 125 someone gives them a gift of kindness, they add a stem, leaves and flower parts. Students may plant a seed of kindness for every act of kindness they do. Health - See S.S. − Health – Learning Standards − See S.S. * Students will demonstrate − Friendship Flowers the ability to use interpersonal communication skills to enhance health Related Arts - participate in class discussion of − Students will understand and − http://www.actsofkindness.org importance of individual action in making respect others. /file_uploads/pdf/111_pdf.pdf the world a better place to live − Kindness Posters - brainstorm ideas of actions children can 1. Discuss how it is up to us to to make the world a better place make the world a better place. - create posters illustrating selected actions 2. On chart paper, write down the - display posters in selected public places children’s ideas of what we can do... * at home * at school * in our town * in the world 3. Through this process, ask how we can let people know our ideas. (letters, signs, etc. will probably come up.) 4. Have the students make posters with their personal best illustration of how they can make a difference. 5. Deliver the posters to some community facility, such as the local library, post office or city hall. 6. If desired, contact the local newspaper for coverage. The kids love it! 7. Local frame shops often donate

126 a few frames so a few posters can hang in the school! Guidance − See S.S. − Students will understand and − See S.S. respect others. − Friendship Flowers

127 KINDNESS

Grade: 1 Trait: KINDNESS – to be considerate, courteous, helpful, and understanding of others’ feelings and beliefs Focus points: *Identify at least one person in your family or community that displays acts of kindness and explain how you know that. *Select a story or poem and explain how it would have ended if the person had demonstrated acts of kindness. *What are some messages related to character and kindness being expressed in the lyrics of some hard rock and rap music? *How does the character trait of kindness fit into your school setting?

Subject Suggestions for Integration Standards Resources The student will… ELA − identify acts of kindness performed by − Reading − Getting Along, by Parker Page, characters in selected stories − Communication PhD, Kendall Haven, Rita − create alternate endings for selected stories Abrams, and Mitchell Rose based on characters performing, or not Children’s Television performing, acts of kindness − Kind words, word bank Stories: − “Golden Rule” − “Getting Along” S.S. − describe similarities and differences among − Richland One − Effective Guidance Activities, SC others Curriculum Guide, Social Department of Education, Office − describe the process of making and keeping a Studies, Gr. 1: Power, of Safe Schools & Youth friend Authority, and Services, Guidance Services (CD- − explain and exhibit appropriate types of Government, p 20 ROM) communication − Richland One Curriculum Guide, − demonstrate an understanding of the role of Social Studies, Gr. 1, p 20 human systems on the Earth. - Text: HB - A Child’s Place – − define culture Unit 2 p. 66-71, 74-79; Unit 3 p. 80- − be able to explain that different places have 85; Unit 6 p. 204-205, 208-211, different cultures 232-237 - Friendship Flowers Math − list acts of kindness from Recess − Mathematics Process “Caught You Being Kind” − count and record the number of students who Standards witnessed each act during recess o Communication o Representation 128 Science − identify examples of kind acts − Science – Process − http://www.actsofkindness.org/ − maintain a visual classroom record of acts of Standards file_uploads/pdf/104_pdf.pdf done or received o Observe Planting Seeds of Kindness Activity: o Communicate − Each student cuts out a seed shape and writes their act of kindness, and the person’s name who received this gift. They plant it below the grass line on the bulletin board. When someone gives them a gift of kindness, they add a stem, leaves and flower parts. Students may plant a seed of kindness for every act of kindness they do. Health − demonstrate the ability to influence and − Richland One − Richland One Curriculum Guide, support others in making positive mental Curriculum Guide, Health & Safety Education, Gr. 1, health choices Health & Safety p. 15 − See S.S. Education, Gr. 1: o Text: Unit 2 LS 6, p. 36, T.G. − Live by the ‘golden rule’, treat others the way − Mental Health, p. 14 p. 39-42 you want to be treated − See S.S. − Parker Page, PhD, Kendall Haven, Rita Abrams, and Mitchell Rose Children’s Television − Friendship Flowers − Getting Along ( A set of stories, songs and activities to help kids work and play together.)

Related Arts − publish a class book on how to be a caring − Students will understand − www.goodcharacter.com person. and respect others. − draw pictures of caring behaviors − write a description of each caring behavior

129 Guidance − See S.S. − Students will understand − See S.S. − Live by the ‘golden rule’, treat others the way and respect others. − Parker Page, PhD, Kendall you want to be treated − Students will understand Haven, Rita Abrams, and Mitchell and appreciate self. Rose Children’sTelevision − Friendship Flowers − Getting Along ( A set of stories, songs and activities to help kids work and play together.)

130 FAIRNESS

Grade: 1 Trait: FAIRNESS – to play by the rules, to be open minded to the viewpoints of others Focus points: *Identify a character and explain how he/she demonstrated fairness? *Select a story and write a different ending, with the main character acting unfairly. *What do you consider heroic deeds? *Do you want to associate with peers who are not fair? Why? *Describe features of the legal system that are in place to ensure fairness.

Subject Suggestions for Integration Standards Resources The student will… ELA − discuss how to be fair to others − English Language Arts – − No Fair! by Caren Strands Holtzman *The student will draw − It’s Not Fair! by upon a variety of strategies to Dominique Jolin comprehend, interpret, analyze, and evaluate what he or she reads. S.S. − describe similarities and differences among − Richland One Curriculum − Effective Guidance others Guide, Social Studies, Gr. Activities, SC Department − describe the process of making and keeping a 1, Power, Authority, and of Education, Office of friend Government, p 6 Safe Schools & Youth − explain and exhibit appropriate types of − People, Places, and Services, Guidance communication Environments Services (CD-ROM) − discuss classroom rules, school rules, family − Richland One Curriculum rules, and laws, why rules and laws are Guide, Social Studies, Gr. necessary, and what the consequences are 1, p. 6 - Text: HB – A Child’s Place: Unit 1 LS. 6, p 30- 31; 34-39 Unit 5 Brainstorm, p 178-179, Unit 5 Review, p 192-197 - Friendship Flowers

131 Math − brainstorm “do’s and don’ts” of fairness − Mathematics Process − www.goodcharacter.com − post list of fairness behaviors in classroom Standards Brainstorming activity: o Communication − What does it mean to be a o Representation fair person? Have your class brainstorm a list of do's and don'ts for being fair. Ask for specific examples of each behavior they identify. Compare their list with the one at the top of this page. Hang the list up on the wall as a reminder. Science − discuss the following: Fairness is not − Science – Process − Garden Partners by Diane favoring one above another, being just, being Standards Palisciano honest and following the right rules o Observe o Communicate Health − See S.S. − Health – Learning − See S.S. Standards − Friendship Flowers *Students will demonstrate the ability to use interpersonal communication skills to enhance health Related Arts − listen to various rhymes about being fair in − Students will understand − Playing Fair by Shelly different situations and respect others. Nielson

Guidance − See S.S. − Students will understand − See S.S. and respect others. − Friendship Flowers

132 DEPENDABILITY

Grade: 1 Trait: DEPENDABILITY – to be counted on or trusted Focus points: *Describe a positive work ethic. Is dependability a desired characteristic of a good work ethic? Why? *How do you honor commitments? *If one of the characters were sitting next to you, what would they likely tell you about the importance of dependability? *Did you learn how a character solved a problem in the story. Could you use this situation to solve similar problems you might have?

Subject Suggestions for Integration Standards Resources The student will… ELA − define dependability − English Language Arts – − Mystery of the Lost Letter − discuss dependability and why it is Strands by Olive Blake important o The student will draw upon − Mike Mulligan and His a variety of strategies to Steam Shovel by Virginia comprehend, interpret, Lee Burton analyze, and evaluate what he or she reads. S.S. − tell safety rules for wheeled equipment − Richland One Curriculum − Richland One Curriculum (bus, car, bike, scooter, skates, etc.) Guide, Health & Safety Guide, Health & Safety Education, Gr. 1: Education, Gr. 1, p. 15 o Preventing Injuries, p. 15 o Text: Unit 10 LS 31, p. 179, 182-183; T.G. p. Connections: Physical Education, 231-238 Math

Math − discuss the importance of being on time − Mathematics Process Standards − The Berenstein Bears Catch for school, work, dinner, etc o Communication the Bus by Stan and Jan − discuss the consequences of being late o Representation Berenstein o Reasoning and Proof − It’s About Time by Nancy White Carlstrom

133

Science - practice organizational skills in − Science – Process Standards − Character Education – An maintenance of classroom o Observe Elem. School Resource - complete assigned “housekeeping” tasks o Communicate Guide, State Dept. of Ed. in classroom − Golden Tray and Golden - exhibit correct manners and behaviors in Trash Can Awards cafeteria *The Golden Tray is - identify examples of safe behavior in weekly to a class that stories exhibits good manners - identify examples of healthy lifestyle in the cafeteria. Two choices in selected stories Golden Trash Cans are Given weekly to classes that have clean rooms. − Stop Stop, by Edith Thacher Hurd - Tidy Titch, by Pat Hutchins Health − see Related Arts − Health - Learning Standards o Students will demonstrate the ability to practice behaviors that enhance health and reduce risks Related Arts - complete role-playing activity re − Students will understand and − www.goodcharacter.com dependable behavior respect others. Role-playing activity: - participate in discussion of feelings − Students will develop a sense of − Divide the class into small reflected in role-playing situations community. groups. Give each group − Students will make decisions, one of the following set goals, and take actions. situations to role play. In each role play half the group wants to do the wrong thing and the other half wants to do the right thing. Each half tries to give strong reasons for their side. Discuss the results in class.

134 Suggested Situations: *You pass an empty old house. In front of it there's a "No Trespassing" sign. But the front door is open. You really want to go in and see what's there. No one is around. What do you do? * A group of kids who you think are really cool are picking on another kid. They want you to join them, and they say you're a nerd if you don't. You don't want to be left out, but you think picking on the other kid is unfair. What do you do? * You're walking home from school, and you're really hungry because you forgot to bring your lunch that day. You pass by a fruit stand, and the fruit looks so good you can almost taste it. "They'll never miss just one apple," you think to yourself. And no one is looking. What do you do? *Your best friend asks you to help him cheat on a test. He's never done it before and he promises he'll never do it again. What do you do?

135 Guidance − be recognized as a VIP (Very Important − Students will understand and − Character Education: An Person) respect others. Elementary School Resource Guide, State Department of Education, May 1997 VIP (Very Important Person) Activity: − Emphasizing a child’s individual value: Every Friday a VIP is selected from each classroom. The student visits the principal where they receive verbal praise, a pencil and a ribbon. The student’s name is written on a star and placed on a bulletin board for recognition.

136 RESPECT

Grade: 2 Trait: RESPECT - to show high regard for authority, other people, self, and country Focus points: *What did the main character do that demonstrated respect? *Do you respect the main character and why or why not? *Who is a figure in your life that you respect and what characteristics to they exhibit? *Give examples in your life when you demonstrated respect.

Subject Suggestions for Integration Standards Resources The student will… ELA − describe similarities and differences among − English Language Arts – − Peacemaker ABC’s for others Strands Young Children − explain and exhibit appropriate types of o The student will draw − Growing Communities for communication upon a variety of Peace − identify and model skills for conflict strategies to − Effective Guidance resolution comprehend, Activities, SC Department interpret, analyze, and of Education, Office of See Guidance for the following: evaluate what he or Safe Schools & Youth − If You’re Happy! she reads. Services, Guidance − My Family o The student will Services (CD-ROM) − Ups and Downs recognize, − Orange County Public − Choices demonstrate, and Schools, Orlando, FL analyze the qualities − Target practice www.ocps.k12.fl.us of effective − Our Words Can Help or communication Hurt – We Decide! S.S. - See ELA − Richland One Curriculum − See ELA − Identify likenesses and differences in the Guide, Social Studies, Gr. − Richland One Curriculum population of different places 2, Population Guide, Social Studies, Gr. Characteristics: Geography, 2, p. 24 p. 24 - Text: HB – Making A Difference – p. 18-13, 24- 27, 48-53, 92-97 - Our Words Can Help or Hurt – We Decide! 137

Math − See ELA − Mathematics Process − See ELA Standards − Our Words Can Help or o Communication Hurt – We Decide! Science - practice organizational skills in maintenance − Science – Process − Character Education – An of classroom Standards Elem. School Resource - complete assigned “housekeeping” tasks in o Observe Guide, State Dept. of Ed. classroom o Communicate − Golden Tray and Golden - exhibit correct manners and behaviors in Trash Can Awards cafeteria *The Golden Tray is - identify examples of safe behavior in stories weekly to a class that - identify examples of healthy lifestyle choices exhibits good manners in selected stories in the cafeteria. Two Golden Trash Cans are Given weekly to classes that have clean rooms − Stop Stop, by Edith Thacher Hurd − Tidy Titch, by Pat Hutchins Health − show how to address adults respectfully − Richland One Curriculum − Richland One Curriculum Guide, Health & Safety Guide, Health & Safety See Guidance for the following: Education, Gr. 2: Education, Gr. 2, p. 20 − If You’re Happy! o Mental Health, p. 20 o Text, Unit 2, Lsn 36, − My Family − See Guidance pp 36-37; T.G. pp 35- − Ups and Downs 42 − Choices Connections: ELA, Fine Arts - − See Guidance Drama − Target practice Related Arts − make a class contract to lay out a set of rules − Students will understand − www.goodcharacter.com for having a respectful classroom. What will and respect others. be the penalties for violating the rules? − brainstorm ways to make your school environment more respectful. − create a list of recommendations; place them in your school newspaper or on a poster.

138

Guidance − See ELA − Students acquire the − See ELA If You’re Happy! attitudes, knowledge, and − Orange County Public − be able to identify several familiar emotions, interpersonal skills to help Schools, Orlando, FL relate specific events to these emotions, and them understand self and www.ocps.k12.fl.us consider consequences of emotions others − Our Words Can Help or My Family − Students make decisions, Hurt – We Decide! - be able to recognize family roles and identify set goals, and take − If You’re Happy! the individual in their family who fulfills necessary action to achieve − My Family each role goals − Ups and Downs Ups and Downs − Choices − be able to identify a given prompt as a − Target practice positive or negative statement and will be able to describe the feelings it creates Choices − be able to recognize and create alternatives for specific situations Target practice − identify a goal, relate it to a target shape, and discuss personal qualities which would help achieve the targeted goal

139 HONESTY

Grade: 2 Trait: HONESTY – to always be fair and straightforward in conduct Focus points: *Identify examples of honesty displayed by characters in stories. *Compare and contrast behaviors of famous people who demonstrated honesty r and those who did not. *Select a character and describe how the story would have ended differently if the person had not demonstrated honesty.

Subject Suggestions for Integration Standards Resources The student will… ELA − identify examples of honesty displayed − English Language Arts – Stories: by characters in selected stories Strands − “The Emperor’s New o The student will draw upon Clothes” by Hans Christian a variety of strategies to Anderson comprehend, interpret, - Telling the Truth by analyze, and evaluate Shelly Nielson what he or she reads. S.S. − conduct a survey in your school or − Social Studies – Strands − www.goodcharacter.com community asking questions like the o People, Places, and following: Do you think people are Environments honest enough? What are some examples of dishonesty you really dislike? What are some examples of honesty that you especially appreciate? − compile the results into a scrapbook. Math − correctly sequence plot events in selected − Mathematics Process Standards − Breakthrough To Literacy stories o Communication Stories: o Reasoning and Proof − “The Little Red Hen” Science − study the biographies of outstanding − Science – Process Standards persons such as Benjamin Franklin, o Observe Alexander Graham Bell, the Wright o Communicate brothers, Thomas Edison or others − identify examples of honest behavior in their lives

140 Health − talk about a time somebody broke a − Health – Learning Standards − www.goodcharacter.com promise to you. How did that make you o Students will demonstrate feel? Have you ever broken a promise to the ability to advocate for someone? How do you think it made that personal, family, and person feel? community health Related Arts − role-play or use puppets to act out − Students will understand and − www.goodcharacter.com various situations where one or more respect others. students are under pressure to be dishonest. Example: lying to cover up for a friend − videotape activity and share it with other classes. Guidance − keep a daily record of choices made that − Students will understand and involve honesty for a week. respect others. − analyze choices at the end of the week: − Students will understand and How do you feel about the choices you appreciate self. made? How could you do better?

141 COOPERATION

Grade: 2 Trait: COOPERATION – to play together or work well with others to accomplish a common goal Focus points: *Explain why cooperation is important in your workplace, the school environment. *Why is cooperation important in appreciating cultural diversity? *Explain why cooperation is critical for working on a team.

Subject Suggestions for Integration Standards Resources The student will… ELA − imagine that you get out of bed one morning in − English Language Arts − www.goodcharacter.com a rotten mood feel like being totally – Strands uncooperative for the whole day. Write about o The student will all the things you could do that would make write effectively your friends and teachers look at you and say, for different "Boy, are you being uncooperative today!" audiences and purposes S.S. Problem Solving Stepping Stones − Richland One − The Knight and the Dragon, - identify and model skills for conflict resolution Curriculum Guide, Tomie de Paola Friendship Flowers Social Studies, Gr. 2: − Effective Guidance Activities, SC - describe the similarities and differences among o Working Together Department of Education, Office others in a Democracy in of Safe Schools & Youth - describe the process of making and keeping a the United States, Services, Guidance Services friend p. 10 (CD-ROM) - explain and exhibit appropriate types of o Working Together − Richland One Curriculum communication Accomplishes Guide, Social Studies, Gr. 2, p. − identify ways people in America work together Group Goals, p. 10, 15 as a nation 15 o Text: HB – Making A − list major principles and ideals of American Difference – Unit 1 p. 14- democracy. 21, 32-33; Unit 5 p. 192- − recognize the importance of citizens working 193, 210-211 together for a common goal o Text: HB – Making A Difference – Unit 5 p. 200- 201, 204-207, 210-21; Unit

142 6 p. 258-261 Problem Solving Stepping Stones Friendship Flowers Math − design a "How to Cooperate" poster that − Mathematics Process − www.goodcharacter.com illustrates cooperative behaviors Standards - display it on a wall. o Communication o Representation Science − practice cooperative teamwork skills on − Science – Process − www.goodcharacter.com selected projects Standards Suggested activity: − use teamwork skills to make oral presentation o Classify − Break into small teams (five to classmates o Communicate children per team is a good number). Invent a new animal: name it, draw it, and decide how and where it lives. Afterward, have each team present its animal to the class and tell exactly how they worked together to create it. Health − make a health plan to help with family chores − Richland One − Richland One Curriculum − describe questions to ask when making Curriculum Guide, Guide, Health & Safety decisions with friends Health & Safety Education, Gr. 2. p. 20-22 Education, Gr. 2: o Text: Unit 2 LS 8, p. 50, LS − See S.S. o Mental Health, p. 7 p. 46; T.G. 49-56, 43-48 20 o Second Step: Unit 1 LS o Preventing Injuries, 8,10; Unit 2 LS 9 p. 21 − See S.S. o Family Living, p. − Problem Solving Stepping Stones 21-22 − Friendship Flowers o ATOD, p. 22

Connections: ELA

143

Related Arts − work cooperatively in teams to create music − Students will − www.goodcharacter.com − identify elements of activity that were fun understand and respect Cooperative Music Activity: − list cooperative behaviors that were necessary others. − Break groups to make music. to make the music One group claps, one group whistles, one group taps on their seats, one group makes shushing sounds with their mouths (like cymbals). Each group plays their sound when you point to them. In order to accomplish this they have to listen to what each other is doing and adjust accordingly. Point to the groups one at a time, letting each group get their act together. Then, start adding the groups together allowing time for them to adjust what they're doing until they start to sound good. − When the concert is over, ask the kids what made this activity fun and why it required cooperation to make it work. Guidance - See S.S. − Students will develop a − See S.S. sense of community − Problem Solving Stepping Stones − Students will − Friendship Flowers understand and respect others.

144 GOOD CITIZENSHIP

Grade: 2 Trait: GOOD CITIZENSHIP – to be actively engaged in demonstrating pride and responsibility in self, school, community, and country Focus points: *Identify behaviors of a person who demonstrates good citizenship in the poems and stories. *What are the messages regarding responsible citizenship? *If you could write a class/school constitution, what important information would you include? *How did a particular document affect the lives of citizens in certain countries? *Identify your behaviors that demonstrate good citizenship.

Subject Suggestions for Integration Standards Resources The student will… ELA - See Guidance − Reading See Guidance for: − Communication − Big Green Ball − Teacher Says − Decisions! − I Can! - Work Out! S.S. − define citizenship − Richland One Curriculum − Richland One Curriculum − identify ways to demonstrate good citizenship Guide, Social Studies, Gr. Guide, Social Studies, Gr. 2, Good Citizenship: 2, p 14 Government, p. 14 - Text: HB – Making A Difference – T.M, p. W-53- 55, 19, 87, 146; Unit 6 p. 264-265, 128-129, 174-175, 182-187, 192-193, 210-211 Math − brainstorm types of volunteer work young − Mathematics Process − www.goodcharacter.com students can do Standards Suggested activity: − use analytical skills to choose a particular o Communication − Think of some kind of volunteer activity he/she could do o Problem Solving volunteer work you might like to do, liking helping younger students with their math homework. Describe it and tell why

145

Science − identify things students can do together to take − Science – Process − www.goodcharacter.com more responsibility for the environment Standards (recycling, using less water and energy, buying o Observe non-polluting products, etc.). o Communicate − make a plan and implement it. − share results in an oral report to class Health − recognize the influences of peers and family on − Richland One Curriculum − Richland One Curriculum behaviors related to ATOD use Guide, Health & Safety Guide, Health & Safety Education, Gr. 2: Education, Gr. 2. p. 22 o ATOD, p. 22 - Text: Unit 6 LS 26 p. 149; T.G. p 179-186 − See Guidance See Guidance for following: − Big Green Ball − Teacher Says − Decisions! − I Can! − Work Out! Related Arts − identify needs in the school or community − Students will develop a For guidance in planning a − plan a service project to meet those needs. sense of community service project, visit − Students will understand www.goodcharacter.com and and respect others. click on "service learning."

146

Guidance − Building a Community − Students will develop a − Effective Guidance o identify Careers in the community sense of community Activities, SC Department o distinguish which work activities in the − Students will understand of Education, Office of school environment are done by specific and respect others. Safe Schools & Youth people Services, Guidance o describe what they do and why Services (CD-ROM) − Baking Up School Success − Building a Community o describe why school is important − Baking Up School Success o describe how they learn something − Big Green Ball o describe the tools needed to do school − Teacher Says work − Decisions! o describe how they plan to do a school − I Can! assignment − Work Out! − Big Green Ball o independently create a green ball of their own after listening to and discussing the Steven Kellogg story, The Mystery of the Magic Green Ball − Teacher Says o practice listening to and following one, two, and three step directions − Decisions! o evaluate choices made by characters in story and will apply some of these skills to personal situations − I Can! o realize some of the skills which they have mastered, and will also indicate a skill on which they can work during the year − Work Out! o be able to indicate at least one way in which schoolwork relates to a specific job

147 RESPONSIBILITY

Grade: 2 Trait: RESPONSIBILITY - to be held accountable for your own actions Focus points: *What are your responsibilities as a student? at home? *What responsibilities will you assume as you get older? *How do you hold others accountable for their behavior? *How do you hold yourself accountable for your behavior?

Subject Suggestions for Integration Standards Resources The student will… ELA - identify and recognize family roles and − English Language − Peacemaker ABC’s for Young responsibilities Arts – Strands Children − identify appropriate skills for positive family *The student will − Growing Communities for Peace relationships draw upon a variety − Effective Guidance Activities, of strategies to SC Department of Education, comprehend, Office of Safe Schools & Youth interpret, analyze, Services, Guidance Services and evaluate what (CD-ROM) he or she reads. − My Family and Home Are Special To Me! S.S. − See ELA − Social Studies – − See ELA Strands − My Family and Home Are *People, Places, Special To Me! and Environments Math − See ELA − Mathematics − See ELA Process Standards − My Family and Home Are o Communication Special To Me!

148

Science - practice organizational skills in maintenance of − Science – Process − Character Education – An Elem. classroom Standards School Resource Guide, State - complete assigned “housekeeping” tasks in o Observe Dept. of Ed. classroom o Communicate − Golden Tray and Golden Trash - exhibit correct manners and behaviors in Can Awards cafeteria *The Golden Tray is - identify examples of safe behavior in stories weekly to a class that - identify examples of healthy lifestyle choices exhibits good manners in selected stories in the cafeteria. Two Golden Trash Cans are Given weekly to classes that have clean rooms. − Stop Stop, by Edith Thacher Hurd − Tidy Titch, by Pat Hutchins Health − describe characteristics needed to be a − Richland One − Richland One Curriculum Guide, responsible friend and family member Curriculum Guide, Health & Safety Education, Gr. − show how to express joy, sadness, frustration, Health & Safety 2, p. 20-22 and fear in healthy ways Education, Gr. 2: o Text, Unit 2, Lesson 7, pp − demonstrate strategies for reducing and o Mental Health, 42-45; T.G. 43-48, 49-52, avoiding unsafe situations p. 20 55; Unit 2 Lesson 8, p 48 − set a goal and develop a plan for personal o Preventing o Text, Unit 1, Lesson 4, pp responsibility within the family and track its Injuries, p. 21 20-25; T.G. pp 19-26, progress o Family Living, Second Step, Unit 1 Lesson p. 22 8 & 9 o Text: Unit 10 LS 36-37; Unit 5 LS 22, p. 129; T. G. 255- Connections: Fine Arts – Dance, Visual Arts, Music, 268, 149-156 Drama, and S. S., ELA, Physical Education, Math

149 Related Arts − contribute to a discussion about classroom − Students will make − www.goodcharacter.com responsibility: decisions, set goals, What are the kids' responsibilities, and what and take actions. Are the teacher’s responsibilities? What are − Students will The consequences of being irresponsible? understand and What are the rewards of being responsible? respect others. - make a chart of these responsibilities on the board Guidance - identify and recognize family roles and − Students will − Peacemaker ABC’s for Young responsibilities understand and Children - identify appropriate skills for positive family appreciate home and − Growing Communities for Peace relationships family. − Effective Guidance Activities, - describe why school is important − Students will SC Department of Education, - describe how he/she learns something employ strategies to Office of Safe Schools & Youth - describe the tools needed to do schoolwork achieve school Services, Guidance Services - describe how they plan to do a school success. (CD-ROM) assignment − My Family and Home Are Special To Me! − Baking Up School Success

150 SELF-DISCIPLINE

Grade: 2 Trait: SELF-DISCIPLINE – to demonstrate the ability to control yourself in all situations Focus points: *If you were asked to be on a student committee, working on school safety issues, what would be your advise? *Describe how you organize your school and home responsibilities. *Explain why self-discipline is important in maintaining a healthy lifestyle.

Subject Suggestions for Integration Standards Resources The student will… ELA − identify ways in which they handle their anger − English Language − www.goodcharacter.com in positive ways Arts – Strands − list these anger management techniques on a o The student will chart write effectively − post the chart in the classroom and refer to it for different when situations arise. audiences and − design a "Saying No" poster purposes − display poster in classroom S.S. − understand and appreciate self − Social Studies – − Effective Guidance Activities, Strands SC Department of Education, o People, Places, Office of Safe Schools & and Youth Services, Guidance Environments Services (CD-ROM) − The M&M Experiment Math − See Health − Mathematics Process − See Health Standards − Finding Beauty o Communication Science - practice organizational skills in maintenance of − Science – Process − Character Education – An classroom Standards Elem. School Resource Guide, - complete assigned “housekeeping” tasks in o Observe State Dept. of Ed. classroom o Communicate − Golden Tray and Golden Trash - exhibit correct manners and behaviors in Can Awards cafeteria *The Golden Tray is - identify examples of safe behavior in stories weekly to a class that

151 - identify examples of healthy lifestyle choices exhibits good manners in selected stories in the cafeteria. Two Golden Trash Cans are Given weekly to classes that have clean rooms. − Stop Stop, by Edith Thacher Hurd − Tidy Titch, by Pat Hutchins Health − Finding Beauty − Richland One − Effective Guidance Activities, o identify and describe feelings and actions Curriculum Guide, SC Department of Education, o explain the importance of a positive self- Health & Safety Office of Safe Schools & image Education, Gr. 2: Youth Services, Guidance o exhibit self-control and individual o Mental Health, p. Services (CD-ROM) responsibility 20 − Richland One Curriculum − The M&M Experiment o ATOD, p. 22 Guide, Health & Safety o understand and appreciate self identify Education, Gr. 2, p. 22 strategies for managing stress and Connections: Physical o Text, Unit 1, Lesson 5, pp Education, Fine Arts - Visual emotions Arts, Music, Drama, Dance, 26-31; T.G. pp 27-34, − tell what things cause stress, depression, and Math, ELA, Second Step, Unit III, LS. anger and explain how to cope 8-10 − show how to sleep, good nutritional choices Text, Unit 1, Lesson 5, pp and exercise can reduce stress, depression and 28-31; Unit 4, Lsn. 15, p anger 95; T.G. pp 27-34, 99- 106 Related Arts - identify and describe feelings and causes of − Students will − www.goodcharacter.com anger understand and Anger in the News Activity: - identify situational stressors that can trigger respect others. − find pictures from the anger and other negative emotions newspaper or create pictures - select examples of anger in real-life situations for the bulletin board showing situations where anger affects people. Guidance − See Health − Students will − See Health understand and − Finding Beauty appreciate self. − The M&M Experiment

152 CARING

Grade: 2 Trait: CARING – to demonstrate concern through kindness and acceptance while meeting the needs of self and others Focus points: *Have you ever felt like one of the characters in the story? Explain. *If you had written the story, what changes might you have made? *Do any of the characters remind you of anyone you know? Explain. *Identify behaviors of a caring person.

Subject Suggestions for Integration Standards Resources The student will… ELA − identify behaviors of a caring person − English Language Arts – − www.goodcharacter.com − write a response to a print or non-print medium that Strands − Manners by Shelley analyzes the work and supports judgments with o The student will Nielson specific references to the text recognize, − Read a story, or watch a demonstrate, and movie or TV show, and analyze the qualities write about how the of effective characters treated each communication other. In what ways were they caring or uncaring? What affect did their behavior have on each other? Give some specific examples. S.S. - describe the similarity and differences among − Social Studies – Strands − Effective Guidance others o People, Places, and Activities, SC - describe the process of making and keeping a Environments Department of friend Education, Office of - explain and exhibit appropriate types of Safe Schools & Youth communication Services, Guidance Services (CD-ROM) − Friendship Flowers Math − contribute to group discussion by practicing − Mathematics Process -www.goodcharacter.com appropriate speaking and listening skills Standards Group discussion: Imagine − brainstorm list of caring and altruistic behaviors o Communication that someone gives you 153 − evaluate consequences and effects of various o Reasoning and Proof $20,000 but you have to actions spend it all to help other people. What would you do with it, and why? What effect would it have on the people you would be helping? Science − identify things students can do together to take − Science – Process − www.goodcharacter.com more responsibility for the environment (recycling, Standards using less water and energy, buying non-polluting o Observe products, etc.). o Communicate − make a plan and implement it. - use appropriate speaking skills to share results in an oral report to the class Health − show how to help a friend experiencing stress to − Richland One Curriculum − Richland One feel better Guide, Health & Safety Curriculum Guide, Education, Gr. 2: Health & Safety - See S.S. o Mental Health, p. 20 Education, Gr. 2. p. 20- o Preventing Injuries, p. 22 21 o Text p. 28-31; T.G. o Family Living, p. 21-22 27-34 o ATOD, p. 22 − Friendship Flowers − See S.S. Connections: Physical Education, ELA, Fine Arts - Visual Arts, Drama Related Arts − identify needs in the school or community − Students will develop a − For guidance in planning − plan a service project to meet those needs. sense of community. a service project, visit − Students will understand www.goodcharacter.com (Consider having children volunteer to be “reading and respect others. and click on "service buddies” or “playground buddies” to younger learning." children.) Guidance − See S.S. − Students will understand − See S.S. and respect others. − Friendship Flowers

154 KINDNESS

Grade: 2 Trait: KINDNESS – to be considerate, courteous, helpful, and understanding of others’ feelings and beliefs Focus points: *Identify at least one person in your family or community that displays acts of kindness and explain how you know that. *Select a story or poem and explain how it would have ended if the person had demonstrated acts of kindness. *What are some messages related to character and kindness being expressed in the lyrics of some hard rock and rap music? *How does the character trait of kindness fit into your school setting?

Subject Suggestions for Integration Standards Resources The student will… ELA - write effectively for a specific purpose − English Language Arts - http://www.actsofkindness.org/class/les - generate variety of examples of acts of – Strands son_plans.php?type=ELEMENTARY kindness o The student will ABC’s of Kindness Activity: - use non-print media to illustrate written write effectively - 1. Have each child choose a letter of the ideas for different alphabet for this activity. (Teacher can audiences and provide colorful die-cut letters for this purposes activity.) - 2. Have each child write a sentence of a random act of kindness idea, using the letter they chose as a word in the sentence. Example: A - I will share a stuffed animal with my sister. B - I will help my mom bring in the groceries. C - I colored a picture for my grandma - 3. Next, have the child draw a picture that illustrates their RAK described in their letter sentence. - 4. Mount each child’s picture and sentence on construction paper and bind it to make a book!

155

S.S. - describe the similarity and differences − Richland One − Effective Guidance Activities, SC among others Curriculum Guide, Department of Education, Office of - describe the process of making and Social Studies, Gr. 2, Safe Schools & Youth Services, keeping a friend Time, Continuity, and Guidance Services (CD-ROM) - explain and exhibit appropriate types of Change: History, p. 7 − Richland One Curriculum Guide, Social communication Studies, Gr. 2, p. 7 − recognize that the U.S. is made up of a o Text: HB – Making A Difference – diverse population that reflects specific Unit 4 p. 136-191; Unit 6 p. 218- cultural beliefs 271 − relate folktales to people from regions - Friendship Flowers through the world − state examples of ways that a nation’s heritage is formed by customs and beliefs of people from many cultures. Math − contribute to group discussion by − Mathematics Process − www.goodcharacter.com practicing appropriate speaking and Standards − Group discussion: Imagine that listening skills o Communication someone gives you $20,000 but you − brainstorm list of caring and altruistic o Reasoning and have to spend it all to help other people. behaviors Proof What would you do with it, and why? − evaluate consequences and effects of What effect would it have on the people various actions you would be helping? Science − generate examples of kind acts − Science – Process http://www.actsofkindness.org/class − maintain a visual classroom record of Standards /lesson_plans.php?type=ELEMENTARY acts of kindness done or received o Observe Plant a Seed of Kindness Activity: o Communicate − Each student cuts out a seed shape and writes their act of kindness, and the person’s name who received this gift. They plant it below the grass line on the bulletin board. When someone gives them a gift of kindness, they add a stem, leaves and flower parts. Students may plant a seed of kindness for every act of kindness they do.

156

Health − Explain why it is not nice to label people − Richland One − See S.S. because of race, gender, or disabilty Curriculum Guide, − Richland One Curriculum Guide, Health & Safety Health & Safety Education, Gr. 2 p. 20 − See S.S. Education, Gr. 2: o Text, Unit 1, Lesson 3, pp 16-17; o Mental Health, p. T.G. p. 13-18, Second Step, Unit 20 2, Lesson 10 - Friendship Flowers Connections: Physical Education, S.S. Related Arts - develop a sense of community − Students will http://www.actsofkindness.org/ - verbalize connections between all class understand and respect file_uploads/pdf/8_pdf.pdf members others. − Spider Web Activity: - state cause and effect relationship − Students will develop a Have the children sit in a circle and between acts of kindness and sense of sense of community. explain that you’re going to make a spider community web. Give the first child the end of the string and the ball. He or she holds the end with one hand and with the other rolls the ball to another child. It continues in the same manner from child to child. Remind them to hang on. At the end, discuss that we are all connected and the importance of being kind to everybody in the class.

Guidance − See S.S. − Students will − See S.S. understand and respect − Friendship Flowers others.

157 FAIRNESS

Grade: 2 Trait: FAIRNESS – to play by the rules, to be open minded to the viewpoints of others Focus points: *Identify a character and explain how he/she demonstrated fairness? *Select a story and write a different ending, with the main character acting unfairly. *What do you consider heroic deeds? *Do you want to associate with peers who are not fair? Why? *Describe features of the legal system that are in place to ensure fairness.

Subject Suggestions for Integration Standards Resources The student will… ELA - identify ways characters in selected − English Language Arts – − The Cow of No Color by stories acted in ways that were fair and Strands Nina Jaffe, Steve Zenith, just o The student will draw upon and Whitney Sherman a variety of strategies to comprehend, interpret, analyze, and evaluate what he or she reads. S.S. − describe similarities and differences − Richland One Curriculum − Effective Guidance among others Guide, Social Studies, Gr. 2, Activities, SC Department − describe the process of making and Working Together in a of Education, Office of keeping a friend Democracy in the United Safe Schools & Youth − explain and exhibit appropriate types of States, p. 8 Services, Guidance communication Services (CD-ROM) − recognize the reason rules and laws exist − Richland One Curriculum − examine consequences of breaking rules Guide, Social Studies, Gr. 2, p 8 - Text: HB – Making A Difference – T.M, p. W-5, W-7, Student Activity Book, T.M, p. T9 - Friendship Flowers

158

Math − brainstorm “do’s and don’ts” of fairness − Mathematics Process Standards − www.goodcharacter.com − identify real-life examples of fairness o Communication Brainstorming Activity: − post list of fairness behaviors in o Reasoning and Proof − What does it mean to be a classroom o Representation fair person? Have your class brainstorm a list of do's and don'ts for being fair. Ask for specific examples of each behavior they identify. Compare their list with the one at the top of this page. Hang the list up on the wall as a reminder. Science - classify classmates according to given − Science – Process Standards − www.goodcharacter.com categories o Observe Sorting game activity: - generate examples of fair and unfair o Classify Have the kids group behaviors o Communicate themselves according to one of - observe connections between concept of these categories: fairness and real-life situations **Hair color, Skin color, Eye color, Gender, Height (tallest and shortest according to a selected measurement), Month of Birthday, Birth places (all those born in the same state or city), Clothes (certain colors or styles), Likes or Dislikes (such as colors, foods, music, etc.). **With each category, describe a situation that demonstrates an unfair situation. For examples, "What if today I only let those who had brown hair go out for recess. Is that fair?" or

159 "What if today, only the girls could have lunch. Is that fair?" **After the game, discuss how prejudice is not being fair to others. Health − See S. S. − Richland One Curriculum − See S.S. − demonstrate how to respond to an angry Guide, Health & Safety − Richland One Curriculum classmate Education, Gr. 2: Guide, Health & Safety o Mental Health, p. 20 Education, Gr. 2. p. 20 o Text, Unit 1, Lesson 6, Connections: ELA, Fine Arts - pp 38-41; T.G. pp 35- Visual Arts, Drama 42; Second Step, Unit II, Lsn. 9 - Friendship Flowers Related Arts − identify real-life examples of fair and − Students will understand and − www.goodcharacter.com unfair behavior respect others. News activity: − analyze elements of fairness and Bring in articles from unfairness, of justice and injustice, in newspapers and magazines given situations reporting on events in which − contribute to class discussion in fairness and justice are at appropriate ways issue. Have a discussion about who is acting fairly and who is acting unfairly in these situations. Guidance − See S.S. − Students will understand and − See S.S. respect others. − Friendship Flowers

160 DEPENDABILITY

Grade: 2 Trait: DEPENDABILITY – to be counted on or trusted Focus points: *Describe a positive work ethic. Is dependability a desired characteristic of a good work ethic? Why? *How do you honor commitments? *If one of the characters were sitting next to you, what would they likely tell you about the importance of dependability? *Did you learn how a character solved a problem in the story. Could you use this situation to solve similar problems you might have?

Subject Suggestions for Integration Standards Resources The student will… ELA − read and discuss stories about − English Language Arts – − What if Everybody Did dependability Strands That? by Ellen Javernick − identify examples of dependable actions o The student will draw upon − Taking Care of Melvin by by characters in selected stories a variety of strategies to Marjorie Weinman Sharmat − identify and explain connections comprehend, interpret, between selected stories and real-life analyze, and evaluate what situations he or she reads. S.S. − explain this statement: "To have good − Social Studies – Strands − www.goodcharacter.com friends, you must be a good friend." o People, Places, and − generate list of ways that good friends Environments treat each other − discuss how each behavior on list contributes to friendship in positive way Math − discuss the importance of being on time − Mathematics Process Standards − In for Winter, Out for for school, work, dinner, etc o Communication Spring, by Arnold Adoff − discuss the consequences of being late o Reasoning and Proof − Waiting for Jennifer, o Connections Kathryn Osebold Galbraith

161

Science - practice organizational skills in − Science – Process Standards − Character Education – An maintenance of classroom o Observe Elem. School Resource - complete assigned “housekeeping” tasks o Communicate Guide, State Dept. of Ed. in classroom − Golden Tray and Golden - exhibit correct manners and behaviors in Trash Can Awards cafeteria *The Golden Tray is - identify examples of safe behavior in weekly to a class that stories exhibits good manners - identify examples of healthy lifestyle in the cafeteria. Two choices in selected stories Golden Trash Cans are Given weekly to classes that have clean rooms. − Stop Stop, by Edith Thacher Hurd − Tidy Titch, by Pat Hutchins Health − explain why keeping promises and − Richland One Curriculum − Richland One Curriculum commitments are important to Guide, Health & Safety Guide, Health & Safety friendships and families Education, Gr. 2: Education, Gr. 2. p. 20 o Mental Health, p. 20 o Unit 2 LS 7, p. 42-45; Unit 2 LS 8 p. 48; T.G. p. 43-48 − See S.S. Related Arts − discuss issues related to classroom − Students will make decisions, − www.goodcharacter.com dependability set goals, and take actions. − identify what are the students' − Students will understand and responsibilities, and what are the respect others. teacher's responsibilities − make a chart of these responsibilities on the board − analyze cause and effect relationships: What are the consequences of being irresponsible? What are the rewards of being responsible?

162 Guidance − evaluate own behavior in terms of − Students will understand and − www.goodcharacter.com dependability appreciate self. Group discussion activity: − identify connections between individual − Students will understand and − Ask students to think of a behavior and consequences for others respect others. time they did something − make connections between real-life really irresponsible and situations and concepts of dependability describe it in detail. Why and reponsibility did it happen? How did you feel about it at the time? Did it affect anybody else? Did it cause any problems for you? How do you feel about it now? What did you learn from it? Or, perhaps you would prefer to tell about something you did that was very responsible.

163 V. Resources

Books

Beady, J.P. (1997). Positive learning Using Sports: Developing Youth sports programs That Teach Positive Values. New Hampton, NH: Project Adventure, Inc. Beady, J.P. & Zero, T. (1999). After School PLUS Manual. New Hampshire, NH: Project Adventure Inc. Beady, Jeffrey, Zero, Tom, & Gough, Russell, (2000). Effective Guidelines for Character Education through Sports. Washington, DC: Character Education Partnership. Beedy, Jeffrey Pratt. (1997). Sports Plus: Developing Youth Sports Program that Teach Positive Values. Hamilton, MA: Project Adventure. Bennett, William J. (1993). The Book of Virtues: A Treasury of Great Moral Stories. New York: Simon & Schuster Trade. Boatwright, Becki H., Ph.D., Mathis, Teresea A., Ed.S., and Smith-Rex, Susan, Ed.D. Getting Equipped to Stop Bullying. Bredemeier, J.J., & Shields, D.L. (1995). Character Development and Physical Activity. Champaign, II: Human Kinetics Press. Boyer, Ernest L.(1997). The Basic School: A Community for Learning. San Francisco, CA.: Jossey-Bass. Brooks, Dr. David, Ph.D. Lessons in Character, K-12 Curriculum. Young People’s Press, 800-231-9774. Castillo, Sara, Ph.D., Mathis, Teresea A., Ed.S., and Smith-Rex, Susan, Ed.D. Getting Face to Face with Your Fears. Clifford, Craig & Feezell, Randolph M. (1997). Coaching for Character – Reclaiming the Principles of Sportsmanship. Champaign, II: Human Kinetics. Covey, Sean (1998). Seven Habits of Highly Effective Teens: The Ultimate Teenage Success Guide. Craft, William & Craft, Ellen (1999). Running a Thousand Miles for Freedom: The Escape of William and Ellen Craft. Athens, GA: University of Georgia Press. Developmental Studies Center (1994). At Home in Our Schools: A Guide to Schoolwide Activities that Build Community. Oakland, CA: Developmental Studies Center. Developmental Studies Center (1996). Ways We Want Our Class to Be: Class Meetings that Build Commitment to Kindness and Learning. Oakland, CA: Developmental Studies Center. Frank, Kim “Tip”, Ed. S. and Smith-Rex, Susan, Ed.D., Getting A Grip on ADD. Frank, Kim “Tip”, Ed. S. and Smith-Rex, Susan, Ed.D., Getting A Life of Your Own. Frank, Kim “Tip”, Ed. S. and Smith-Rex, Susan, Ed.D., Getting Over the Blues. Frank, Kim “Tip”, Ed. S. and Smith-Rex, Susan, Ed.D., Getting With It: A Kid’s Guide to Forming Good Relationships and “Fitting In”. Gauld, Joseph W (1993). Character First: The Hyde School Difference. Bath, ME: Hyde School. Glasser, William A. (1998). The Quality School: Managing Students Without Coercion. New York: Harper Collins Publishers. Gough, R. (1997). Character Is Everything: Promoting Ethical Excellence in Sports. Forth Worth, TX: Harcourt Brace. Kreidler, William J. & Furlong, Lisa (1996). Adventures in Peacemaking: A Conflict Resolution Guide for School-Age Children. Cambridge, MA: Educators for Social Responsibility. Lumpkin, Angela; Stoll, Sharon Kay; and Beller, Jennifer, M. (1999). Sport Ethics: Applications for Fair Play. Second edition. Dubuque, IA; McGraw-Hill. Mathis, Teresea A., Ed.S., and Smith-Rex, Susan, Ed.D. Getting Ahead: Strategies to Motivate and Assist Students with Classroom Learning. Mathis, Teresea A., Ed.S., and Smith-Rex, Susan, Ed.D. Getting Your Life on Track: A Female Teen’s Guide to Saying No to Sex. Mathis, Teresea A., Ed.S., and Smith-Rex, Susan, Ed.D. Getting Your Second Wind: Living a Smoke-Free Life, A Kid’s Guide to Saying No to Smoking. McNamee, M.J. & Parry, S.J., (eds.) (1998). Ethics and Sport. New York: Routledge. Murphy, Shane. (1999). The Cheers and Tears – A Healthy Alternative to the Dark Side of Youth Sports Today. San Francisco: Jossey-Bass. Power, Clark F., Higgins, A. & Kohlberg, L. (1991). Lawrence Kohlberg’s Approach to Moral Education. New York: Columbia University Press. Romain, Trevor and Verdick, Elizabeth (1997). Bullies Are a Pain in the Brain. Minneapolis, MN: Free Spirit Publishing. Ryan, Kevin and Bohlin, Karen. Building Character in Schools. Jossey-Bass Publishers, 350 Sansome Street, San Francisco, CA 94104, tel: 800-956-7739, fax: 800-605-2665. 164 Shields, David Lyle Light, & Bredemeier, Brenda Jo Light (1995). Character Development and Physical Activity. Champaign, II: Human Kinetics. Steele, Eden & Schilling, Dianne (1994). Peace Patrol: Creating a New Generation of Problem Solvers and Peacemakers. Carson:CA: Jalmar Press/Innerchoice Publishing. Thompson, J. (1995). Positive Coaching: Building Character and Self-Esteem Through Sports. Portola Valley, CA: Warde Publishing Co., Inc. Wolff, R. (1997). Good Sports: The Concerned Parent’s Guide to Competitive Youth Sports. Champaign, II: Sports Publishing, Inc. Videos

Beedy, J.P. (1996). Our children, Ourselves. The Case for Character Education. New Hampton: New Hampton School. (603-744-5401). Krutein, Werner & Pomeranz, David (1985, VHS, 5 min., $10.00). It’s in Every One of Us. Insight Metaphysical Books, 505 South First St., Champaign, IL 61820; Tel:(888) 326-5683 or (217) 352-5683. I Said I Would and I Will: Building Character – Sunburst video (grades K-2)* *Available at Student Support Services, Waverley Building, 1225 Oak St., Columbia, SC 29204 Resource Kits – Books & Videos

Begun, Ruth W. Ready-to-Use Social Skills Lesson (4 levels: Pre K-K; 1-3; 4-6; 7-12) West Nyack, NY: Center for Applied Research, 1994. $29.95 each Benson, Peter L., Galbraith, Judy, & Espeland, Pamela. What Teens Need To Succeed. Minneapolis, MN: Free Spirit Press, 1998. $14.95 Block, Martin, A Teachers Guide to Including Students with Disabilities in General Physical Education Programs. Brookes Publishing, 2000. $44.95 Bocchino, Rob. Emotional Literacy: To Be a Different Kind of Smart. Thousand Oaks. CA: Corwin Press, 1999. $24.95 Character Connections Monthly Newsletter. Port Chester, NY: National Professional Resources (Publisher). $99.00 yearly subscription Christesen, Mirka. Character Kaleidoscope. Port Chester, NY: National Professional Resources, 2000. $29.95 Cohen, Jonathan. Educating Minds & Hearts. New York, NY: Teacher’s College Press, 1999. $21.95 Csikszentmihalyi, Mihaly. Finding Flow. New York, NY: Basic Books, 1997. $13.00 Dotson, Anne C., & Dotson, Karen D. Teaching Character/Teacher’s Guide. Chapel Hill, NC: Character Development Publishing, 1997. $24.95 Garbarino, James. Lost Boys. New York, NY: The Free Press, 1999. $25.00 Girard, Kathryn & Koch, Susan J. Conflict Resolution in the Schools: A Manual for Educators. San Francisco, CA: Jossey-Bass, 1996. $35.00 Glasser, William. Building A Quality School: A Matter of Responsibility (Video). Port Chester, NY: National Professional Resources, 1998. $99.00 Glasser, William. Choice Theory. New York, NY: Harper Collins, 1998. $23.00 Goleman, Daniel. Emotional Intelligence: A New Vision For Educators (Video). Port Chester, NY: National Professional Resources, 1996. $89.95 Goleman, Daniel. Emotional Intelligence: Why It Can Matter More Than IQ. New York, NY: Bantam Books, 1995. $13.95 Harris, Pat, et al. Character Education: Application in the Classroom, Secondary Edition (Video). Port Chester, NY: National Professional Resources, 1998. $89.95 Kagan, Spencer. Building Character Through Cooperative Learning (Video). Port Chester, NY: National Professional Resources, 1999. $99.99 Kagan, Laurie, et al. Teambuilding. San Clemente, CA: Kagen Cooperative Learning, 1997. $25.00 Kohn, Alfie. Punished By Rewards. New York, NY: Houghton Mifflin Co., 1998. $13.95 Lickona, Thomas et al. Character Education: Restoring Respect & Responsibility in Our Schools (Video). Port Chester, NY: National Professional Resources, 1996. $79.95 Lickona, Thomas. Educating for Character: How Our Schools Can Teach Respect & Responsibility. New York, NY: Bantam Books, 1994. $14.95 Macan, Lynn, et al. Character Education: Application in the Classroom, Elementary Edition (Video). Port Chester, NY: National Professional Resources, 1998. $89.95 McKay, Linda et al. Service Learning: Curriculum, Standards and the Community (Video). Port Chester, NY: National Professional Resources, 1998. $99.00 Packer, Alex, J. How Rude! The Teenager’s Guide to Good Manners, Proper Behavior And Not Grossing People Out. Minneapolis, MN: Free Spirit Publishing, 1997 $19.95

165 Perlstein, Ruth & Thrall, Gloria. Ready-to-Use Conflict Resolution Activities for Secondary Students. West Nyack, NY: Center for Applied Research in Education, 1996. $29.95 Pert, Candace. Emotion: Gatekeeper to Performance – The Mind/Body Connection (Video). Port Chester, NY: National Professional Resources, 1999. $99.00 Pollack, William. Real Boys. New York, NY: Henry Holt & Co., 1999. $13.95 Renzulli, Joseph. Developing the Gifts & Talents of ALL Students (Video). Port Chester, NY: National Professional Resources, 1999. $99.95 Salovey, Peter et al. Optimizing Intelligences: Thinking, Emotion & Creativity (Video). Port Chester, NY: National Professional Resources, 1998. $99.95 Scully, Jennifer. The Power of Social Skills in Character Development: Helping Diverse Learners Succeed. Port Chester, NY: National Professional Resources, 2000. $29.95 Sizer, Ted. Crafting of America’s Schools (Video). Port Chester, NY: National Professional Resources, 1997. $99.95 Stirling, Diane, Archibald, Georgia, McKay, Linda & Berg, Shelley. Character Education Connections for School, Home and Community. Port Chester, NY: National Professional Resources, 2000. $39.95 Teele, Sue. Rainbows of Intelligence: Raising Student Performance Through Multiple Intelligence (video). Port Chester, NY: National Professional Resources, 1999. $99.95 Teolis, Beth. Ready-to-Use Conflict Resolution Activities, Elementary Edition. West Nyack, NY: Center for Applied Research in Education, 1998. $29.95

All books and videos available for purchase from National Professional Resources, 1-800-453-7461. For additional current resources, see the web site: www.nprinc.com

Building Character Schoolwide-Creating a Caring Community in Your School (Guide) 6 copies* Wise Words K-2* *Available at Student Support Services, Waverley Building, 1225 Oak St., Columbia, SC 29204

Articles

Beedy, J.P. (1992). Learning for life: Moral education theory and practice. Athletic Development and Personal Growth. Pp. 154-176. Praeger Publishers. Beedy, J.P. (1988). Understanding the interpersonal world of youth sports. Unpublished Dissertation. Beedy, J.P. & Zierk, T. (2000). Lessons from the field. Community Youth Development Journal, Summer. Fisher, S. (1998). Developing and implementing a K-12 Character Education program, Journal of Physical Education, Recreation and Dance, Vol. 69, No. 2. Gough, R. (1997). Building character through sports. Character Building for a Democratic, Civil Society (Task Force Reports). Washington, DC: Communitarian Network. Gough, R. (1998). A practical strategy for emphasizing character development in sport and physical education. Journal of Physical Education, Recreation and Dance, Vol. 69, No. 2. Malmberg, E. (2000). The sport report: A character assessment and teaching tool. Strategies. NASPE/AAHPERD.

Character and Sport Organizations

The Center for Character Education Positive Learning Using Sports at the Culver Academies PO Box 219 Attn: John Yeager – Box 72 New Hampton, NH 03256 1300 Academy Road (603) 744-5401 Culver, Indiana 46511 [email protected] (219) 842-8159 www.sportsplus.org www.culver.org

Positive Coaching Alliance MomsTeam, Inc. Department of Athletics, Stanford University 60 Thoreau Street Stanford, CA 94305-6150 Suite 288 650-725-0024 (telephone) Concord, MA 01742 650-725-7242 (fax) www.momsteam.com [email protected] www.positivecoach.org 166

Center for Sport, Character & Culture National Alliance For Youth Sports University of Notre Dame 2050 Vista Parkway Note Dame, IN 46556 West Palm Beach, FL 33411 219-631-4445 561-684-1141/Fax–561-684-2546 [email protected] 800-729-2057/800-688-KIDS [email protected]

The Character Education Partnership The Center for the Advancement of 1600 K Street, NW Suite 501 Ethics and Character Washington, DC 20006 Boston University 202-296-7743 605 Commonwealth Ave. www.character.org Boston, MA 02215 617-353-3262 www.bu.edu/education/ centersresources/centeradvethicscha

Miscellaneous www.character.org 1999 National Schools of Character: Best Practices & New Perspectives Slide Presentation VIDEO 1999 National Schools of Character Book & Video Special 1998 National Schools of Character Eleven Principles of Effective Character Education Eleven Principles of Effective Character Education VIDEO Character Education Questions & Answers Educating for Character: How Our Schools Can Teach Respect and Responsibility Character Education: Restoring Respect and Responsibility VIDEO Character Education Resource Guide Building Community Consensus for Character Education Developing a Character Education Program Teachers as Educators of Character: Are the Nation’s Schools of Education Coming Up Short? Character Education: The Foundation for Teacher Education (Publication of the Association of Teacher Educators) A Primer for Evaluating a Character Education Initiative Their Best Selves: Building Character Education and Service Learning Together in the Lives of Young People Character Education: Reclaiming America’s Values for Tomorrow’s Workforce Guidelines for Effective Character Education Through Sports (Feb., 2000) Commitment to Character VIDEO

Best Practices, Activities, and Ideas

Below are ideas for supporting Character Education, based on best practices.

100 Ways to Bring Character Education to Life

Building a Community of Virtue

1. Develop a school “Code of Ethics.” Distribute it to every member of the school community. Refer to it often. Display it prominently. All school policy should reflect an implicit code of ethics. 2. Institute a student-to-student tutoring program. 3. Promote school-wide or intraclass service clubs with real missions to serve the school, class, or external community. 167 4. Encourage students to identify a charity or in-school need, collect donation, and help administer the distribution of funds. 5. Ensure that the schools’ recognition systems cover both character and academics. 6. Recognize a variety of achievements, e.g., surpassing past personal achievements or meeting a predetermined goal. 7. Consistently prohibit gossip and, when appropriate, address/discuss its damaging consequences. 8. Enforce a zero-tolerance policy on swearing. Prohibit vulgar and obscene language in the classroom and on school property. 9. Use morning announcements, school/classroom bulletin boards, and/or the school newsletter to highlight the various accomplishments-particularly character oriented ones-of students and faculty members. 10. When conflicts arise around the school or class, teach about discretion, tact, and privacy, and about discreetly informing appropriate adults of the conflict. 11. Have students in self-contained classrooms take turns caring for class pets and taking them home over weekends and holidays. Discuss and demonstrate the responsibility required to care for living creatures. 12. Invite student volunteers to clean up their community. With parental support, encourage students to build a community playground, pick up litter, rake leaves, plant trees, paint a mural, remove graffiti, or clean up a local park or beach. 13. What is the significance behind your school’s traditions? Find out, and emphasize the traditions which build school unity. 14. Display the school flag. Learn the school song. If you don’t have either, have a contest! 15. Does your school have ceremonies to mark the beginning and end of the school year? A farewell ceremony for teachers and staff members? 16. Examine school assemblies. Do a minority of students control the majority of assemblies? How could more students be involved? Are the chants at pep assemblies appropriate? Do they build school spirit without demeaning other schools? 17. Ensure students behave responsibly and respectfully when watching athletic competitions. 18. In physical education and sports programs, place a premium on good sportsmanship. Participation in sports should provide good habits for the life beyond sports. 19. Hang pictures of heroes and heroines in classrooms and halls. Include appropriate explanatory text. 20. Is the school a welcoming place for teachers? Can people walking through the school halls get a good idea of what is happening in classrooms? Is the principal frequently visible to students? Are there clear welcome signs prominently placed near the school’s main door? 21. Start a school scrapbook with photos, news stories, and memorabilia reflecting the school’s history and accomplishments. Involve school members in contributing to and maintaining the collection. Show it off to visitors and new families. 22. Publicly recognize the work of the school’s “unsung heroes” who keep the school running: The custodians, repairmen, secretaries, cafeteria workers, and volunteers. 23. Develop a system of welcoming and orienting new students to the school. 24. Prohibit the display of any gang symbols or paraphernalia on school property. Remove graffiti immediately – including in student bathrooms. 25. Let students take some responsibility for the maintenance and beautification of the school. Classes could “adopt a hallway,” shelve misplaced books, plant flowers, etc. Post signs identifying the caretakers.

Mining the Curriculum

26. Have students do a major paper on a living public figure (“My Personal Hero”) focusing on the moral achievements and virtues of the individual. First, do the groundwork of helping them to understand what constitutes a particularly noble life. 27. In history and literature classes, regularly weave in a discussion of motivations, actions, and consequences. 28. Insist that quality matters. Homework should be handed in on time, neat and complete. Details do count. 29. Include the study of “local heroes” in social studies classes. 30. Help students form friendships. When forming cooperative learning groups, keep in mind both the academic and emotional needs of the students. These groups can be an opportunity to group students who might not otherwise interact with one another. 31. Ensure students have a firm understanding of what constitutes plagiarism and of the school’s firm policy against it. But, more importantly, help them to understand why it is wrong. 32. Celebrate the birthdays of heroes and heroines with discussion of their accomplishments. 33. Choose the finest children’s and adult literature to read with your students – literature rich with meaning and imagery. Don’t waste time with mediocre or unmemorable texts.

168 34. Don’t underestimate the power of stories to build a child’s moral imagination. Read aloud to students daily. 35. Conduct literature discussions-even in the youngest grades. Ask questions which encourage reflection. Don’t immediately jump to the “moral of the story” while ignoring the richness, beauty or complexity of the texts. General questions could include: What did this book make you think about or feel? Tell me about [a character’s name]-what kind of person was he? Why do you think the author wrote this book-what did she want to say to the reader? Don’t leave a story, however, without having students grapple with its moral message. 36. Build empathy in literature and social studies classes by teaching children to “put themselves in the shoes” of the people they are reading about/studying. 37. Read and discuss biographies from all subject areas. Help students identify the person’s core or defining characteristics. 38. While studying about great men and women, do not consistently avoid the subject of personal weakness-especially in the upper grades. A study of a person’s “whole” character can provide a powerful lesson in discernment and compassion. Consider a thoughtful discussion of the following question: Can a person be “great” (and good) and still have some character flaws? 39. Teach students to write thoughtful letters: thank you notes, letters to public officials, letters to the editor, etc. 40. Assign homework that stimulates and challenges students. Engaging and demanding assignments will give rise to self-discipline and perseverance. 41. Set up a buddy reading system between an older and younger class. Carefully teach the older students techniques that will help make their teaching experience successful. Impress upon them the responsibility and patience required when helping those who are both younger and less skilled in a subject than they are. 42. Have students memorize poetry and important prose selections such as the Preamble or the Gettysburg Address. In the process, make sure they understand the ideas that make these works worthy of committing to memory. 43. In science, address with each unit (when appropriate) the ethical considerations of that field of study. Students need to see that morality and ethics are not confined to the humanities. 44. In math classes, specifically address the habits-such as courage, perseverance and hard work-required to be a successful math student. Class rules and homework policies should reflect and support these habits. 45. In social studies, examine-and reexamine yearly, if the curriculum affords opportunities-the responsibilities of the citizen. What can students do right now to build the habits of a responsible citizenship?

Teachers, Administrators, and Staff

46. Choose a personal motto or mission statement. 47. Tell your students who your heroes are and why you chose them. 48. Lead by example. Pick up the piece of paper in the hall. Leave the classroom clean for the next teacher. Say, “Thank you.” 49. Employ the language of virtue in conversations with colleagues: responsibility, commitment, perseverance, courage, etc. 50. Make your classroom expectations clear and hold students accountable. 51. Admit mistakes and seek to make amends. Expect and encourage students to do likewise. 52. Follow through. Do what you say you will do. For example, administer tests when they are scheduled; don’t cancel at the last minute after students have prepared. 53. If you engage in community or church service, let your students know in an appropriate, low-key manner. 54. Illustrate integrity: let students see that you live the expectations of hard work, responsibility, gratitude, and perseverance that you place upon them. 55. Give students sufficient and timely feedback when you evaluate their work. This demonstrates to students that their work matters and that teachers take a stake in their improvement and success. 56. Teach justice and compassion by helping students separate the doer from the deed. 57. Stand up for the underdog or student who is being treated poorly by classmates. But use discretion: sometimes an immediate response, sometimes a private small group meeting-perhaps the person ought not be present. 58. Use constructive criticism (individually and collectively), tempered by compassion. Use class discussions as a time to teach students do the same when responding to one another. 59. Include in faculty/staff meetings and workshops discussions of the school’s “moral climate.” How can the ethos of the school be improved? 60. Begin a bulletin board where teachers and administrators can share their own “100 Ways…”

Parents, the Primary Moral Educators

169 61. Create a written code of behavior for the classroom and the school. Ask parents to read and sign the code, as a pledge of mutual support. 62. Consider having a parent representative present while developing such school codes. 63. Make the effort to notify parents of student misbehavior via notes, phone calls, and personal visits. 64. “Catch students being good” and write or call parents to report it. 65. Communicate with parents appropriate ways they can help students with their schoolwork. 66. Send a letter home to parents before the school year starts, introducing yourself, your classroom, your enthusiasm, and your expectations, particularly your hope that they will help you help their child. 67. Start a PTO or expand the current program to include as many parents as possible. 68. Frequently share the school’s vision and high ideals for its students with the parents. 69. Open a dialogue with parents. They can be a teacher’s greatest ally in helping students succeed. They can provide pertinent, invaluable information about their children’s academic/social background, interest, talents, difficulties, etc. 70. In the school newsletter, inform parents of upcoming events, units of study and opportunities to participate in school and after-school activities. 71. Develop a list of suggested reading and resources in Character Education and share it with parents. 72. When appropriate, provide literacy classes/tutors for parents. 73. Provide parents with access to the school library. Provide a suggested reading list of books with solid moral content that make good read-alouds. 74. Structure opportunities for parents to meaningfully participate in classrooms (beyond providing refreshments and chaperoning field-trips); e.g., reading with students, presenting a lesson in an area of expertise, tutoring, sharing family heirlooms, helping organize class plays or projects. 75. Are teachers encouraged, expected, or required to send out monthly newsletters to parents? Do these messages include character as well as academic goals? 76. Include anecdotes of commendable student performance in the school newsletter. 77. Include a “parents’ corner” in the newsletter, where parents can share parenting tips, book titles, homework helps, etc. 78. When your school welcomes a new student, how does it welcome the student’s family? 79. What can your school do to encourage greater attendance at parent-teacher conferences? Examine the times they are held and how they are advertised. What is being done to reach out to the parents who never come? 80. During parent-teacher conferences, ask parents, “What are your questions or concerns?” Then, listen carefully to their answers.

Helping Students Take Their Own Character Building Seriously

81. Begin a service program in which students “adopt-an-elder” from the community. Arrange opportunities for students to visit, write letters, read to, or run errands for their adoptee. 82. Structure opportunities for students to perform community service. 83. Prohibit students from being unkind or using others as scapegoats in the classroom. 84. Make it clear to students that they have a moral responsibility to work hard in school. 85. Impress upon students that being a good student means far more than academic success. 86. After students have developed an understanding of honesty and academic integrity, consider instituting an honor system for test-taking and homework assignments. 87. Provide opportunities for students to both prepare for competition and engage in cooperation. 88. Help students acquire the power of discernment-including the ability to judge the truth, worth, and bias of what is presented on the TV, radio, and internet. 89. Invite graduates of the high school to return and talk about their experience in the next stage of life. Ask them to discuss what habits or virtues could make the transition to work/college successful. What bad habits or vices cause problems? 90. Have students identify a substantive quote or anecdote from which they can begin to develop a personal motto. 91. Overtly teach courtesy. 92. Make every effort to instill a work ethic in students. Frequently explain the responsibility of trying one’s best; create minimum standards for the quality of work you will accept-then, don’t accept work that falls short. 93. During election years, encourage students to research candidates’ positions, listen to debates, participate in voter registration drives and, if eligible, vote. 94. Use the language of virtue with students: responsibility, respect, integrity, diligence, etc. and teach them to use this language. 95. In large middle and high schools, what is being done to keep students from “falling through the cracks?” Every student needs at least one teacher or counselor to take specific interest in them.

170 96. In middle and high school, consider instituting (or strengthening) an advising program. Advisors should do more than provide job/college information-they should take an interest in the intellectual and character development of their advisees. 97. Hold students accountable to a strict attendance and tardiness policy. 98. Through story, discussion, and example, teach students about true friendship. Help them recognize the characteristics of true friends and the potentially destructive power of false friendships. 99. Doing the “right thing” is not always an easy choice-especially in the face of peer pressure. Students, both individually and as a class, may need help seeing long-term consequences-and may need the support of a responsible adult both before and after choices are made. 100. Remind students-and yourself-that character building is not an easy or one-time project. Fashioning our character is the work of a lifetime.

Center for the Advancement of Ethics and Character Boston, MA

Classroom strategies for Individual Teachers

In his book, Educating for Character, Thomas Lickona discusses classroom strategies that individual teachers can use. These strategies are listed below along with three school-wide strategies.

Classroom Strategies

In classroom practice, a comprehensive approach to character building calls upon the individual teacher to:

1. Act as a caregiver, model, and mentor: Treat students with love and respect, setting a good example, supporting prosocial behavior, and correcting hurtful actions through one-on-one guidance and whole-class discussion. 2. Create a moral community: Help students know each other as persons, respect and care about each other, and feel valued membership in, and responsibility to, the group. 3. Practice moral discipline: Use the creation and enforcement of rules as opportunities to foster moral reasoning, voluntary compliance with rules, and a generalized respect for others. 4. Create a democratic classroom environment: Involve students in collaborative decision-making and shared responsibility for making the classroom a good place to be and learn. 5. Teach character through the curriculum: Use the ethically rich content of academic subjects (such as literature, history, and science) as a vehicle for studying the virtues; ensure that the sex, drugs, and alcohol education programs promote self-control and other high character standards taught elsewhere in the curriculum (e.g., Napier, 1996, and National Guidelines for Sexuality and Character Education, 1996). 6. Use cooperative learning: Through collaborative work, develop students’ appreciation of others, perspective taking, and ability to work toward common goals. 7. Develop the “conscience of craft”: Foster students’ valuing of learning, capacity for working hard, commitment to excellence, and public sense of work as affecting the lives of others. 8. Encourage moral reflection: Foster moral thinking and thoughtful decision-making through reading, research, essay writing, journaling, discussion, and debate. 9. Teach conflict resolution: Help students acquire the moral skills of solving conflicts fairly and without force.

School-wide Strategies

Besides making full use of the moral life of classrooms, a comprehensive approach calls upon the school as a whole to: 10. Foster service learning beyond the classroom: Use positive role models to inspire altruistic behavior and provide opportunities at every grade level for service learning. 11. Create a positive moral culture in the school: Develop a total moral environment (through the leadership of the principal, schoolwide discipline, a schoolwide sense of community, meaningful student government, a moral community among adults, and making time for discussing moral concerns) that supports and amplifies the virtues taught in classrooms. 12. Recruit parents and the community as partners in Character Education: Inform parents that the school considers them their child’s first and most important moral teacher, give parents specific ways they can 171 reinforce the character expectations the school is trying to promote, and seek the help of the community (including faith communities, businesses, local government, and the media) in promoting the core traits.

Integrating Character and Academics By Dr. Helen Legette

English and Language Arts

Poems, novels, biographies, short stories, plays, essays. Writing assignments (What did the main character do that showed respect, responsibility, etc.? Write an essay: “My hero is a person of good character.”) Social courtesies (Teach students to write thank you notes; help them to understand the etiquette of interview situations.) Class discussions on character issues. Media Literacy (What are the character messages that are being communicated in popular TV programs and movies? How can students become more critical media consumers?)

History and Social Studies

Biographies, autobiographies (Discuss motivation, person’s character, and effects of decisions.) Historical documents (What are the messages regarding responsible citizenship?) Write a class constitution. How did a particular document affect the lives of citizens in the country involved? Current events (Analyze various political and social actions in relation to character issues.) Mock elections Class discussions on topics such as ethics in politics, trade agreements, business, and social agendas.

Science and Math

Biographies, autobiographies of famous scientists and mathematicians (Discuss the character issues in their lives and work. Contrast the actions of various individuals.) Class discussions on ethical issues such as the manipulation of data, the human issues in various research projects, and “online” concerns.

Music and Fine Arts

Depiction of heroic deeds Posters illustrating good character Patriotic music, art, drama Biographies and autobiographies of great artists and musicians Performances at rest homes and work with handicapped Class discussions on current music (What are the messages related to character that are being expressed in the lyrics of some hard rock and “gangsta' rap” music?)

Health, P.E., and Athletics

Good sportsmanship in class and in athletic competition Care and respect of the body, especially in relation to sex, drugs, and alcohol. Sports “heroes” (Are they real heroes?) Cooperative learning, team building Service projects to help younger kids develop positive attitudes, resist drugs and alcohol, and promote healthy living.

Vocational and Business Education

“Conscience of craft” (positive work ethic) Class discussions on ethical issues, such as honoring commitments, complying with business law, and 172 not cutting corners. Computer issues (confidentiality, copyright laws, and legal and moral issues related to the internet) Service projects to help school or community

Student Government

Community and school service projects, such as school cleanup and beautification initiatives Discussion of issues such as an honor code, student ethics, cheating, and responsible behavior School pride School safety issues Student elections as a democratic (citizenship) issue Student recognition programs related to good character Orientation programs and assistance to new students School “ambassadors” to help with visitors to the school

All Subjects

Cooperative learning Service projects (tutoring younger students, assisting the handicapped, etc.) Displays related to the principles of character Thought for the day Inspirational stories and readings Character-based rules and disciplinary procedures Emphasis on good manners and the practice of the principles of character Use of the “teachable moment.”

Guidelines for Effective Character Education Through Sports By Jeffrey P. Beedy, Ed.D., and Russell W. Gough, Ph.D.

1. Create and implement a guiding sports philosophy that promotes core, ethical traits. 2. Define the program’s traits behaviorally. 3. Balance the drive to win with the program’s core traits. 4. Design a proactive game plan for building character. 5. Create a positive learning environment. 6. Promote positive role modeling. 7. Respect individual and developmental differences. 8. Develop community-wide support for character-based sports. 9. Link sports to other areas of an athlete’s life. 10. Evaluate the program’s effectiveness.

173 PARALLEL READING LIST Grade 1

NAME OF BOOK/AUTHOR TRAITS

Respect Honesty Cooperation Good Responsibility Self- Caring Kindness Fairness Dependability Citizenship discipline

A Chair for My Mother * * (Williams) Bringing Rain to Kapiti Plain * * (Aardema) Chicken Soup with Rice * (Sandek) Corduroy * * * (Freeman) The Day Jimmy’s Boa Ate the * Wash (Nobel) Days With Frog and Toad * * (Lobel)

The Doorbell Rang * (Hutchins) Eating Fractions * (McMillan) Five Little Monkeys Jumping * on the Bed (Christelow) Frog and Toad Are Friends * (Lobel) I Can’t Said the Ant * (Cameron) Little Bear * * * (Minarik) My Brother the Brat * (Hall) Scat, Said the Cat * (The Wright Group) The Story of Ferdinand the Bull * * (Leaf)

174

PARALLEL READING LIST Grade 2

NAME OF BOOK/AUTHOR TRAITS

Respect Honesty Cooperation Good Responsibility Self- Caring Kindness Fairness Dependability Citizenship discipline

Who Used to be Rich Last * Alexander Sunday (Viorst) Amelia Bedelia * * * (Parish) Arthur’s Eyes * * * (Brown) Beast in Mrs. Rooney’s Room * (Giff) Boxcar Children (Warner) * * *

Cam Jansen and the Mystery of * * the Dinosaur Bones (Adler) Crow Boy * (Yashima) Franklin in the Dark * (Bourgeois) Freckle Juice * * (Blume) If You Give a Moose a Muffin * * (Numeroff) Ira Sleeps Over * * (Waber) Miss Nelson Is Missing * * (Allard) Muggie Maggie * * (Cleary) Tacky the Penguin * * (Lester)

175

Songs That Emphasize Character Traits Grades K – 12

CHARACTER TRAIT SONG MUSICIAN

Kindness/Respect Don’t Laugh at Me Mark Wills Respect Respect Yourself Staple Singers Kindness/Caring Because You Loved Me Celine Dion Caring/Kindness Stand For What Is Right Lauren Vision Caring/Kindness Don’t Save It All For Christmas Day Celine Dion Respect Smile Vitamin C Caring What About Your Friends TLC Respect Rudolph the Red-Nosed Reindeer Jackson Five Caring/Kindness Helping Hands Amy Grant Caring/Respect Got to Care Lauren Vision Respect Hero Mariah Carey Caring/Kindness Lean on Me Bill Withers Caring/Kindness The Things We Do Yolanda Adams Good Citizenship God Bless the USA Lee Greenwood Self-discipline Born to Fly Sara Evans Cooperation/Respect Pay Attention Valeria Andrews/Ryan Tody Self-discipline Stronger Brittany Spears Caring/Kindness We Need Love The McClurkin Project Caring/Kindness Too Much Heaven Winans Self-discipline Independent Women Destiny’s Child Honesty Victim of the Game Garth Brooks Respect Everyday Dave Matthews Band Respect Do What You Want To Do Vitamin C Respect Who I Am Jessica Andrews Caring/Kindness The Perfect Fan Backstreet Boys Caring/Kindness That’s the Way It Is Celine Dion Respect One-Syllable Words Carolyn Arends Responsibility Burn JoDee Messina Good Citizenship/Responsibility All or Nothing Anthena Cage Good Citizenship/Responsibility Reach Gloria Estefan Respect/Cooperation One Voice Billy Gillman Caring Fly Like An Eagle Seal Fairness/Caring/Kindness What If Reba McIntyre Cooperation Imagine Patty LaBelle

176 VI. Evaluating the effectiveness of integrating character education into the curriculum

The overall purpose of integrating character education into the instructional program is to educate/develop the “total student,” in a comprehensive manner. Integration of the ten essential character traits into the curriculum will enable students to see the importance of developing acceptable decision-making skills, present them with role models who can have a positive impact on their lives, and promote their development into becoming contributing, responsible citizens in the community.

The evaluation on the succeeding page is presented on the CD provided to the school contact during the August 2003 orientation. Please complete the form and e-mail it to [email protected] by May 10, 2004. Your comments will enable us to access the first year of implementation.

177 Character Education Evaluation

School______Date______

Name of Person Completing Evaluation______

1. What format was used to present the character education program to your faculty and staff? Please check those that apply. ____Faculty meeting ____Separate in-service ____Distribution of materials only ____Other-Please explain.

2. How did the faculty at your school react to the idea of incorporating character education into the curriculum? Please rank on the scale below with 5 being the most favorable and 1 the least favorable reaction.

_____5______4______3______2______1___

3. How frequently is character education incorporated into the classroom curriculum? (check one) ____Daily ____Monthly ____Weekly ____Other (Please explain)

4. Which of the following activities does your school use to promote character education outside the classroom? _____Word of week/month _____Student of week/month _____Morning news that emphasizes traits _____Student of week/month luncheons/activities _____Recognition programs such as “Catch Student Being Responsible,” etc _____Guidance lessons focusing on character education traits _____Essays/posters contest _____Other incentive programs _____Use of the school newsletter to promote character education _____Character Education Program endorsed by school _____Other-please list

5. How did you inform your parent community about your character education program? ____Newsletter ____PTSA ____Other Please explain

178

Richland One Character Education Guide

Grades 3-5 Integrating Character Education into the Curriculum: Grades 3-5

Table of Contents

I. Introduction • History of Character Education in Richland One………………………… 1 • Committee to develop guidelines for integrating Character Education throughout the curriculum………………………… 1 • Consultant assistance with the project…………………………………… 2

II. Purpose of Character Education • Commonly asked questions about Character Education………………………………………………………… 2 • More states are stressing Character Education…………………………. 6 • Results from Character Education initiatives…………………………….. 7

III. Ten Essential Traits Identified by Richland One Students, Teachers, Parents, and other Community Citizens……...…………………. 9

IV. Guide for Integrating Character Education throughout the Curriculum • School wide activities……………………………………………………. 10 • Guidelines for integrating Character Education in Richland One……………………………………………………………………….. 12 • Guide for grades 3-5………………………………………….………… 13

V. Resources • Books………………………………………………………………………… 99 • Videos……………………………………………………………………….. 100 • Resource Kits (Books and Videos)………………………………………. 100 • Articles………………………………………………………………………. 101 • Character and Sports Organizations…………………………………….. 101 • Miscellaneous………………………………………………………………. 102 • Best Practices, Activities and Ideas……………………………………… 102 • Reading Lists………………………………………………………………. 109 • Songs……………………………………………………………………….. 112

VI. Evaluating the effectiveness of integrating character education…………. 113 into the curriculum

180 I. Introduction

History of Character Education in Richland One

Committee to develop guidelines for integrating Character Education throughout the curriculum

181 Consultant assistance with the project

II. Purpose of Character Education

What is Character Education?

Why do we need Character Education?

182 How does Character Education work?

What are the goals of Character Education?

What is a school of character like?

183 Is Character Education as important as academics?

Isn’t Character Education just another “add-on” that adds to teachers’ workloads?

How much time each day/week is needed for Character Education?

Can Character Education work at all grade levels?

Isn’t Character Education just a new fad or buzzword?

184 Why is Character Education re-emerging now?

Shouldn’t parents be the primary character educators?

Who decides what Character Education traits are emphasized?

Who teaches Character Education in a school?

185 character in their students on a daily basis by intentionally selecting character-based lessons and activities and by the way they educate their students.

Are schools qualified to teach Character Education?

Is the public supportive?

Does the business community support Character Education?

More states are stressing Character Education.

• Ten (10) states mandate Character Education through legislation: Alabama, Arkansas, California, Florida, Georgia, Indiana, Nebraska, Tennessee, Utah and Virginia.

186 • Seven (7) states encourage Character Education through legislation: Maryland, Mississippi, North Carolina, Oklahoma, Oregon, Washington and West Virginia.

Results of Character Education initiatives

• In three separate studies spanning almost 20 years, the Developmental Studies Center in Oakland, CA, has documented numerous positive outcomes for students who have attended elementary schools that implemented its Child Development Project. This research has consistently shown that students in CD-ROMP schools engage in more pro-social behavior (e.g., are helpful and cooperative), are more skilled at resolving interpersonal conflicts, are more concerned about others, and are more committed to democratic traits. Findings from the most recent study of CD- ROMP also showed significant reductions in use of alcohol and marijuana, and in delinquent behaviors (outcome variables which were not examined in earlier studies). Preliminary finding from a follow-up study of students in middle school indicate that, relative to comparison students to former CD-ROMP students, former CD-ROMP students are more “connected” to school, work harder and are more engaged in the middle school classes, and have higher course grades and achievement test scores. In addition, they engage in less misconduct at school and are more involved in positive youth activities (e.g., organized sports, community groups), and report that more of their friends are similarly positively involved in school and their communities than comparison students.

187 • An independent evaluation of the Resolving Conflict Creatively Program, found that of those participating in the program, 64 percent of teachers reported less physical violence and 75 percent reported an increase in student cooperation. Additionally, 92 percent of students felt better about themselves, and more than 90 percent of parents reported an increase in their own communication and problem-solving skills.

Does Character Education create safe schools?

Yes. While Character Education is not a panacea to ridding schools of violence, it is a long-term solution to creating environments where negative and anti-social behaviors are less likely to flourish or go unnoticed and unreported. Character Education creates schools where children feel safe because they are in an atmosphere that values respect, responsibility, and compassion – not because a guard or metal detector is posted at the door. There is no single script for effective Character Education, but there are some important basic principles. The following eleven principles provided guidance to this committee.

1. Promotes core ethical traits;

2. Teaches students to understand, care about, and act upon these ethical traits;

3. Encompasses all aspects of the school culture;

4. Fosters a caring school community;

188 5. Offers opportunities for moral action;

6. Supports academic achievement;

7. Develops intrinsic motivation;

8. Includes whole-staff involvement;.

9. Requires positive leadership of staff and students;

10. Involves parents and community members; and

11. Assesses results and strives to improve.

The committee believes that Character Education should not be seen as an “add-on” or an “extra”, but already in place in our curriculum and in the standards for each subject.

III. Ten Essential Traits Identified by Richland One Students, Teachers, Parents, and other Community Citizens

Below is the list of the ten essential Character Education traits, with definitions, that will guide the district’s Character Education initiative.

189

IV. Guide for Integrating Character Education Throughout the Curriculum

School-wide activities

Below are samples of programs and activities currently being implemented in elementary schools in the district. Contact the guidance counselor for more information about a specific program.

ACADEMIC and CHARACTER EDUCATION AT BROCKMAN ELEMENTARY SCHOOL

Activities related to character development used at Brockman include the following: • Specific monthly life skills are focused on school-wide and integrated into the classroom curriculum (respect, kindness, courage, responsibility, friendship, compassion, problem solving, sense of humor, curiosity, etc.) • Weekly community classroom team meeting for all classes to develop a sense of community among all the students and staff using team building and life skill activities • Daily morning announcements of “Vitaminds” (positive statements) focusing on that month’s life skill • A monthly “Tea” for each monthly life skill through out the year, for students from all the classes, where manners, grace, and courtesy are taught, experienced and focused on, as well as a story being read and discussed regarding that month’s life skill • Life skill posters displayed in school foyer and cafeteria monthly • Monthly life skills listed on our school’s curriculum map under Guidance with various web sites, books and activities listed for each month • Classroom guidance lessons focusing on the developmental guidance program components of self-awareness, interpersonal skills, career development, and health and safety development • Small guidance groups focusing on the developmental guidance program components of self-awareness, interpersonal skills, career development, and health and safety development • Red Ribbon Week celebrations focusing on the developmental guidance program components of self-awareness, interpersonal skills, career development, and health and safety development • Developing and implementing school-wide traditions and celebrations on various Character Education traits and skills • Becoming a school that is a “Peace Site”, implementing the “Peace Table” and “Peace Pole” activities and celebration of “Peace Day” • Training all lower and upper elementary students to be peacekeepers, and training specific students to be peer mediators • Training and implementing 4th graders in the school wide peer facilitator “Friendly Helper” program

CHARACTER EDUCATION AT SATCHEL FORD ELEMENTARY:

We have 38 “building block” words, one for each week. The list is given to each teacher, custodian, bus driver, cafeteria worker, and office person at the beginning of the year. The building block word of the week is announced each Monday on our TV news show. At that time those students chosen by their teachers who exemplified the previous week’s Character Education word are called. Those “Students of the Week” report to the cafeteria after the announcements on Monday to receive their certificate signed by the principal or assistant principal and a pencil. On Monday, the Students of the Week from K-3rd grade sit at a special lunch table and 191 have lunch with either the principal, assistant principal, CRT, or counselor. The fourth and fifth-grade Students of the Week receive an M & M ice cream sandwich.

Guidelines for Integrating Character Education in Richland One

Structure

Schedule:

Guide for grades 3-5

192 RESPECT

Grade: 3 Trait: RESPECT - to show high regard for authority, other people, self, and country Focus points: *What did the main character do that demonstrated respect? *Do you respect the main character and why or why not? *Who is a figure in your life that you respect and what characteristics to they exhibit? *Give examples in your life when you demonstrated respect.

Subject Suggestions for Integration Standards Resources The student will… ELA ABCs of Feelings − Reading − Rogala, Judith, Roger - describe personal feelings − Communication Lambert, and Kim Verhage. - practice self-control and individual Developmental Guidance responsibility Classroom Activities for use - apply conflict resolution skills with the National Career - describe and demonstrate ways to listen and Development Guidelines. express feelings that enhance effective System Board of Regents, communication 1991-92 - identify possible solutions to a problem − Effective Guidance - explain effective coping skills for dealing with Activities, SC Department of problems Education, Office of Safe - identify and outline consequences of decisions Schools & Youth Services, and choices Guidance Services (CD- ROM) − “Magnificent Me, Magnificent You” − “Working Together” − “Job Chart” − “Decisions, Decisions!” − “Who Can Help?” − ABCs of Feelings

193

S.S. Hands and Mouths − Richland One Curriculum − Effective Guidance - practice self-control and individual Guide, Social Studies, Gr. Activities, SC Department of responsibility 3 Education, Office of Safe - recognize and explain personal boundaries, * Government, p. 26, 28 Schools & Youth Services, rights, and needs * Maps: Geography, p. 40 Guidance Services (CD- - model effective communication skills ROM) - identify and explain appropriate and − Richland One Curriculum inappropriate touching Guide, (Social Studies) p 26, - identify and understand the role of resource 28, 40 people in the school and community - Text: HB – Communities: - understand how to seek the help of resource South Carolina – Unit 1 LS 4- people in the community 5; Unit 2 LS 9,5; Unit 3 LS 8- - practice personal safety habits 9, 3-4; Unit 4 LS 1, 7; Unit 6 − give examples of people who exhibited LS 6-7 leadership skills in public service - Text: HB – At Home in − describe how South Carolinians use folklore to South Carolina – Ch. 10-15, perpetuate their ideas and values 18, 20-21; 5, 7-15, 19-21; 4- − explain why people must respect the 6, 11, 13, 16-18, 20-21 environment - Hands and Mouths Math − record data in appropriate format − Mathematics Process − www.goodcharacter.com − represent findings in appropriate format and Standards − Suggested Activity: share with others o Communication Keep a daily record for one o Reasoning and Proof week of all the things you do o Representation that require respect (at home, at school, and everywhere else). At the end of the week, draw a chart and give yourself a grade on how respectful you have been. Science − See ELA − Science – Process − See ELA Standards − ABCs of Feelings o Observe o Communicate Health − See ELA − Richland One Curriculum − Richland One Curriculum − See S.S. Guide, Health & Safety Guide, Health & Safety 194 − define culture and explain how cultures differ Education, Gr. 3: Education, Gr. 3, p. 27, 30 − explain how to be a loving family member o Mental Health , p. 27- - Second Step: Unit 1 LS 17 − describe ways to show respect for self and 28 - Text: Unit 1 LS 4, p. 22-27; others and what to do if someone does not o Family Living, p. 30 Unit 2 LS 6, p. 38-41; Unit 2 show respect LS 7 p. 42-47; T.G. p. 25-32, Connections: ELA, S.S., Fine 43-50, 66-74 Arts: Drama, Visual Arts, - Second Step: Unit 1 LS 13, 15, 16 − See ELA: ABCs of Feelings − See S.S.: Hands and Mouths Related Arts - identify real-life examples of respectful and − Students will understand - www.goodcharacter.com disrespectful behavior and respect others. - Suggested Activity: - analyze elements of respectful and Bring in articles from disrespectful behavior newspapers and magazines describing situations in which respect or disrespect are issues. Talk about who is acting respectfully, and who is acting disrespectfully in these situations. Guidance − identify his/her positive characteristics and − The student acquires the − Orange County Public understand that others recognize them too attitudes, knowledge, Schools, Orlando, FL − work together to complete a task aptitudes and WWW.OCPS.K12.FL.US − work daily on assigned classroom jobs and interpersonal skills to − Magnificent Me, Magnificent indicate on posted chart when the job is help them understand and You completed respect self and others − Working Together − recognize and choose consequences for good − The student makes − Job Chart and bad decisions decisions, sets goals, and − Decisions, Decisions! − distinguish between situations which require takes necessary action to − Who Can Help? the help of peers and those which require the achieve goals help of adults

195 HONESTY

Grade: 3 Trait: HONESTY – to always be fair and straightforward in conduct Focus points: *Identify examples of honesty displayed by characters in stories. *Compare and contrast behaviors of famous people who demonstrated honesty r and those who did not. *Select a character and describe how the story would have ended differently if the person had not demonstrated honesty.

Subject Suggestions for Integration Standards Resources The student will… ELA − write at least five things you can say to − English Language Arts – − www.goodcharacter.com yourself when you're tempted be Strands dishonest. Post them near your bed so o The student will draw upon you can read them from time to time. a variety of strategies to − write a short story about someone who comprehend, interpret, told the truth when friends wanted him or analyze, and evaluate her to do the opposite. what he or she reads. o The student will recognize, demonstrate, and analyze the qualities of effective communication S.S. − write a letter to someone in the news − Social Studies – Strands − www.goodcharacter.com who did something that they don't think o People, Places, and was right. Say why they don't think it Environments was right, and why they think the person is setting a bad example for kids their age. Mail the letter. Math − explain why found money should be − Mathematics Process Standards turned in regardless of the amount [move o Communication the decimal to the right and add zeros o Reasoning and Proof 1.00, 10.00, etc.] Science − discuss why it is important to tell the − Science – Process Standards − Arthur in a Pickle, by Marc truth o Observe Tolon Brown − discuss their views about children who o Communicate − Building Character cheat to get good grades Schoolwide by Rudy 196 Bernardo, Linda Frye, Deborah Smith, and Genieve Foy Health − write about the following: − Health – Learning - www.goodcharacter.com o How can simply being honest make Standards life a lot easier. Have you ever o Students will demonstrate experienced this in your own life? the ability to use o Do you think that lying can ruin a interpersonal friendship? Explain. Has that ever communication skills to happened to you? enhance health Related Arts − practice recordkeeping skills − Students will understand and − www.goodcharacter.com − write journal entries according to given respect others. − Suggested Activity: subject and format Keep an "Honesty-Dishonesty" − analyze media excerpts to identify journal for one week. In this examples of honest and dishonest journal, document examples of behavior honesty and dishonesty in − make conclusions based on data everyday life. Keep track of all accumulated the times you hear or tell "white − share findings with classmates lies." Pay particular attention to television. Note how often dishonesty is basic to the plot of TV sitcoms and dramas. At the end of a week, write your conclusions and share them with the class. What did you learn about your own behavior from doing this project? Guidance - contribute to discussion of following: − Students will understand and − www.goodcharacter.com * Have you ever found something that respect others. belonged to someone else and wanted to keep it? What did you do and how did you decide? * What's wrong with "finders keepers, losers weepers"? * Have you ever heard of the Golden Rule? Who can recite it and say what it means?

197 COOPERATION

Grade: 3 Trait: COOPERATION – to play together or work well with others to accomplish a common goal Focus points: *Explain why cooperation is important in your workplace, the school environment. *Why is cooperation important in appreciating cultural diversity? *Explain why cooperation is critical for working on a team.

Subject Suggestions for Integration Standards Resources The student will… ELA − think of a really good experience as a − English Language Arts – − www.goodcharacter.com member of a group Strands − write about the good group experience: o The student will draw upon What made it good? Think of a bad a variety of strategies to experience. What made it bad? What can comprehend, interpret, you learn from the comparison? analyze, and evaluate − write about a problem in the world that what he or she reads. might be solved if people would cooperate more. Why aren't they cooperating now? How could they do a better job of cooperating? S.S. − list examples of the ways communities − Richland One Curriculum − Richland One Curriculum work together to solve problems and to Guide, Social Studies, Gr. 3: Guide, Social Studies, Gr. 3 celebrate the community o Government, p. 27 p. 27, 50 − explain how countries depend on one o Economics, p. 50 o Text: HB – another economically Communities: South Carolina – Unit 3 LS 8-9; Unit 6 LS 7; Unit 4 LS 5 o Text: HB – At Home in South Carolina – Ch. 5, 7-15, 19-21; Ch. 9, 11, 13, 15-18, 20-21

198

Math − keep a daily record of all the things you − Mathematics Process Standards − www.goodcharacter.com do that require cooperation for one o Communication week(at home, at school, and everywhere o Reasoning and Proof else) o Representation − draw a chart at the end of the week − evaluate your actions with a grade on how cooperative you have been Science − grow plants from seeds − Science – Process Standards − record results of project in a journal o Observe − identify behaviors of cooperation and o Communicate responsibility required for success Health − tell how to work things out if angry with − Richland One Curriculum − Richland One Curriculum someone Guide, Health & Safety Guide, Health & Safety − write an I message to say angry feelings Education, Gr. 3: Education, Gr. 3 p. 28, 30- − recognize verbal and non-verbal o Mental Health, p. 28 31 communication skills from examples o Family Living, p. 30-31 - Text: Unit 2 LS 7, p. 42-47; Unit 1 LS 4 p. 22-27; Unit 1 Connections: ELA, Fine Arts: Music, LS 2 p. 10-15; Unit 2 LS 9 Drama T.G. p. 51-58, 25-32, 9-16, 66- 74 - Second Step: Unit 3 LS 12; Unit 1 LS 13, 15 Related Arts − keep a daily record of all the things that − Students will understand and - www.goodcharacter.com require cooperation (See Math) appreciate self. − design a "How to Cooperate" poster that − Students will understand and illustrates the cooperative behaviors respect others. listed at the top of this column. − display on a wall Guidance − practice cooperative teamwork skills on − Students will understand and - www.goodcharacter.com selected projects appreciate self. Suggested Activity: − practice creativity and synthesis skills to − Students will understand and Break into small teams (five invent respect others. children per team is a good − make oral presentation to classmates number). Their assignment is to invent a new animal. They must name it, draw it, and decide how 199 and where it lives. Afterward, have each team present its animal to the class and tell exactly how they worked together to create it.

200 GOOD CITIZENSHIP

Grade: 3 Trait: GOOD CITIZENSHIP – to be actively engaged in demonstrating pride and responsibility in self, school, community, and country Focus points: *Identify behaviors of a person who demonstrates good citizenship in the poems and stories. *What are the messages regarding responsible citizenship? *If you could write a class/school constitution, what important information would you include? *How did a particular document affect the lives of citizens in certain countries? *Identify your behaviors that demonstrate good citizenship.

Subject Suggestions for Integration Standards Resources The student will… ELA Garbage vs. Recycling − English Language Arts – − Effective Guidance - explain effective coping skills for dealing with Strands Activities, SC Department of problems o The student will Education, Office of Safe - describe types of situations that make learning draw upon a Schools & Youth Services, easy and/or difficult variety of Guidance Services (CD- - develop effective coping skills for dealing strategies to ROM) with problems comprehend, − Sitsch and Senn. Puzzle Keys to Success interpret, analyze, Pieces: Classroom Guidance - describe why listening is important to learning and evaluate what Connection. YouthLight, - describe their responsibilities as students he or she reads. Inc., 2002. - describe situations that make learning easy o The student will − “Super Star Goals” and/or difficult recognize, − “How Should We Study?” - develop and apply listening, speaking, and demonstrate, and − “Right or Responsibility?” writing skills necessary for academic success analyze the − “Test Taking ABC’s” - tell about school and community roles qualities of − “Being Responsible” - explain how the personal qualities of effective − Garbage vs. Recycling responsibility, dependability, punctuality, and communication - Keys to Success integrity contribute to success in the work

place S.S. − See ELA − Richland One − See ELA: Garbage vs. − explain why people must respect the Curriculum Guide, Recycling; Keys to Success environment Social Studies, Gr. 3, − Richland One Curriculum 201 Maps: Geography, p. 40 Guide, Social Studies, Gr. 3, p. 40 - Text: HB – Communities: South Carolina – Unit 2 LS 5; Unit 3 LS 3-4; Unit 4 LS 7 - Text: HB – At Home in South Carolina – Ch. 4-6, 11, 13, 16-18, 20-21 Math - identify reasons for giving unselfishly of − Mathematics Process − The Giving Tree by Shel yourself to help others Standards Silverstein − agree or disagree to statement “it is better to o Communication − Building Character give than receive” o Reasoning and Proof Schoolwide by Rudy Bernardo, Linda Frye, Deborah Smith, and Genieve Foy Science − See Health − Science – Process − See Health Standards − ABCs of Feelings o Observe o Communicate Health Garbage vs. Recycling − Health – Learning − Rogala, Judith, Roger - explain effective coping skills for dealing with Standards Lambert, and Kim Verhage. problems o Students will Developmental Guidance - describe types of situations that make learning demonstrate the Classroom Activities for use easy and/or difficult ability to use with the National Career - develop effective coping skills for dealing interpersonal Development Guidelines. with problems communication System Board of Regents, ABCs of Feelings skills to enhance 1991-92 - describe personal feelings health − Effective Guidance - practice self-control and individual o Students will Activities, SC Department of responsibility demonstrate the Education, Office of Safe - apply conflict resolution skills ability to practice Schools & Youth Services, - describe and demonstrate ways to listen and behaviors that Guidance Services (CD- express feelings that enhance effective enhance health and ROM) communication reduce risks − Garbage vs. Recycling - identify possible solutions to a problem − ABCs of Feelings − www.ocps.k12.fl.usict 202 - explain effective coping skills for dealing with See Guidance for the following: problems − Super Star Goals - identify and outline consequences of decisions − How Should We Study and choices − Right or Responsibility? − Test Taking ABC’s − Being Responsible

Related Arts − identify needs in the school or community − Students will develop a - www.goodcharacter.com − plan a service project to meet those needs sense of community. - . For guidance in planning a service project, visit www.goodcharacter.com and click on "service learning." Guidance − learn how to set goals − The student acquires the − Orange County Public − distinguish between good and bad study habits attitudes, knowledge, Schools, Orlando, FL − identify and categorize rights and aptitudes and skills that WWW.OCPS.K12.FL.US responsibilities contribute to effective − Super Star Goals − identify effective ways to prepare for tests learning in school and − How Should We Study − recognize and demonstrate responsible across the life span − Right or Responsibility? behaviors − The student completes − Test Taking ABC’s school with the − Being Responsible academic preparation essential to choose from a wide variety of substantial occupations

203 RESPONSIBILITY

Grade: 3 Trait: RESPONSIBILITY - to be held accountable for your own actions Focus points: *What are your responsibilities as a student? at home? *What responsibilities will you assume as you get older? *How do you hold others accountable for their behavior? *How do you hold yourself accountable for your behavior?

Subject Suggestions for Integration Standards Resources The student will… ELA − write a narrative composition about − English Language Arts – - www.goodcharacter.com responsible or irresponsible behavior Strands - Suggested writing topic: − write a composition describing someone you * The student will write Can you think of a time you think is very responsible. What do you like effectively for different did something really about that person? audiences and purposes irresponsible? Describe it in detail. Why did it happen? How did you feel about it at the time? Did it affect anybody else? Did it cause any problems for you? How do you feel about it now? What did you learn from it? Or, perhaps you would prefer to write about something you did that was very responsible.

S.S. − list examples of people who exhibited − Richland One Curriculum − Richland One Curriculum leadership skills in public service Guide, Social Studies, Gr. Guide, Social Studies, Gr. 3, 3, Government, p. 26 p. 26 - Text: HB – Communities: South Carolina – Unit 1 LS 4- 5; Unit 2 LS 9; Unit 3 LS 8-9; Unit 4 LS 1; Unit 6 LS 6-7

204 - Text: HB – At Home in South Carolina – Ch. 10-15, 18, 20-21 Math − explain why found money should be turned in − Mathematics Process regardless of the amount [move the decimal to Standards the right and add zeros 1.00, 10.00, etc.] o Communication o Problem Solving o Reasoning and Proof Science - list appropriate steps in decision-making, − Science – Process − If You Give a Mouse a problem-solving, and goal-setting processes Standards Cookie, Laura Numeroff - identify possible solutions to a problem o Observe − It’s Up To You - identify and recognize consequences of o Communicate decisions − grow plants from seeds − record results of project in a journal − identify behaviors of cooperation and responsibility required for success Health − explain what to do if a friend plans to do − Richland One Curriculum − Richland One Curriculum something wrong Guide, Health & Safety Guide, Health & Safety − explain responsible ways to manage anger Education, Gr. 3: Education, Gr. 3, p. 27, 30 − discuss the need to follow rules, laws, and o Mental Health , p. 27- o Text: Unit 1 LS 2, p. 10- obey authority 28 15; Unit LS 4 p. 22-27; − describe the steps of responsible decision- o Preventing Injuries, p. Unit 2 LS 9; T.G. p. making with peers and within the family 29 25-32, 9-16 o Family Living, p. 30- o Second Step: Unit 1 LS 31 13, 15, 16, 12 − See ELA Connections: ELA, S.S., Fine Arts: Drama, Visual Arts

Related Arts − See Guidance − Students will understand and respect others.

205 Guidance − design a "Being Responsible" poster − Students will understand - www.goodcharacter.com illustrating the six responsible behaviors and respect others. − display poster on classroom wall − Students will develop a − contribute to a discussion about classroom sense of community responsibility: What are the kids' responsibilities, and what are the teacher's responsibilities? What are the consequences of being irresponsible? What are the rewards of being responsible? − make a chart of these responsibilities on the board

206 SELF-DISCIPLINE

Grade: 3 Trait: SELF-DISCIPLINE – to demonstrate the ability to control yourself in all situations Focus points: *If you were asked to be on a student committee, working on school safety issues, what would be your advise? *Describe how you organize your school and home responsibilities. *Explain why self-discipline is important in maintaining a healthy lifestyle.

Subject Suggestions for Integration Standards Resources The student will… ELA − analyze feelings and coping strategies − English Language Arts – - www.goodcharacter.com − write for different audiences and Strands Suggested Activity: purposes * The student will write Think of different times when effectively for different audiences you felt disappointed or upset and purposes with yourself. For each one write about what you did - or could have done - to feel better. How could a positive attitude have made a difference? S.S. - identify real-life examples of angry − Social Studies – Strands − www.goodcharacter.com behavior o People, Places, and Anger in the News Activity: - list alternative behaviors related to anger Environments − Bring in news articles that management show how anger affects - write for various audiences and purposes communities and world - identify positive and negative results of events. Discuss the various anger situations and how calming down, thinking things through and talking things out might have affected the result. Have students write a news article showing how events could be different if people controlled their anger. Create a bulletin board with articles and

207 pictures showing the positive and negative results of anger in the community or world. Math − calculate the amount of time spent − Mathematics Process Standards watching TV in a week o Communication − create a color bar graph to record data o Representation − discuss how too much TV affects self- discipline. Science - practice organizational and teamwork − Science – Process - Character Education – An skills in maintenance of classroom Standards Elem. School Resource - complete assigned “housekeeping” tasks o Observe Guide, State Dept. of Ed. in classroom o Communicate - Golden Tray and Golden - exhibit correct manners and behaviors in Trash Can Awards cafeteria o The Golden Tray is - explain why self-discipline is important given weekly to a class in maintaining a healthy lifestyle that exhibits good manners in the cafeteria. Two Golden Trash Cans are given weekly to classes that have clean rooms - Stop Stop, by Edith Thacher Hurd - Tidy Titch, by Pat Hutchins Health − describe characteristics and behaviors − Richland One Curriculum − Richland One Curriculum that promote positive mental health Guide, Health and Safety Guide, Health & Safety − demonstrate use of positive self- Education, Gr. 3: Education, Gr. 3, p. 27, 30 management skills. (e.g. ways to manage o Mental Health, p. 27-28 - Text: Unit 1 LS 4, p. 22-27; frustration and emotions such as fear, Unit 5 LS 18 p. 126- anger, sadness, disappointment, Connections: Fine Arts – Dance, 134; Unit 1 LS 5 p. 28- Visual Arts, Music and Drama happiness) 33; Unit 1 LS 2 p. 10- − show how to handle disappointment and 15; T.G. 25-32, 140- success (e.g., journal entries, etc.) 146, 33-42, 51-58 − demonstrate strategies to resist negative - Second Step: Unit 3, LS 13; peer pressure. Unit 2 LS 17

208 - show how to practice self-talk that helps prevent giving in to peer pressure Related Arts - brainstorm examples of situations that − Students will understand and − www.goodcharacter.com trigger angry behaviors respect others. Cartoon Strip Activity: - represent graphically alternative - Have students create cartoon behaviors related to anger management strips showing situations where - identify positive and negative results of characters deal with anger. anger Have them show the positive solutions as well as the negative. Share them with the class and discuss how the characters might be able to handle the situation better. Make the strips into a book with children drawing pictures to show the situations in a positive way. Guidance − practice coping skills by identifying − Students will understand and − www.goodcharacter.com alternative behaviors in response to appreciate self. Suggested Activity: negative emotions and experiences - Write examples of times when kids their age might feel disappointed or feel like a failure on slips of paper. Have them pick one slip at a time from a hat, read it aloud, and offer suggestions for how to deal with it.

209 CARING

Grade: 3 Trait: CARING – to demonstrate concern through kindness and acceptance while meeting the needs of self and others Focus points: *Have you ever felt like one of the characters in the story? Explain. *If you had written the story, what changes might you have made? *Do any of the characters remind you of anyone you know? Explain. *Identify behaviors of a caring person.

Subject Suggestions for Integration Standards Resources The student will… ELA - list examples of caring actions - English Language Arts – - www.goodcharacter.com - identify behaviors of a caring person Strands Suggested Writing Activity: o The student will write − Write about the following: effectively for different What does it mean to be a audiences and purposes caring person? Have your class brainstorm a list of do's and don'ts for being caring. Ask for specific examples of each behavior they identify. S.S. - identify real-life examples of caring and − Social Studies – Strands − www.goodcharacter.com uncaring behaviors o People, Places, and Suggested Activity: - write for various audiences and purposes Environments Bring in (or the teacher will - practice writing a friendly letter bring in) articles from newspapers and magazines describing situations that show caring and uncaring actions on the part of individuals, groups, or governments. Discuss these situations. In what ways do they demonstrate either caring or uncaring? Perhaps write a group letter to the people involved.

210 Math − practice appropriate group discussion − Mathematics Process Standards − www.goodcharacter.com skills o Communication Suggested Activity: − brainstorm alternate solutions to given o Problem Solving - Participate in a group problem discussion: Imagine that − evaluate consequences and effects of someone gives you $20,000 but various behaviors you have to spend it all to help other people. What would you do with it, and why? What effect would it have on the people you would be helping? Science − identify actions that affect environment − Science – Process Standards − www.goodcharacter.com positively and negatively o Observe Suggested Activity: − brainstorm actions which enhance the o Communicate - List different things that kids environment at your school do which are − evaluate validity of suggested behaviors either caring or uncaring for the environment. Discuss how they feel about these things. Brainstorm ways to care more for the environment more. Create a list of recommendations. Design a poster that lists these ideas. Health − explain what to do if a friend plans to do − Richland One Curriculum − Richland One Curriculum something wrong Guide, Health & Safety Guide, Health & Safety Education, Gr. 2: Education, Gr. 3 p. 28 o Mental Health, p. 28 o Text: Unit 1 LS 2, p. 10- 15 Related Arts - identify needs in the school or − Students will develop a sense of − www.goodcharacter.com community community. Suggested Activity: − plan a volunteer project to meet those − Research community service needs activities in your town that are open to kids their age. Then have them choose one activity and get involved. Consider having them volunteer to be "reading

211 buddies" or "playground buddies" to younger children. A popular activity for younger children is to visit senior citizens. Guidance − answer the following: − Students will understand and − www.goodcharacter.com o What things could you do (or, have respect others. you done) that would help somebody who needs it? o How do you feel when people show that they really care about you? o Do you consider yourself a caring person? In what ways are you a caring person?

212 KINDNESS

Grade: 3 Trait: KINDNESS – to be considerate, courteous, helpful, and understanding of others’ feelings and beliefs Focus points: *Identify at least one person in your family or community that displays acts of kindness and explain how you know that. *Select a story or poem and explain how it would have ended if the person had demonstrated acts of kindness. *What are some messages related to character and kindness being expressed in the lyrics of some hard rock and rap music? *How does the character trait of kindness fit into your school setting?

Subject Suggestions for Integration Standards Resources The student will… ELA - write effectively for a specific − English Language Arts – http://www.actsofkindness.org/class/lesson purpose Strands _plans.php?type=ELEMENTARY - generate variety of examples of acts o The student will write ABC’s of Kindness: of kindness effectively for different 1. Have each child choose a letter of the - use non-print media to illustrate audiences and purposes alphabet for this activity. (Teacher can written ideas provide colorful die-cut letters for this activity.) 2. Have each child write a sentence of a random act of kindness idea, using the letter they chose as a word in the sentence. Example: A - I will share a stuffed animal with my sister. B - I will help my mom bring in the groceries. C - I colored a picture for my grandma 3. Next, have the child draw a picture that illustrates their RAK described in their letter sentence. 4. Mount each child’s picture and sentence on construction paper and bind it to make a book! S.S. - identify ways children can be kind to − Social Studies – Strands − www.goodcharacter.com each other in a school setting o People, Places, and Suggested Activity: - work in teams to create illustrations Environments − Brainstorm ways kids can be more of accepting behaviors tolerant and accepting of each other.

213 Write them on the board. Then have the children work in small groups to create posters about accepting others. Display the posters in the classroom or hall. Math - contribute to group discussion by − Mathematics Process − www.goodcharacter.com practicing appropriate speaking and Standards Group Discussion: listening skills o Communication Imagine that someone gives you $20,000 - brainstorm list of caring and o Problem Solving but you have to spend it all to help other altruistic behaviors people. What would you do with it, and − evaluate consequences and effects of why? What effect would it have on the various actions people you would be helping? Science − generate examples of kind acts − Science – Process Standards − http://www.actsofkindness.org/class − maintain a visual classroom record o Observe /lesson_plans.php?type=ELEMENTAR of acts of kindness done or received o Communicate Y Plant a Seed of Kindness Activity: -- Each student cuts out a seed shape and writes their act of kindness, and the person’s name who received this gift. They plant it below the grass line on the bulletin board. When someone gives them a gift of kindness, they add a stem, leaves and flower parts. Students may plant a seed of kindness for every act of kindness they do.

Health − define cultures and explain how − Richland One Curriculum − Richland One Curriculum Guide, cultures differ Guide, Health & Safety Health & Safety Education, Gr. 3, p. 27 Education, Gr. 3: - Second Step: Unit 1 LS 17 o Mental Health, p. 27

Connections: ELA, Fine Arts: Visual Arts, Drama, S.S.

214

Related Arts − dramatize situations − Students will understand and − www.guidancechannel.com − understand the perspectives of others respect others. Suggested Situations: - develop empathy. - The boy dropped his lunch tray or the girl missed catching the ball. How does the child feel? How can we respond with kindness? Guidance − See Related Arts − Students will understand and − www.guidancechannel.com − role-play situations related to respect others. − www.goodcharacter.com kindness and acceptance of others Suggested Activity: − identify coping skills related to -- Break into groups of four or five. Each making friends group's task is to choose one group member to play the role of a new kid in class. The new kid's challenge is to try to gain acceptance into the group. After the role-plays, discuss with the class how it felt to be the new kid and how it felt to be part of the "in-group." Discuss some of the different ways of "breaking in" to a new group.

215 FAIRNESS

Subject Suggestions for Integration Standards Resources The student will… ELA - list examples of “good deeds” that − English Language Arts – − Character Education: An Elementary children can accomplish Strands School Resource Guide, State - practice goal-setting by planning to * The student will write Department of Education, May 1997 do good deeds effectively for different − “I Can Make a Difference”: - experience attitudes of caring and audiences and purposes Encouraging Good Deeds compassion through the completion of good deeds Suggested Activity: - maintain written records of good - Each student will keep a journal of good deeds through journal-writing deeds for the school year. activity S.S. − discuss issues such as an honor code, − Social Studies – Strands − School Discipline Code student ethics, cheating, and o People, Places, and responsible behavior Environments Math − discuss ethical issues such as the − Mathematics Process − Ethics in Science web sites: manipulation of data, the human Standards www.chem.vt.edu/ethics/ethics.html issues in various research projects, o Communication onlineethics.org and “online” concerns www.lbl.gov/Education/ELSI/ELSI.html

Science − discuss ethical issues such as the − Science – Process Standards − Ethics in Science web sites: manipulation of data, the human o Communicate www.chem.vt.edu/ethics/ethics.html issues in various research projects, onlineethics.org

and “online” concerns www.lbl.gov/Education/ELSI/ELSI.html

216

Health − tell how to work things out if angry − Richland One Curriculum − Richland One Curriculum Guide, Health with someone Guide, Health & Safety & Safety Education, Gr. 3 p. 28, 30-31 − write an I message to say angry Education, Gr. 3: o Text: Unit 2 LS 7, p. 42-47; Unit 1 feelings o Mental Health, p. 28 LS 4 p. 22-27; Unit 1 LS 2 p. 10- − recognize verbal and non-verbal o Family Living, p. 30-31 15; Unit 2 LS 9 T.G. p. 51-58, 25- communication skills from examples 32, 9-16, 66-74 Connections: ELA, Fine Arts: o Second Step: Unit 3 LS 12; Unit 1 Music, Drama LS 13, 15 Related Arts − recognize verbal and non-verbal − Students will demonstrate − Richland One Curriculum Guide, Health communication skills from examples decision-making, goal & Safety Education, Gr. 3 p. 28, 30-31 setting, problem solving, and − Second Step communication skills. Guidance - develop leadership skills − Students will make − Character Education: An Elementary - practice responsible behavior decisions, set goals, and take School Resource Guide, State - develop attitudes of caring, actions. Department of Education, May 1997 compassion, and fair play Suggested Activity: -- Deep Creek Cadets: In-school service – children responsible for each other Cadets develop leadership skills by performing duties in the halls, lunchroom, and buses. They are taught mediation skills; such as good manners, respect for others, responsibility, etc.

217 DEPENDABILITY

Grade: 3 Trait: DEPENDABILITY – to be counted on or trusted Focus points: *Describe a positive work ethic. Is dependability a desired characteristic of a good work ethic? Why? *How do you honor commitments? *If one of the characters were sitting next to you, what would they likely tell you about the importance of dependability? *Did you learn how a character solved a problem in the story. Could you use this situation to solve similar problems you might have?

Subject Suggestions for Integration Standards Resources The student will… ELA − demonstrate character traits that are − English Language Arts – − Character Education: An emphasized in the classroom through Strands Elementary School Resource reading, writing, and discussion o The student will draw upon Guide, State Department of − use a variety of strategies to comprehend, a variety of strategies to Education, May 1997. interpret, analyze, and evaluate what he comprehend, interpret, Suggested Activity: or she reads and/or hears analyze, and evaluate - Cardinal Character Building what he or she reads. Students are involved in o The student will recognize, community service projects demonstrate, and analyze through adopting nursing the qualities of effective homes, hospitals, armed forces communication personnel, and providing decorations, poems, writings, etc. S.S. - read biographies, autobiographies − Social Studies – Strands − Internet: - contribute to class discussion of o People, Places, and www.biography.com motivation, person’s character, and Environments − School Library effects of decisions Math − read biographies, autobiographies of − Mathematics Process Standards − Internet: famous mathematicians o Communication www.biography.com − and discuss character issues in their lives o Problem Solving − School Library and work. − Classroom Teacher - demonstrate cooperative learning activities

218

Science - demonstrate cooperative learning and − Science – Process Standards − Character Education: An team building o Observe Elementary School - become involved in service projects o Communicate Resource Guide, State Department of Education, May 1997 Suggested Activity: − BEST Club: build excellence through service. The goal of this program is to bring senior adults together with students and learn from each other through services; such as recycling, landscaping, and beautification projects. Health − demonstrate cooperative learning and − Health – Learning Suggested Activity: team building Standards Help students to be involved in − demonstrate ability to practice behaviors o Students will demonstrate service projects to help that enhance health and reduce risks the ability to advocate for younger kids develop positive personal, family, and attitudes, resist drugs and community health alcohol, and promote healthy o Students will demonstrate living. Examples include skits, the ability to practice posters, and “We Deliver” behaviors that enhance letter writing through “Just Say health and reduce risks No” clubs. Related Arts - demonstrate cooperative learning and − Students will develop a sense of − Character Education: An team building community Elementary School - become involved in service projects Resource Guide, State Department of Education, May 1997 Suggested Activity: - BEST Club: build excellence through service. The goal of this program is to bring senior adults together with students

219 and learn from each other through services; such as recycling, landscaping, and beautification projects. Guidance - be recognized as a VIP − Students will understand and − Character Education: An - develop respect for others respect others. Elementary School Resource Guide, State Department of Education, May 1997 VIP (Very Important Person) Activity: − Emphasize a child’s individual value: Every Friday a VIP is selected from each classroom. The student visits the principal where they receive verbal praise, a pencil and a ribbon. The student’s name is written on a star and placed on a bulletin board for recognition.

220 RESPECT

Grade: 4 Trait: RESPECT - to show high regard for authority, other people, self, and country Focus points: *What did the main character do that demonstrated respect? *Do you respect the main character and why or why not? *Who is a figure in your life that you respect and what characteristics to they exhibit? *Give examples in your life when you demonstrated respect.

Subject Suggestions for Integration Standards Resources The student will… ELA Know Yourself − English Language − Effective Guidance Activities, - explore career interests and related Arts – Strands SC Department of Education, occupations * The student will draw Office of Safe Schools & - explore nontraditional career choices upon a variety of Youth Services, Guidance - explore personal skills and talents strategies to Services CD-ROM - identify career clusters comprehend, interpret, − Rogala, Judith, Roger Lambert, - identify and describe skills learned in school analyze, and evaluate and Kim Verhage. that are applied at home and in the community what he or she reads. Developmental Guidance - identify resources for career planning * The student will Classroom Activities for use - identify how personal activities and interests recognize, demonstrate, with the National Career influence career choices and analyze the Development Guidelines. - describe personal feelings qualities of effective System Board of Regents, - describe personal characteristics about self communication 1991-92 - relate skills and hobbies to career choices − Know Yourself − How Am I Doing? How Am I Doing? − How Learning Changes Me - explain and respect similarities and differences among others - relate the process of making and keeping a friend - model effective communication skills - apply conflict resolution skills - describe and demonstrate ways to listen and express feelings that enhance effective communication 221 - list steps to use decision-making, problem-solving, and goal-setting processes - identify and outline consequences of decisions and choices

How Learning Changes Me - describe personal feelings - describe positive characteristics about self - explain and respect similarities and differences among others - model effective communication skills - describe the responsibility of family members - tell about school and community roles - describe and demonstrate ways to listen and express feelings that enhance effective communication S.S. − See ELA − Richland One − See ELA − analyze the dilemma Robert E. Lee faced Curriculum Guide, − Richland One Curriculum − research Lincoln’s words on writing an order Social Studies, Gr. 4: Guide, Social Studies, Gr. 4, p. to free slaves Civil War: History, p. 19 − analyze Sherman’s march to the sea 19 - Text: HB – Early United States – p. 508-511, 514-522, 524, 526- 527 − T. Resource Kit − Know Yourself Math − research life of a respected individual − Mathematics Process - A Study of Heroes, by Raoul − identify reasons this person deserves respect Standards Wallenberg − summarize key biographical events and o Communication - Suggested Activity: reasons for respect Select an individual such as Albert − use oral presentation skills to share findings Einstein or Marie Curie and with class research the person’s life. Present a report, skit, poem, or song about that person to the class. How did respect play a role in this person’s life?

222 Science − See ELA − Science – Process − See ELA Standards − How Learning Changes Me o Observe o Communicate Health − See ELA − Richland One − Richland One Curriculum − discuss ways to develop and exhibit Curriculum Guide, Guide, Health and Safety self-respect Health and Safety Education, Gr. 4, p. 36 Education, Gr. 4: - Text: Unit 1 LS 3 * Mental Health, p. 36 - Know Yourself - How Learning Changes Me Connections: S.S. − See ELA Related Arts − create a class contract in which the kids lay out − Students will develop − www.goodcharacter.com a set of rules for having a respectful classroom a sense of community − use collaboration skills to determine the penalties for violating the rules − brainstorm ways to make school environment more respectful − evaluate ideas to create a list recommendations − publish suggestions in school newspaper or on a poster. Guidance - demonstrate how education relates to the − Students will − Orange County Public Schools, world of work understand and Orlando, FL - identify a problem, the solution chosen and the respect others. − Education and the World of outcomes of conflict during the Civil War − Students will Work − identify ways to give and receive positive understand and − Dealing with Conflict – A reinforcement appreciate self. Historical Perspective − practice using effective verbal and non-verbal − Warm Fuzzies are Fun to Give communication and Receive − discuss and role play ways to deal with people − It’s What You Say and Do that experiencing a variety of feelings Matters − identify responsible behaviors at school − Dealing with Feelings − How Responsible Am I?

223 HONESTY

Grade: 4 Trait: HONESTY – to always be fair and straightforward in conduct Focus points: *Identify examples of honesty displayed by characters in stories. *Compare and contrast behaviors of famous people who demonstrated honesty and those who did not. *Select a character and describe how the story would have ended differently if the person had not demonstrated honesty.

Subject Suggestions for Integration Standards Resources The student will… ELA − write effectively for different audiences and - English Language Arts – - www.goodcharacter.com purposes Strands Suggested Writing Prompts: * The student will write 1) How can simply being honest effectively for different make life a lot easier? Have you audiences and purposes ever experienced this in your own life? 2) Do you think that lying can ruin a friendship? Explain. Has that ever happened to you? S.S. − summarize Thomas Jefferson’s organization − Richland One Curriculum − Richland One Curriculum Guide, and purpose for each part of the Declaration Guide, Social Studies, Gr 4 Social Studies, Gr. 4, p. 24, 33-34 of Independence o Democratic Principles, - Text: HB – Early United States – − summarize the Preamble of the U.S. p. 24 Ch. 14, p. 332-365, 295-299, R23- Constitution o Citizenship, p. 33-34 44, R19-22; 376, 606, 611, 608- − explain the purpose of the Declaration of 609; 20-21, 30, 145, 352, 501, 579, Independence and the Preamble of the 606, 608-609 Constitution - T. Resource Kit − list reasons why, in a democracy, it is the role of a citizen to protect their rights − explain ways citizens can protect their rights − explain that citizens need themes: community, diversity, conflict, cooperation, and interaction within different environments, individualism, interdependence, continuity, and change in 224 order to make effective and healthy decisions Math − explain why found money should be turned − Mathematics Process in regardless of the amount [move the Standards decimal to the right and add zeros 1.00, o Communication 10.00, etc.] o Problem Solving o Representation Science - discuss ethical issues such as the − Science – Process − Ethics in Science web sites: manipulation of data, the human issues in Standards o www.chem.vt.edu/ethics/ethi various research projects, and “online” o Observe cs.html onlineethics.org concerns o Communicate o www.lbl.gov/Education/ELSI /ELSI.html Health − write effectively for different purposes and - Health – Learning Standards − www.goodcharacter.com audiences * Students will demonstrate Suggested Activity: − analyze and evaluate personal behaviors the ability to advocate for - Write an essay about a situation personal, family, and in which you were dishonest (lied, community health cheated, or stole). Why did it happen? How did you justify it? How did you feel about it at the time? Did it affect any of your relationships? Did it cause any problems for you? How do you feel about it now? What did you learn from it? Related Arts − role-play various situations related to peer − Students will understand − www.goodcharacter.com pressure to act dishonestly and respect others. Suggested Activity: - Role-play or use puppets to act out various situations where one or more students are under pressure to be dishonest. Example: lying to cover up for a friend. Put it on videotape and share it with other classes Guidance − practice recordkeeping skills − Students will understand − www.goodcharacter.com − write journal entries according to given and respect others. Suggested Activity: subject and format - Keep an "Honesty-Dishonesty" − analyze media excerpts to identify examples journal for one week. In this journal, 225 of honest and dishonest behavior document examples of honesty and − make conclusions based on data dishonesty in everyday life. Keep accumulated track of all the times you hear or tell - share findings with classmates "white lies." Pay particular attention to television. Note how often dishonesty is basic to the plot of TV sitcoms and dramas. At the end of a week, write your conclusions and share them with the class. What did you learn about your own behavior from doing this project?

226 COOPERATION

Grade: 4 Trait: COOPERATION – to play together or work well with others to accomplish a common goal Focus points: *Explain why cooperation is important in your workplace, the school environment. *Why is cooperation important in appreciating cultural diversity? *Explain why cooperation is critical for working on a team.

Subject Suggestions for Integration Standards Resources The student will… ELA − think of a really good experience as a − English Language Arts – − www.goodcharacter.com member of a group Strands − write the good group experience. What o The student will draw upon made it good? Think of a bad experience. a variety of strategies to What made it bad? What can you learn comprehend, interpret, from the comparison? analyze, and evaluate − write about a problem in the world that what he or she reads. might be solved if people would o The student will recognize, cooperate more. Why aren't they demonstrate, and analyze cooperating now? How could they do a the qualities of effective better job of cooperating? communication S.S. − describe the art, ceremonies, holidays, − Richland One Curriculum − Richland One Curriculum dance, music, handcrafts, medicines, Guide, Social Studies, Gr. 4, Guide, Social Studies, Gr. 4, science, technology, and inventions; of Cultural Contributions, p. 27 p. 27 different regions in the U.S. - Text: HB - Early United − explain the significance of regional States – p. 405, 299, 531, 602, differences in forming a national 573, 527, 380, 176, 607-608, heritage. 106-107, 422-427, 484-485, 562-567, 614-615, 250-251, 42-45 - T. Resource Kit

227

Math − keep a daily record of all the things you - Mathematics Process Standards - www.goodcharacter.com do that require cooperation for one o Communication week(at home, at school, and everywhere o Representation else) − draw a chart at the end of the week − evaluate your actions with a grade on how cooperative you have been Science - practice cooperative teamwork skills on − Science – Process Standards − www.goodcharacter.com selected projects o Classify Suggested Activity: - verbalize teamwork skills used to o Communicate - Break into small teams (five complete project children per team is a good − use teamwork skills to make oral number). Their assignment is to presentation to classmates invent a new animal. They must name it, draw it, and decide how and where it lives. Afterward, have each team present its animal to the class and tell exactly how they worked together to create it. Health − promote positive conflict resolution with − Richland One Curriculum − Richland One Curriculum peers and family Guide, Health and Safety Guide, Health and Safety Education, Gr. 4: Education, Gr. 4, p. 38 o Injury Prevention, p. 38 o Second Step: Unit 1 LS 1-9

228

Related Arts - practice cooperation and teamwork skills − Students will develop a sense of − www.goodcharacter.com in selected music and/or art activities community Making Music Activity: Divide students into four groups and tell them they are going to make music. One group claps, one groups taps on their seats, one group makes shushing sounds with their mouths (like cymbals). Each group plays their sound when you point to them. The object is for each group to get itself coordinated into something that sounds good without talking to the other member(s) of the gorup. In order to accomplish this they have to listen to what each other is doing and adjust accordingly. Point to the groups one at a time, letting each group get their act together. Then, start adding the groups together allowing time for them to adjust what they're doing until they start to sound good. When the concert is over, ask the kids what made this activity fun and why it required cooperation to make it work. What would have made it work better? If it didn't work, why not?

229 Guidance − design a "How to Cooperate" poster that − Students will develop a sense of - www.goodcharacter.com illustrates the cooperative behaviors community listed at the top of this column − display the poster on a wall.

230 GOOD CITIZENSHIP

Grade: 4 Trait: GOOD CITIZENSHIP – to be actively engaged in demonstrating pride and responsibility in self, school, community, and country Focus points: *Identify behaviors of a person who demonstrates good citizenship in the poems and stories. *What are the messages regarding responsible citizenship? *If you could write a class/school constitution, what important information would you include? *How did a particular document affect the lives of citizens in certain countries? *Identify your behaviors that demonstrate good citizenship.

Subject Suggestions for Integration Standards Resources The student will… ELA − explore career interests and related occupations − English Language Arts − Effective Guidance − explore nontraditional career choices – Strands Activities, SC Department of − explore personal skills and talents * The student will Education, Office of Safe − identify career clusters recognize, demonstrate, Schools & Youth Services, − identify and describe skills learned in school that and analyze the qualities Guidance Services CD-ROM are applied at home and in the community of effective − Know Yourself − identify resources for career planning communication − identify how personal activities and interests influence career choices − describe personal feelings − describe personal characteristics about self − relate skills and hobbies to career choices S.S. − See ELA − Richland One − See ELA − summarize the provisions of the Bill of Rights Curriculum Guide, − Richland One Curriculum and the Constitution Social Studies, Gr. 4: Guide, (Social Studies) p 29, − evaluate the responsibilities of citizens in a o Government, p. 29 30, 32-34 democracy o Citizenship: − describe and explain the rights and Government, p. responsibilities of a citizen in the U.S. 30, 32-34 Constitution.

231 − synthesize ways in which rights and - Text: HB – Early United responsibilities meet together for a democracy to States – p. 370-376, 390- succeed. 391, 346-349; 376-377, 607- − Explain why, in a democracy, it is the role of a 609; 20-21, 30, 145, 352, citizen to protect his/her rights 501, 579, 606, 608-609; − explain ways citizens can protect their rights 376, 606, 611, 608 − explain that citizens need themes: community, - Teacher Resource Kit diversity, conflict, cooperation, and interaction - Know Yourself within different environments, individualism, interdependence, continuity, and change in order to make effective and healthy decisions Math − discuss giving unselfishly of yourself to help − Mathematics - The Giving Tree by Shel others Process Standards Silverstein − discuss why it is better to give than receive o Communication - Building Character Schoolwide by Rudy Bernardo, Linda Frye, Deborah Smith, and Genieve Foy Science − identify natural resources that need to be − Science – Process protected Standards − identify actions students need to take to help o Classify preserve them o Communicate Health − demonstrate refusal skills to enhance health and − Richland One − Richland One Curriculum reduce exposure to risks Curriculum Guide, Guide, Health and Safety − See ELA Health and Safety Education, Gr. 4, p. 37 Education, Gr. 4: - Text: Unit 1 LS 1-3; T.G. p o Injury Prevention, 16-25 p. 37 - Know Yourself − See ELA Connections: ELA, Fine Arts: Drama Related Arts − develop sense of community − Students will develop a - www.goodcharacter.com − apply internet skills to research assigned topics sense of community Suggested Activity: − contribute to class discussion re students who - Go to an internet search have “made a difference” in their communities engine (e.g., Google) and type − identify volunteer activities appropriate for in "kids making a difference." children They will find countless

232 inspiring examples of how young people have made their communities and the world a better place. Have them select stories they like and present them to the class and tell why they chose them. Do these stories give them any ideas about things they might like to do? If your students are pre- readers, do the search yourself and select stories to read to them. Guidance − use the decision-making model to work through − The student acquires the − Orange County Public problems and come up with alternative solutions attitudes, knowledge, Schools, Orlando, FL − rate personal classroom citizenship skills aptitudes and skills that − Sir D. Scisson’s Decision − set an appropriate goal for improving an contribute to effective Part 2 academic skill and work toward achieving it learning in school and − How Do I Rate as a − identify their own intellectual strengths across the life span Classmate? − evaluate their personal use of study skills − The student completes − Setting and Achieving Goals school with the − Different Ways of Learning academic preparation − How Do You Stack Up? essential to choose from a wide variety of substantial occupations

233 RESPONSIBILITY

Grade: 4 Trait: RESPONSIBILITY - to be held accountable for your own actions Focus points: *What are your responsibilities as a student? at home? *What responsibilities will you assume as you get older? *How do you hold others accountable for their behavior? *How do you hold yourself accountable for your behavior?

Subject Suggestions for Integration Standards Resources The student will… ELA − write for different audiences and − English Language Arts – − www.goodcharacter.com purposes Strands Suggested Writing Prompt: − analyze consequences of irresponsible * The student will write - Can you think of a time you and/or responsible behavior effectively for different audiences did something really and purposes irresponsible? Describe it in detail. Why did it happen? How did you feel about it at the time? Did it affect anybody else? Did it cause any problems for you? How do you feel about it now? What did you learn from it? Or, perhaps you would prefer to write about something you did that was very responsible S.S. − identify personal strengths and − Social Studies – Strands - www.goodcharacter.com weaknesses o People, Places, and Helping Buddies Activity: − set specific goal for self-improvement Environments - Students divide into pairs of − work cooperatively with partner to “helping buddies.” Each buddy achieve goals has two tasks: (1) decide on some knowledge or skill he or she would like to improve and (2) work with his or her buddy to improve the knowledge or skill--or get the necessary help.

234 The buddies meet regularly for a week or two and then report to the class on how they helped each other improve. Math - explain why found money should be − Mathematics Process Standards turned in regardless of the amount [move o Communication the decimal to the right and add zeros o Problem Solving 1.00, 10.00, etc.] Science − talk about what things you can do − Science – Process Standards − www.goodcharacter.com together to take responsibility for the o Observe environment (recycling, using less water o Communicate and energy, buying non-polluting products, etc.) − make a plan to improve environment and do it − report on outcomes in class Health − demonstrate appropriate responses (first- − Richland One Curriculum − Richland One Curriculum aid) to emergency situations, including Guide, Health and Safety Guide, Health and Safety first-aid procedures Education, Gr. 4: Education, Gr. 4, p. 37-38 − recognize peer influences on strategies o Injury Prevention, p. 36 - Text: Unit 10 LS 43, 39 for dealing with conflict o ATOD, p. 39 T.G. p. 351-362, 250-285, 351- − demonstrate refusal skills to enhance 324 health and reduce exposure to risks Connections: Fine Arts: Visual Arts, - Text: Unit 1 LS 1-3; T.G. p. Dance, Drama, Music − recognize the influences of culture and 9-15, 1-8, 16-25 media on behaviors related to ATOD use - Text Unit 8 LS 33, p. 240- (media literacy) 243; T.G. p. 265-272

235

Related Arts − design a "Being Responsible" poster − Students will develop a sense of - www.goodcharacter.com illustrating the six responsible behaviors community. − display poster on classroom wall − contribute to a discussion about classroom responsibility: *What are the kids' responsibilities, what are the teacher’s responsibilities? - create a chart of responsibilities identified - post in classroom - identify consequences of being irresponsible and responsible Guidance − contribute to a class discussion about − Students will understand and - www.goodcharacter.com issues of responsibilty: appreciate self. * Tell about a time somebody broke a promise to you. How did that make you feel? Have you ever broken a promise to someone? How do you think it made that person feel?

236 SELF-DISCIPLINE

Grade: 4 Trait: SELF-DISCIPLINE – to demonstrate the ability to control yourself in all situations Focus points: *If you were asked to be on a student committee, working on school safety issues, what would be your advise? *Describe how you organize your school and home responsibilities. *Explain why self-discipline is important in maintaining a healthy lifestyle.

Subject Suggestions for Integration Standards Resources The student will… ELA − list at least five things you can say to − English Language Arts – - www.goodcharacter.com yourself when you're tempted to do Strands something wrong o The student will write − post list near your bed so you can read effectively for different them from time to time. audiences and purposes S.S. - identify and describe feelings and causes − Social Studies – Strands − www.goodcharacter.com of anger o People, Places, and ANGER IN THE NEWS - identify situational stressors that can Environments − Have students bring in news trigger anger and other negative emotions articles that show how anger - select examples of anger in real-life affects communities and situations world events. Discuss the - identify appropriate coping skills for various situations and how dealing with anger calming down, thinking - write effectively for different audiences things through and talking and purposes things out might have affected the result. Have students write a news article showing how events could be different if people controlled their anger. Create a bulletin board with articles and pictures showing the positive and negative results of anger in the community or world.

237 Math − calculate the amount of time spent − Mathematics Process Standards watching TV in a week o Communication − create a color bar graph representing o Representation findings by day − discuss how too much TV affects self- discipline. Science − identify natural resources that need to be − Science – Process Standards protected and what students need to do to o Classify help preserve them o Communicate Health − demonstrate strategies for exercising − Richland One Curriculum − Richland One Curriculum self-control, managing angry feelings, Guide, Health and Safety Guide, Health and Safety and keeping from fights Education, Gr. 4: Education, Gr. 4, p. 38 o Family Living, p. 38 o Text: Unit 2 LS 8, 48- 55; T.G. p. 60-66 Connections: Fine Arts: Drama, Visual Arts, Music Related Arts - brainstorm examples of situations that − Students will understand and − www.goodcharacter.com trigger angry behaviors respect others. Cartoon Strip: - represent graphically alternative Have students create cartoon behaviors related to anger management strips showing situations where - identify positive and negative results of characters deal with anger. anger Have them show the positive solutions as well as the negative. Share them with the class and discuss how the characters might be able to handle the situation better. Make the strips into a book with children drawing pictures to show the situations in a positive way. Guidance − practice coping skills by identifying − Students will understand and − www.goodcharacter.com alternative behaviors in response to respect others. Suggested Activity: negative emotions and experiences - Write examples of times when kids their age might feel disappointed or feel like a 238 failure on slips of paper. Have them pick one slip at a time from a hat, read it aloud, and offer suggestions for how to deal with it.

239 CARING

Grade: 4 Trait: CARING – to demonstrate concern through kindness and acceptance while meeting the needs of self and others Focus points: *Have you ever felt like one of the characters in the story? Explain. *If you had written the story, what changes might you have made? *Do any of the characters remind you of anyone you know? Explain. *Identify behaviors of a caring person.

Subject Suggestions for Integration Standards Resources The student will… ELA - write effectively for different audiences − English Language Arts – − www.goodcharacter.com and purposes Strands Suggested Writing Prompts: - describe behaviors of a caring person o The student will write − Write about the following: effectively for different What does it mean to be a audiences and purposes caring person? Have your class brainstorm a list of do's and don'ts for being caring. Ask for specific examples of each behavior they identify S.S. − explain that in a democracy, it is the role − Richland One Curriculum − Richland One Curriculum of a citizen to protect their rights Guide, Social Studies, Gr. 4, Guide, Social Studies, Gr. 4, − list ways citizens can protect rights Citizenship, p. 33-34 p. 34 − understand that citizens need themes: - Text: HB – Early United community, diversity, conflict, States – p. 376, 606, 611, 608- cooperation, and interaction within 609; 20-21, 30, 145, 352, 501, different environments, individualism, 579, 606, 608-609 interdependence, continuity, and change - T. Resource Kit in order to make effective and healthy decisions Math − practice appropriate group discussion - Mathematics Process Standards - www.goodcharacter.com skills o Communication Suggested Activity: − brainstorm alternate solutions to given o Problem Solving Have students participate in a problem group discussion: Imagine that − evaluate consequences and effects of someone gives you $20,000 but 240 various behaviors you have to spend it all to help other people. What would you do with it, and why? What effect would it have on the people you would be helping? Science - list different things that kids at your − Science – Process Standards − www.goodcharacter.com school do which are either caring or o Observe uncaring for the environment o Communicate - discuss how they feel about these things - brainstorm ways to care more for the environment more - evaluate ideas and create a list of best recommendations - design a poster that lists these ideas Health − tell how to encourage family and friends − Richland One Curriculum − Richland One Curriculum to make healthy choices Guide, Health and Safety Guide, Health and Safety Education, Gr. 4: Education, Gr. 4, p. 34 o Mental Health, p. 34 o Text: Unit 2 LS 7, p. 42- 47; T.G. 52-59 Related Arts − identify needs in the school or − Students will understand and − www.goodcharacter.com community respect others. Suggested Activity: − plan a service project to meet those needs − Students will develop a sense of - Research community service community. activities in your town that are open to kids their age. Then have them choose one activity and get involved. Consider having them volunteer to be "reading buddies" or "playground buddies" to younger children. A popular activity for younger children is to visit senior citizens. Guidance − answer the following: − Students will understand and − www.goodcharacter.com o What things could you do (or, have respect others. you done) that would help somebody who needs it?

241 o How do you feel when people show that they really care about you? o Do you consider yourself a caring person? In what ways are you a caring person?

242 KINDNESS

Grade: 4 Trait: KINDNESS – to be considerate, courteous, helpful, and understanding of others’ feelings and beliefs Focus points: *Identify at least one person in your family or community that displays acts of kindness and explain how you know that. *Select a story or poem and explain how it would have ended if the person had demonstrated acts of kindness. *What are some messages related to character and kindness being expressed in the lyrics of some hard rock and rap music? *How does the character trait of kindness fit into your school setting?

Subject Suggestions for Integration Standards Resources The student will… ELA - write effectively for a specific purpose − English Language Arts – − http://www.actsofkindness.org/class/ - generate variety of examples of acts of Strands lesson_plans.php?type=ELEMENT kindness * The student will write ARY - use non-print media to illustrate effectively for different ABC’s of Kindness: written ideas audiences and purposes 1. Have each child choose a letter of the alphabet for this activity. (Teacher can provide colorful die-cut letters for this activity.) 2. Have each child write a sentence of a random act of kindness idea, using the letter they chose as a word in the sentence. Example: A - I will share a stuffed animal with my sister. B - I will help my mom bring in the groceries. C - I colored a picture for my grandma 3. Next, have the child draw a picture that illustrates their RAK described in their letter sentence. 4. Mount each child’s picture and sentence on construction paper and bind it to make a book!

243

S.S. − analyze the dilemma Robert E. Lee − Richland One Curriculum − Richland One Curriculum Guide, faced Guide, Social Studies, Gr. 4: Social Studies, Gr. 4, p. 19 − research Lincoln’s words on writing an Civil War: History, p. 19 - Text: HB – Early United States – p. order to free slaves 508-511, 514-522, 524, 526-527 − analyze Sherman’s march to the sea - T. Resource Kit Math − practice appropriate group discussion - Mathematics Process - www.goodcharacter.com skills Standards Suggested Activity: − brainstorm alternate solutions to given o Communication - Have students participate in group problem o Problem Solving discussion: Imagine that someone gives − evaluate consequences and effects of you $20,000 but you have to spend it all various behaviors to help other people. What would you do with it, and why? What effect would it have on the people you would be helping? Science − generate examples of kind acts - Science – Process Standards - http://www.actsofkindness.org/class − maintain a visual classroom record of o Observe /lesson_plans.php?type=ELEMENT acts of kindness done or received o Communicate ARY Plant a Seed of Kindness Activity: - Each student cuts out a seed shape and writes their act of kindness, and the person’s name who received this gift. They plant it below the grass line on the bulletin board. When someone gives them a gift of kindness, they add a stem, leaves and flower parts. Students may plant a seed of kindness for every act of kindness they do. Health − dramatize situations − Health – Learning − www.guidancechannel.com − understand the perspectives of others Standards Suggested Activity: − develop empathy * Students will demonstrate - Have students role-play various − practice acts of kindness the ability to advocate for situations. For example: the boy personal, family, and dropped his lunch tray or the girl community health missed catching the ball. How does the child feel? How can we respond with kindness?

244

Related Arts − practice cooperation and teamwork − Students will understand and − www.guidancechannel.com skills respect others. − www.goodcharacter.com − role-play selected situations re Suggested Role-play Activity: acceptance - Break into groups of four or five. − identify coping skills for making new Each group's task is to choose one friends group member to play the role of a new − analyze emotions and behaviors related kid in class. The new kid's challenge is to acceptance or non-acceptance in a to try to gain acceptance into the group. group After the role-plays, discuss with the class how it felt to be the new kid and how it felt to be part of the "in-group." Discuss some of the different ways of "breaking in" to a new group. Guidance − brainstorm ideas for increasing − Students will understand and − www.goodcharacter.com tolerance among students respect others. Suggested Activity: − practice cooperation and teamwork − Brainstorm ways kids can be more skills tolerant and accepting of each other. − create visual representation of Write them on the board. Then have the accepting behaviors children work in small groups to create − display work in hall or classroom posters about accepting others. Display the posters in the classroom hallway

245 FAIRNESS

Subject Suggestions for Integration Standards Resources The student will… ELA - write effectively for different − English Language Arts – - www.goodcharacter.com audiences and purposes Strands Suggested Writing Prompts: - analyze and define in writing * The student will write − write about the following: selected character traits effectively for different 1) How is fairness related to having audiences and purposes respect for others? How is it related to honesty? To being reliable? To being a good citizen? 2) Think of something that you consider to be unfair. Describe it in detail, and write what you think should be done about it. Is there anything you can do to help change it? If so, what? S.S. − summarize Thomas Jefferson’s − Richland One Curriculum − Richland One Curriculum Guide, Social organization and purpose for each Guide, Social Studies, Gr. 4: Studies, Gr. 4, p. 24, 33-34 part of the Declaration of o Democratic Principles, p. o Text: HB – Early United States – Independence 24 Ch. 14, p. 332-365, 295-299, R23- − summarize the preamble of the o Citizenship, p. 33-34 44, R19-22; 376, 606, 611, 608- constitution 609; 20-21, 30, 145, 352, 501, 579, − explain the purpose of the 606, 608-609 Declaration of Independence & o T. Resource Kit Preamble − explain why, in a democracy, it is the role of a citizen to protect their rights 246 − explain ways citizens can protect rights − understand that citizens need themes: community, diversity, conflict, cooperation, and interaction within different environments, individualism, interdependence, continuity, and change in order to make effective and healthy decisions Math − discuss ethical issues such as the − Mathematics Process Ethics in Science web sites: manipulation of data, the human Standards www.chem.vt.edu/ethics/ethics.html issues in various research projects, o Communication onlineethics.org and “online” concerns - www.lbl.gov/Education/ELSI/ELSI.html Science − discuss ethical issues such as the − Science – Process Standards Ethics in Science web sites: manipulation of data, the human o Observe www.chem.vt.edu/ethics/ethics.html issues in various research projects, o Communicate onlineethics.org and “online” concerns - www.lbl.gov/Education/ELSI/ELSI.html Health − distinguish actions of true friends − Richland One Curriculum − Richland One Curriculum Guide, Health and coping strategies for feeling left Guide, Health and Safety and Safety Education, Gr. 4, p. 38 out Education, Gr. 4: - Text: Unit 2 LS 7, p. 42-47; Unit 3 LS o Family Living, p. 38 6,8; T.G. p. 67-76 - Second Step: Unit 1 LS 3,9; Unit 2 LS 7 Related Arts − Identify real-life examples of fair − Students will understand and − www.goodcharacter.com and unfair behavior respect others. Suggested Activity: − analyze elements of fairness and - Bring in articles from online, unfairness, of justice and injustice, newspapers and magazines reporting on in given situations events in which fairness and justice are − contribute to class discussion in at issue. Have a discussion about who is appropriate ways acting fairly, and who is acting unfairly in these situations. Guidance − contribute in appropriate ways to − Students will understand and − www.goodcharacter.com class discussion of the following: respect others. − Students will understand and *Think of a time when you've taken appreciate self. unfair advantage of a person or − situation, or when someone has taken 247 unfair advantage of you. Describe it. What was unfair about it? How did it make you feel? What did you learn from the experience?

248 DEPENDABILITY

Grade: 4 Trait: DEPENDABILITY – to be counted on or trusted Focus points: *Describe a positive work ethic. Is dependability a desired characteristic of a good work ethic? Why? *How do you honor commitments? *If one of the characters were sitting next to you, what would they likely tell you about the importance of dependability? *Did you learn how a character solved a problem in the story. Could you use this situation to solve similar problems you might have?

Subject Suggestions for Integration Standards Resources The student will… ELA - demonstrate character traits that are − English Language Arts – − Character Education: An emphasized in the classroom through Strands Elementary School reading, writing, and discussion * The student will recognize, Resource Guide, State demonstrate, and analyze the Department of Education, qualities of effective May 1997 communication Cardinal Character Building − Students are involved in community service projects through adopting nursing homes, hospitals, armed forces personnel, and providing decorations, poems, writings, etc. S.S. − explain that in a democracy, it is the role − Richland One Curriculum − Richland One Curriculum of a citizen to protect their rights Guide, Social Studies, Gr. 4, Guide, Social Studies, Gr. − identify ways citizens can protect their Citizenship, p. 33-34 4, p. 33-34 rights - Text: HB – Early United − understand that citizens need themes: States – p. 376, 606, 611, community, diversity, conflict, 608-609; 20-21, 30, 145, 352, cooperation, and interaction within 501, 579, 606, 608-609 different environments, individualism, - T. Resource Kit interdependence, continuity, and change in order to make effective and healthy decisions

249 Math − read biographies, autobiographies of Mathematics Process Standards - www.biography.com famous mathematicians or scientists o Communication − School Library − discuss character issues in their lives and − Classroom Teacher work. - demonstrate cooperative learning activities Science - See Math − Science – Process Standards - See Math o Observe o Communicate Health − demonstrate appropriate responses (first- − Richland One Curriculum − Richland One Curriculum aid) to emergency situations, including Guide, Health and Safety Guide, Health and Safety first-aid procedures Education, Gr. 4: Education, Gr. 4, p. 37 o Injury Prevention, p. 37 o Text: Unit 10 LS 43 o Second Step: Unit 2 LS 1-5 Related Arts - participate in selected volunteer and − Students will understand and − Character Education: An service activities respect others. Elementary School − Students will develop a sense of Resource Guide, State community. Department of Education, May 1997 BEST Club: - Build excellence through service: the goal of this program is to bring senior adults together with students and learn from each other through services; such as exercise classes, dance, and crafts with seniors

250 Guidance − be recognized as a VIP (Very Important − Students will understand and − Character Education: An Person) respect others. Elementary School Resource Guide, State Department of Education, May 1997 VIP (Very Important Person) Activity: - Emphasizing a child’s individual value: Every Friday a VIP is selected from each classroom. The student visits the principal where they receive verbal praise, a pencil and a ribbon. The student’s name is written on a star and placed on a bulletin board for recognition.

251 RESPECT

Grade: 5 Trait: RESPECT - to show high regard for authority, other people, self, and country Focus points: *What did the main character do that demonstrated respect? *Do you respect the main character and why or why not? *Who is a figure in your life that you respect and what characteristics to they exhibit? *Give examples in your life when you demonstrated respect.

Subject Suggestions for Integration Standards Resources The student will… ELA − describe personal feelings − English Language Arts − Effective Guidance Activities, SC − describe positive characteristics about self – Strands Department of Education, Office of Safe − recognize and explain personal * The student will Schools & Youth Services, Guidance boundaries, rights, and needs recognize, demonstrate, Services CD-ROM − explain and respect similarities and and analyze the qualities − The Bag of Honor differences among others of effective communication S.S. − explain the benefits and challenges of − Richland One − Richland One Curriculum Guide, Social having diversity in the U.S. Curriculum Guide, Studies, Gr. 5, p. 27 Social Studies, Gr. 5: − Text: HB – “United States in Modern Time, Continuity and Times” – Ch. 3, LS 1-2; Ch. 4, LS 4; Change: History, p. 27 Ch. 5, LS 1-4; Ch. 7, LS 1; Ch. 8, LS 4; CH. 9, LS 1 & 3; Ch. 10, LS 1 Math − discuss ethical issues such as the - Mathematics Process − Ethics in Science web sites: manipulation of data, the human issues in Standards www.chem.vt.edu/ethics/ethics.html various research projects, and “online” o Communication onlineethics.org

concerns o Problem Solving www.lbl.gov/Education/ELSI/ELSI.html Science − See Math - Science – Process - See Math Standards o Observe o Communicate

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Health − demonstrate skills for resolving conflicts − Health – Learning − Orange County Public Schools, Orlando, with peers Standards FL www.ocps.k12.fl.us − describe their responsibilities within the * Students will − I Can Work It Out home, school, and community settings demonstrate the ability − My Responsibilities − demonstrate an understanding of to advocate for personal, − Decisions and Solutions decision-making/problem-solving process family, and community − A Healthier You − apply good health and safety practices health − Just Say No − state the emotional and physical effects of * Students will substance use and abuse demonstrate the ability to practice behaviors that enhance health and reduce risks Related Arts − practice cooperation and teamwork skills − Students will − www.goodcharacter.com − role-play selected situations re respect and understand and respect Suggested Activity: acceptance of people who are “different” others. − Role play or use puppets to act out the − identify coping skills for making new following situation: Four good friends friends are planning to spend a day at an − analyze emotions and behaviors related to amusement park. Two of them want to acceptance or non-acceptance in a group invite another kid who's new in school. and to differences among people The other two don't want to include this person because he/she is different in some way (different race, a "dweeb," from a foreign country, etc.). After the role play have a class discussion. Then, have four others do another role play changing what it is that's different about the new kid. Repeat this process changing the difference each time.

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Guidance − See Health − Students will − See Health understand and respect − I Can Work It Out others. − My Responsibilities − Students will make − Decisions and Solutions decisions, set goals, − A Healthier You and take actions. − Just Say No − Students will develop safety and survival skills.

254 HONESTY

Grade: 5 Trait: HONESTY – to always be fair and straightforward in conduct Focus points: *Identify examples of honesty displayed by characters in stories. *Compare and contrast behaviors of famous people who demonstrated honesty and those who did not. *Select a character and describe how the story would have ended differently if the person had not demonstrated honesty.

Subject Suggestions for Integration Standards Resources The student will… ELA - write effectively for different - English Language Arts – - www.goodcharacter.com audiences and purposes Strands Suggested Writing Prompts: * The student will write - Write about the following: effectively for different * How can simply being honest make life audiences and purposes a lot easier. Have you ever experienced this in your own life? * Do you think that lying can ruin a friendship? Explain. Has that ever happened to you? S.S. - use research and interview skills to − Social Studies – Strands − www.goodcharacter.com conduct survey re attitudes toward o People, Places, and Suggested Activity: honest and dishonest behaviors Environments Conduct a survey in your school or - represent findings in graphic format community asking questions like the - share findings with classmates following: Do you think people are honest enough? What are some examples of dishonesty you really dislike? What are some examples of honesty that you especially appreciate? Compile the results into a scrapbook. Math − explain why found money should be − Mathematics Process turned in regardless of the amount Standards [move the decimal to the right and o Communication add zeros 1.00, 10.00, etc.] o Problem Solving

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Science − discuss ethical issues such as the − Science – Process Standards − Ethics in Science web sites: manipulation of data, the human o Observe www.chem.vt.edu/ethics/ethics.html issues in various research projects, o Communicate onlineethics.org

and “online” concerns www.lbl.gov/Education/ELSI/ELSI.html Health − identify ways that qualities of good − Richland One Curriculum − Richland One Curriculum Guide, Health character enhance emotional and Guide, Health and Safety and Safety Education, Gr. 5, p. 49 social health Education, Gr. 5: - Text: Unit 1 LS 3, p. 16-21 o Mental Health, p. 49

Related Arts − practice cooperation and teamwork − Students will understand and − www.goodcharacter.com skills respect others. Suggested Activity: − role-play selected situations re - Role-play or use puppets to act out various honest and dishonest behaviors situations where one or more students are − identify coping skills for dealing under pressure to be dishonest. Example: with peer pressure lying to cover up for a friend. Put it on − create multimedia method of sharing videotape and share it with other classes. role-play situations with other students Guidance − practice recordkeeping skills − Students will understand and − www.goodcharacter.com − write journal entries according to respect others. Suggested Activity: given subject and format − Keep an "Honesty-Dishonesty" journal − analyze media excerpts to identify for one week. In this journal, document examples of honest and dishonest examples of honesty and dishonesty in behavior everyday life. Keep track of all the times − make conclusions based on data you hear or tell "white lies." Pay accumulated particular attention to television. Note − share findings with classmates how often dishonesty is basic to the plot of TV sitcoms and dramas. At the end of a week, write your conclusions and share them with the class. What did you learn about your own behavior from doing this project?

256 COOPERATION

Grade: 5 Trait: COOPERATION – to play together or work well with others to accomplish a common goal Focus points: *Explain why cooperation is important in your workplace, the school environment. *Why is cooperation important in appreciating cultural diversity? *Explain why cooperation is critical for working on a team.

Subject Suggestions for Integration Standards Resources The student will… ELA - write effectively for various audiences − English Language Arts – − www.goodcharacter.com and purposes Strands Suggested Writing Prompts: - explain why cooperation is important * The student will write − Write about the following: at school and at home effectively for different 1) Describe a time you had difficulty audiences and purposes cooperating. What made it difficult? What did you do about it? Is there something you could have done that would have made it easier? 2) Imagine that you get out of bed one morning in a rotten mood and you feel like being totally uncooperative for the whole day. Write about all the things you could do that would make your friends and teachers look at you and say, "Boy, are you being uncooperative today!"

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S.S. - research how various cultural groups - Richland One Curriculum - Richland One Curriculum Guide, have an impact on the decisions and Guide, Social Studies, Gr. 5: Social Studies, Gr. 5, p. 4, 16, 26, 55 development of people and their * Time, Continuity and - Text: HB – “United States in civilization Change: History, p. 4, 16 Modern Times” – Ch. 4, LS 2 & 4; - list events, people, and various * Power, Authority, and Ch. 5 LS 3 cultures that made an impact on the Government, p. 26 - Text: HB – “United States in U.S. during the W.W. II era * Geography, p. 55 Modern Times” – Ch. 1, LS 3; Ch. 2 - brainstorm and research various ways LS 1 & 4; Ch. 3, LS 1-3; Ch. 4, LS 1 people can work together to follow & 4; Ch. 5, p. 216-217, 220; Ch. 6, p. the principles and ideas of American 240-241; Ch. 7, p. 281-283, 290-293 democracy - Text: HB – “United States in - research current events for examples Modern Times” – Ch. 8, LS 1 & 4 of conflict and cooperation - Text: HB – “United States in Modern Times” – Ch. 9, LS 1 Math - practice recordkeeping skills - Mathematics Process Standards - www.goodcharacter.com - identify reasons that cooperation is * Communication Suggested Activity: critical for effective work in a team * Representation - For one week keep a daily record of - create visual representation of all the things you do that require findings cooperation (at home, at school, and - evaluate level of cooperation everywhere else). At the end of the indicated by data week, draw a chart and give yourself a grade on how cooperative you have been. Science - Science – Process Standards - www.goodcharacter.com * Classify Suggested Activity: * Communicate - Break into small teams (five children per team is a good number). Their assignment is to invent a new animal. They must name it, draw it, and decide how and where it lives. Afterward, have each team present its animal to the class and tell exactly how they worked together to create it.

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Health - demonstrate ways to care, - Richland One Curriculum - Richland One Curriculum Guide, communicate care, consideration, Guide, Health and Safety Health and Safety Education, Gr. 5, respect for self, for parents and Education, Gr. 5: p. 49 family, and for the diversity of others * Mental Health, p. 49

Related Arts - design a "How to Cooperate" poster - Students will understand and - www.goodcharacter.com that illustrates the cooperative respect others. behaviors listed at the top of this column - display on a wall. Guidance - practice cooperative teamwork skills - Students will understand and - www.goodcharacter.com on selected projects respect others. Suggested Activity: - apply creative thinking skills to given - Break into small teams (five children task per team is a good number). Their - analyze cooperative teamwork process assignment is to invent a new animal. used to complete project They must name it, draw it, and decide - make oral presentation to class how and where it lives. Afterward, have each team present its animal to the class and tell exactly how they worked together to create it.

259 GOOD CITIZENSHIP

Grade: 5 Trait: GOOD CITIZENSHIP – to be actively engaged in demonstrating pride and responsibility in self, school, community, and country Focus points: *Identify behaviors of a person who demonstrates good citizenship in the poems and stories. *What are the messages regarding responsible citizenship? *If you could write a class/school constitution, what important information would you include? *How did a particular document affect the lives of citizens in certain countries? *Identify your behaviors that demonstrate good citizenship.

Subject Suggestions for Integration Standards Resources The student will… ELA - write effectively for different audiences and - English Language Arts – - www.goodcharacter.com purposes Strands Hero Writing Activity: - identify behaviors and character traits of a * The student will write Write about someone considered hero/heroine effectively for different to be a hero: audiences and purposes - What is the main reason you think this person is a hero? - What are some other good things about this hero? - What qualities do you admire in this person? - What obstacles did s/he overcome? - Did s/he take any risks? - How has s/he made a difference, and to whom? - How does this person make you feel? - Does this person inspire you in some way? S.S. - explain events that demonstrate and promote - Richland One Curriculum - Richland One Curriculum principles of American democracy Guide, Social Studies, Gr. 5: Guide, Social Studies, Gr. 5, p. Time, Continuity and 30, 41 260 - discuss how technology can positively affect Change: History, p. 30, 41 - Text: HB – “United States in citizenship Modern Times” –Ch. 2 LS p 107-109; Ch. 4, LS 4; Ch. 7, LS 3;Ch. 8, LS 3 & 5 - Text: HB – “United States in Modern Times” – Ch 10 LS 3, Ch. 10, p 416-417 Math - create and participate in a tutoring program for - Mathematics Process - www.goodcharacter.com younger students Standards * Communication * Problem Solving Science - explore career interests and related - Science – Process - Effective Guidance occupations Standards Activities, SC Department of - identify career clusters * Observe Education, Office of Safe - demonstrate cooperative work habits in a * Communicate Schools & Youth Services, group Guidance Services CD-ROM - demonstrate being a positive team member - Planting Seeds of Careers Health This is Your LIfe - Health – Learning - Orange County Public - recognize the value of life long learning Standards Schools, Orlando, FL Middle School is Great * Students will www.ocps.k12.fl.us - be aware of middle school challenges and demonstrate the ability to - This is Your Life possible solutions for dealing with those advocate for personal, - Middle School is Great challenges family, and community - Setting My Short Term Goals Setting My Short Term Goals health - Choices! Choices! Choices! - formulate short-term goals * Students will - Learning Happens - Choices! Choices! Choices! demonstrate the ability to Everywhere - realize that choices are made based on practice behaviors that - Responsible Me personal interests and abilities enhance health and reduce Learning Happens Everywhere risks - realize that learning takes place at school and other places Responsible Me - accept that learning is a personal responsibility

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Related Arts - identify needs in the school or community - Students will understand - www.goodcharacter.com - plan a service project to meet those needs and respect others. - For guidance in planning a - Students will develop a service project, visit sense of community. www.goodcharacter.com and click on "service learning." Guidance - See Health - Students will understand - See Health and respect others. - This is Your Life - Students will make - Setting My Short Term Goals decisions, set goals, and take - Choices! Choices! Choices! actions. - Learning Happens - Students will develop Everywhere safety and survival skills. - Responsible Me

262 RESPONSIBILITY

Grade: 5 Trait: RESPONSIBILITY - to be held accountable for your own actions Focus points: *What are your responsibilities as a student? at home? *What responsibilities will you assume as you get older? *How do you hold others accountable for their behavior? *How do you hold yourself accountable for your behavior?

Subject Suggestions for Integration Standards Resources The student will… ELA - write effectively for different audiences - English Language Arts – Strands - www.goodcharacter.com and purposes *The student will write Suggested Writing Activities: effectively for different audiences - Write book reports about how and purposes the characters in the book behaved in either a responsible or irresponsible way. Do the same with movies or television programs they have seen. If your children are too young to write book reports, do this as a class discussion about the books they are reading or that you are reading to them. S.S. - identify real-life examples of responsible - Social Studies – Strands - www.goodcharacter.com and irresponsible actions * People, Places, and Suggested Activity: - practice reading skills: skimming and Environments - Look for magazine or scanning newspaper articles in which - evaluate impact and consequences of responsibility is an issue. various responsible and irresponsible Discuss these issues in the behaviors context of responsible and irresponsible actions. What are the stakes? What are the consequences?

263 Math - explain why found money should be - Mathematics Process Standards turned in regardless of the amount * Communication [move the decimal to the right and add * Problem Solving zeros 1.00, 10.00, etc.] Science - contribute to class discussion about what - Science – Process Standards - www.goodcharacter.com things you can do together to take * Observe responsibility for the environment * Communicate (recycling, using less water and energy, buying non-polluting products, etc.) - make a plan and do it - report on your project in class. Health - describe characteristics needed to be a - Richland One Curriculum Guide, - Richland One Curriculum responsible friend and family member Health and Safety Education, Gr. Guide, Health and Safety - demonstrate strategies to resist negative 5: Education, Gr. 5, p. 47-8, 51 peer pressure * Mental Health, p. 47-8 - Text: Unit 1 LS 2 p. 12-15; - demonstrate positive strategies to reduce * Preventing Injuries, p. 51 Unit 1 LS 5 p. 30-35; T.G. p. stress and anger in relation to identified 10-16, 32-39 stressors Connections: Fine Arts: Drama, - Text: Unit 10 LS 43 p. 322; - identify violent and risk behaviors and Dance, Music, Visual Arts T.G. p 342-348 situations in mass media samples - Second Step: Unit 2 LS 13 - describe mass media influences on behaviors associated with risk-taking and violence Related Arts - design a "Being Responsible" poster - Students will understand and - www.goodcharacter.com illustrating the six responsible behaviors respect others. - display it on your classroom wall - Students will make decisions, set goals, and take actions. Guidance - write effectively for different audiences - Students will understand and - www.goodcharacter.com and purposes respect others. Suggested Writing Prompts: - evaluate consequences of responsible - Students will make decisions, - Write about someone very and irresponsible behavior set goals, and take actions. responsible. What do you like about that person? - Write about how it makes you feel when somebody lets you down

264 SELF-DISCIPLINE

Grade: 5 Trait: SELF-DISCIPLINE – to demonstrate the ability to control yourself in all situations Focus points: *If you were asked to be on a student committee, working on school safety issues, what would be your advise? *Describe how you organize your school and home responsibilities. *Explain why self-discipline is important in maintaining a healthy lifestyle.

Subject Suggestions for Integration Standards Resources The student will… ELA - write effectively for various purposes - English Language Arts – Strands - www.goodcharacter.com and audiences * The student will write Create a Newspaper: - practice listening skills effectively for different audiences - Older students can create a - practice interviewing skills and purposes newspaper with each student - follow multi-step directions * The student will recognize, being a reporter. Each reporter - evaluate strengths and weaknesses of demonstrate, and analyze the interviews another student, work on project qualities of effective asking about such topics as communication accomplishments, family * The student will draw upon experiences, travels, or favorite a variety of strategies to activities, foods, movies, comprehend, interpret, analyze, television programs, etc. The and evaluate what he or she reads interviews are written up and "published" in the newspaper. After it is distributed to the class, have a discussion to find out if the reporters accurately listened and reported what they were told. Discuss how listening skills were helpful in completing the assignment.

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S.S. - list types of conflicts that occur in - Social Studies – Strands - www.goodcharacter.com everyday life * People, Places, and Suggested Activity: - identify methods of coping with conflict Environments - Describe a variety of conflicts - evaluate consequences of various that commonly occur at school. methods List these on the board. Select - role-play typical school and home two or three of these and discuss conflict situations how the steps for working out conflicts could be applied to each situation. Have the kids role play some of these situations, either as themselves or with puppets. Afterward, have a group discussion to evaluate the outcome of each role play. Math - calculate the amount of time spent - Mathematics Process Standards watching TV in a week * Communication - create a color bar graph representing * Representation data by day - discuss how too much TV affects self- discipline. Science - discuss the importance of putting trash in - Science – Process Standards its proper place and recycling * Observe - explain how prope handling of trash * Communicate affects our environment Health - demonstrate use of positive self- - Richland One Curriculum - Richland One Curriculum management skills Guide, Health and Safety Guide, Health and Safety - explain why self-medication with ATOD Education, Gr. 5: Education, Gr. 5, p. 48, 53 is an unhealthy way to cope with * Mental Health, p. 48 - Text: Unit 6 LS 27 p. 202- unpleasant emotions * Family Living, p. 53 209; Unit 1 LS 4 p. 22-29; - develop an action plan for dealing Unit 2 LS 6 p. 41; Unit 2 LS 9 positively with difficult emotional Connections: ELA p. 59; T.G. 24-31 situations - Second Step: Unit 3 LS 9-14 - demonstrate the ability to use self- management skills in family relationships 266 Related Arts - design a "Dealing with Feelings" poster - Students will understand and - www.goodcharacter.com that illustrates the four-steps from respect others. Related Arts - Students will make decisions, - display it on a wall. set goals, and take actions.

Guidance - identify coping strategies for dealing - Students will understand and - www.goodcharacter.com with unpleasant emotions appreciate self. Suggested Activity: - practice coping strategies - Students will make decisions, HOW TO COPE WITH AN set goals, and take actions. UNPLEASANT FEELING - Students will develop safety and 1. ACCEPT your feelings. survival skills. Say to yourself: "I am sad." "I am frightened." "I am angry." "I am embarrassed." It's all right to have feelings. 2. RELAX and take "time out" before you act. Take slow deep breaths and relax all the muscles of your body. Pretend you are in a safe place. 3. THINK about ways to help yourself. Thinking helps you do something smart instead of harming yourself or making things worse. 4. DO something to help yourself. Maybe it would help to talk to someone, or to do something you enjoy. If it doesn't work, go back to Step 3.

267 CARING

Grade: 5 Trait: CARING – to demonstrate concern through kindness and acceptance while meeting the needs of self and others Focus points: *Have you ever felt like one of the characters in the story? Explain. *If you had written the story, what changes might you have made? *Do any of the characters remind you of anyone you know? Explain. *Identify behaviors of a caring person.

Subject Suggestions for Integration Standards Resources The student will… ELA - read stories related to issues of caring and - English Language Arts – Strands - The Hundred Dresses by kindness * The student will draw upon Eleanor Estes: New York: - contribute to class discussion re a variety of strategies to Harcourt Brace Jovanovich, characters and event in story comprehend, interpret, analyze, 1944. - identify behaviors of a caring person and evaluate what he or she reads (A poorly dressed girl is the - identify consequences of caring and object of ridicule until uncaring behavior understanding is achieved, but it is too late to make amends.) S.S. - identify and describe caring and - Social Studies – Strands - www.goodcharacter.com uncaring actions * People, Places, and Suggested Activity: - select examples of caring and uncaring Environments - Bring in (or have the children actions in real-life situations * Power, Authority, and bring in) articles from newspapers - identify appropriate coping skills for Governance and magazines describing dealing with anger situations that show caring and - write effectively for different audiences uncaring actions on the part of and purposes individuals, groups, or governments. Discuss these situations. In what ways do they demonstrate either caring or uncaring? Perhaps write a group letter to the people involved. Math - contribute appropriately to group - Mathematics Process Standards - www.goodcharacter.com discussion * Communication Suggested Activity: - list caring and uncaring actions * Problem Solving - Imagine that someone gives you 268 - identify possible consequences of caring a lot of money on the condition and uncaring behaviors that you have to spend it all to help other people. What would you do with it, and why? What effect would it have on the people you would be helping? Science - practice listening skills - Science – Process Standards - The Giving Tree by Shel - identify examples of caring actions * Observe Silverstein - identify consequences of uncaring * Communicate - Felt board with shapes for a behaviors * Classify tree trunk, branches, and apples. - analyze and share emotions related to - http://www.actsofkindness.org/ story class/index.php - write letter in appropriate format Suggested Giving Tree Activity: 1. Students will predict how the felt “Giving Tree” might be used. 2. Students will listen to the story being read aloud, and as each part of the tree is taken away by the boy, the teacher will stop the story and take off the apples, the branches, the trunk, leaving only the stump. 3. Students will have wait time to absorb the impact on the “Giving Tree” losing its parts. 4. Students will write a letter to the tree, using standard letter form, about their feelings for the tree. 5. Students will share their letters individually as they sit in the Author’s Chair. 6. Students will produce a bound class book of their letters to be shared with other classes.

269 Health - demonstrate ways to care communicate - Richland One Curriculum - Richland One Curriculum care, consideration, respect for self, for Guide, Health and Safety Guide, Health and Safety parents and family, and for the diversity Education, Gr. 5: Education, Gr. 5, p. 49 of others * Mental Health, p. 49

Related Arts - See Science - Students will understand and - The Giving Tree by Shel respect others. Silverstein - Students will make decisions, - Felt board with shapes for a set goals, and take actions. tree trunk, branches, and apples. - http://www.actsofkindness.org/ class/index.php

Guidance - practice appropriate listening and - Students will understand and - www.goodcharacter.com speaking group discussion respect others. Suggested Activity: skills - Students will develop a sense of - Imagine that someone gives you - list caring and uncaring actions community. $20,000 but you have to spend it - identify possible consequences of caring all to help other people. What and uncaring behaviors would you do with it, and why? What effect would it have on the people you would be helping?

270 KINDNESS

Grade: 5 Trait: KINDNESS – to be considerate, courteous, helpful, and understanding of others’ feelings and beliefs Focus points: *Identify at least one person in your family or community that displays acts of kindness and explain how you know that. *Select a story or poem and explain how it would have ended if the person had demonstrated acts of kindness. *What are some messages related to character and kindness being expressed in the lyrics of some hard rock and rap music? *How does the character trait of kindness fit into your school setting?

Subject Suggestions for Integration Standards Resources The student will… ELA - write effectively for different audiences - English Language Arts – - www.goodcharacter.com and purposes Strands Suggested Activities: - observe and discuss bullying behaviors * The student will write 1) Keep a journal to record - list kind and unkind behaviors effectively for different bullying situations he or she - identify possible consequences of kind audiences and purposes observes each day. These can be and unkind actions discussed as a group on a daily or weekly basis. For the class, a chart can also be kept tabulating the number of incidences observed over a period of time to see if there are any changes. 2) Describe the most caring thing anyone has ever done for you. How did it make you feel? What effect did that have on you? S.S. - identify and describe representative - Richland One Curriculum - Richland One Curriculum Guide, government, the rule of the law, Guide, Social Studies, Gr. 5: Social Studies, Gr. 5, p. 25 majority rule, minority rights, and Time, Continuity and Change: - Text: HB – “United States in popular sovereignty History, p. 25 Modern Times” – Ch. 1, LS 3 & 4; Ch. 2 LS 1 & 4; Ch. 3, LS 2-4; Ch. 4, LS 3; Ch. 5, LS 2-3; Ch. 6, LS 4; Ch. 7, LS 1-3;Ch. 8, LS 2 & 4; CH. 9, LS 3 & 4; Ch. 10, LS 1 & 4

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Math - contribute to class discussion re ways to - Mathematics Process Standards - www.goodcharacter.com help others * Communication Suggested Activity: - identify possible consequences of helping * Problem Solving - Imagine that someone others gives you a lot of money on the condition that you have to spend it all to help other people. What would you do with it, and why? What effect would it have on the people you would be helping? Science - work cooperatively with classmates to plan - Science – Process Standards http://www.actsofkindness a recycling project * Observe .org/file_uploads/pdf/8_pdf. - implement project * Communicate pdf - share results Suggested Activity: - Plan a classroom or school recycling effort. Contact an agency to see if it would be willing to remove your items for recycling. Find out how they must be sorted and stored. Collect and recycle everything you can. Contact the media for publicity; perhaps others will join the recycling effort. Health - See Guidance - Health – Learning Standards * Students will demonstrate the ability to advocate for personal, family, and community health Related Arts - observe, record, and tabulate instances of - Students will understand and - www.goodcharacter.com bullying behaviors respect others. Suggested Activity: - report findings to classmates - Students will make decisions, set - Act as "roving reporters". - contribute to class discussion re goals, and take actions. During recess, lunch or 272 observations another selected period of - identify actions to reduce bullying time, have them observe, record, and tabulate the number of dialogues or actions demonstrated bullying behaviors. Have them report to the class and discuss the results Guidance - list examples of kind behaviors - Students will understand and - www.goodcharacter.com - act with kindness toward another person respect others. Suggested Activities: - analyze feelings and results related to kind - Students will make decisions, set 1) Create a “smile file” actions goals, and take actions. with cartoons that make students smile. The kids can pick out a cartoon to cheer up a friend in need. 2) Think of something you can say or do for another person that would make that person happy. Do it, and then write about how you think it affected the other person. How did it make you feel? Was it worth doing? What would happen if you made a point of doing something like this every day?

273 FAIRNESS

Subject Suggestions for Integration Standards Resources The student will… ELA - list examples of fair and unfair - English Language Arts – - www.goodcharacter.com behaviors Strands Suggested Activity: - analyze feelings and results related * The student will - Think of a time when you've taken unfair to fair and unfair actions recognize, demonstrate, and advantage of a person or a situation, or analyze the qualities of when someone has taken unfair advantage effective communication of you. Describe it. What was unfair about it? How did it make you feel? What did you learn from the experience? S.S. - identify and describe representative - Richland One Curriculum - Richland One Curriculum Guide, Social government, the rule of the law, Guide, Social Studies, Gr. 5: Studies, Gr. 5, p. 25, 30 majority rule, minority rights, and Power, Authority, and - Text: HB – “United States in Modern popular sovereignty Government, p. 25, 30 Times” – Ch. 1, LS 3 & 4; Ch. 2 LS 1 & - explain events that demonstrate and 4; Ch. 3, LS 2-4; Ch. 4, LS 3; Ch. 5, LS 2- promote principles of American 3; Ch. 6, LS 4; Ch. 7, LS 1-3;Ch. 8, LS 2 democracy & 4; CH. 9, LS 3 & 4; Ch. 10, LS 1 & 4 - Text: HB – “United States in Modern Times” –Ch. 2 LS p 107-109; Ch. 4, LS 4; Ch. 7, LS 3;Ch. 8, LS 3 & 5 Math - discuss ethical issues such as the - Mathematics Process - Ethics in Science web sites: manipulation of data, the human Standards - www.chem.vt.edu/ethics/ethics.html issues in various research projects, * Communication onlineethics.org and “online” concerns - www.lbl.gov/Education/ELSI/ELSI.html

274 Science - See Math - Science – Process Standards * Observe * Communicate Health - explain how appreciation for one’s - Richland One Curriculum - Richland One Curriculum Guide, Health own culture and the culture of others Guide, Health and Safety and Safety Education, Gr. 5, p. 48 enhances mental/emotional and Education, Gr. 5: - Second Step: Unit 1 LS 16 social health * Mental Health, p. 48

Related Arts - Students will understand and - www.goodcharacter.com respect others. Suggested Activity: - Bring in articles from newspapers and magazines reporting on events in which fairness and justice are at issue. Have a discussion about who is acting fairly, and who is acting unfairly in these situations Guidance - list examples of fair and unfair - Students will understand and - www.goodcharacter.com behaviors respect others. Suggested Activity: - identify character traits of a fair - Discuss the following: person What does it mean to be a fair person? Have your class brainstorm a list of do's and don'ts for being fair. Ask for specific examples of each behavior they identify. Compare their list with the one at the top of this page. Hang the list up on the wall as a reminder.

275 DEPENDABILITY

Grade: 5 Trait: DEPENDABILITY – to be counted on or trusted Focus points: *Describe a positive work ethic. Is dependability a desired characteristic of a good work ethic? Why? *How do you honor commitments? *If one of the characters were sitting next to you, what would they likely tell you about the importance of dependability? *Did you learn how a character solved a problem in the story. Could you use this situation to solve similar problems you might have?

Subject Suggestions for Integration Standards Resources The student will… ELA - write for different audiences and - English Language Arts – - www.goodcharacter.com purposes Strands Suggested Activity: * The student will write - Write book reports about how the effectively for different characters in the book behaved in audiences and purposes either a trustworthy or an untrustworthy way. Do the same with movies or television programs they have seen. If your children are too young to write book reports, do this as a class discussion about the books they are reading or that you are reading to them. S.S. - list events, people, and various cultures - Richland One Curriculum - Richland One Curriculum Guide, that made an impact on the U.S. during Guide, Social Studies, Gr. 5: Social Studies, Gr. 5, p. 16 the W.W. II era Time, Continuity and Change: - Text: HB – “United States in History, p. 16 Modern Times” – Ch. 8, LS 1 & 4 Math - read biographies, autobiographies of - Mathematics Process Standards - Internet: www.biography.com famous mathematicians or scientists * Communication - School Library - discuss character issues in their lives - Classroom Teacher and work. - demonstrate cooperative learning skills

276

Science - See Math - Science – Process Standards * Observe * Communicate Health I Can Work It Out - Health – Learning Standards - Orange County Public Schools, - demonstrate skills for resolving * Students will demonstrate Orlando, FL www.ocps.k12.fl.us conflicts with peers the ability to advocate for - I Can Work It Out My Responsibilities personal, family, and - My Responsibilities - discuss their responsibilities within community health - Decisions and Solutions the home, school, and community * Students will demonstrate - A Healthier You settings the ability to practice behaviors - Just Say No Decisions and Solutions that enhance health and reduce - demonstrate an understanding of risks decision-making/problem-solving process A Healthier You - apply good health and safety practices Just Say No - recognize the emotional and physical effects of substance use and abuse Related Arts - select real-life examples of - Students will understand and - www.goodcharacter.com responsible and irresponsible actions respect others. Suggested Activity: - identify consequences of responsible - Students will make decisions, - Have your students look for and irresponsible behaviors set goals, and take actions. magazine or newspaper articles in which responsibility is an issue. Discuss these issues in the context of responsible and irresponsible actions. What are the stakes? What are the consequences?

277 Guidance - contribute to class discussion of - Students will understand and - www.goodcharacter.com responsible and irresponsible respect others. Suggested Activity: behaviors - Students will make decisions, - Discuss the following - identify reasons why it is important to set goals, and take actions. When you agree to do something, be a dependable person do it. If you let people down, they'll stop believing you. When you follow through on your commitments, people take you seriously. Answer for your own actions. Don't make excuses or blame others for what you do. When you take responsibility for your actions you are saying "I am the one who's in charge of my life." Be trustworthy. If somebody trusts you to borrow or take care of something, take care of it. If somebody tells you something in confidence, keep it to yourself. It's important for people to know they can count on you.

278 V. Resources

Books

Beady, J.P. (1997). Positive learning Using Sports: Developing Youth sports programs That Teach Positive Values. New Hampton, NH: Project Adventure, Inc. Beady, J.P. & Zero, T. (1999). After School PLUS Manual. New Hampshire, NH: Project Adventure Inc. Beady, Jeffrey, Zero, Tom, & Gough, Russell, (2000). Effective Guidelines for Character Education through Sports. Washington, DC: Character Education Partnership. Beedy, Jeffrey Pratt. (1997). Sports Plus: Developing Youth Sports Program that Teach Positive Values. Hamilton, MA: Project Adventure. Bennett, William J. (1993). The Book of Virtues: A Treasury of Great Moral Stories. New York: Simon & Schuster Trade. Boatwright, Becki H., Ph.D., Mathis, Teresea A., Ed.S., and Smith-Rex, Susan, Ed.D. Getting Equipped to Stop Bullying. Bredemeier, J.J., & Shields, D.L. (1995). Character Development and Physical Activity. Champaign, II: Human Kinetics Press. Boyer, Ernest L.(1997). The Basic School: A Community for Learning. San Francisco, CA.: Jossey-Bass. Brooks, Dr. David, Ph.D. Lessons in Character, K-12 Curriculum. Young People’s Press, 800-231-9774. Castillo, Sara, Ph.D., Mathis, Teresea A., Ed.S., and Smith-Rex, Susan, Ed.D. Getting Face to Face with Your Fears. Clifford, Craig & Feezell, Randolph M. (1997). Coaching for Character – Reclaiming the Principles of Sportsmanship. Champaign, II: Human Kinetics. Covey, Sean (1998). Seven Habits of Highly Effective Teens: The Ultimate Teenage Success Guide. Craft, William & Craft, Ellen (1999). Running a Thousand Miles for Freedom: The Escape of William and Ellen Craft. Athens, GA: University of Georgia Press. Developmental Studies Center (1994). At Home in Our Schools: A Guide to Schoolwide Activities that Build Community. Oakland, CA: Developmental Studies Center. Developmental Studies Center (1996). Ways We Want Our Class to Be: Class Meetings that Build Commitment to Kindness and Learning. Oakland, CA: Developmental Studies Center. Frank, Kim “Tip”, Ed. S. and Smith-Rex, Susan, Ed.D., Getting A Grip on ADD. Frank, Kim “Tip”, Ed. S. and Smith-Rex, Susan, Ed.D., Getting A Life of Your Own. Frank, Kim “Tip”, Ed. S. and Smith-Rex, Susan, Ed.D., Getting Over the Blues. Frank, Kim “Tip”, Ed. S. and Smith-Rex, Susan, Ed.D., Getting With It: A Kid’s Guide to Forming Good Relationships and “Fitting In”. Gauld, Joseph W (1993). Character First: The Hyde School Difference. Bath, ME: Hyde School. Glasser, William A. (1998). The Quality School: Managing Students Without Coercion. New York: Harper Collins Publishers. Gough, R. (1997). Character Is Everything: Promoting Ethical Excellence in Sports. Forth Worth, TX: Harcourt Brace. Kreidler, William J. & Furlong, Lisa (1996). Adventures in Peacemaking: A Conflict Resolution Guide for School-Age Children. Cambridge, MA: Educators for Social Responsibility. Lumpkin, Angela; Stoll, Sharon Kay; and Beller, Jennifer, M. (1999). Sport Ethics: Applications for Fair Play. Second edition. Dubuque, IA; McGraw-Hill. Mathis, Teresea A., Ed.S., and Smith-Rex, Susan, Ed.D. Getting Ahead: Strategies to Motivate and Assist Students with Classroom Learning. Mathis, Teresea A., Ed.S., and Smith-Rex, Susan, Ed.D. Getting Your Life on Track: A Female Teen’s Guide to Saying No to Sex. Mathis, Teresea A., Ed.S., and Smith-Rex, Susan, Ed.D. Getting Your Second Wind: Living a Smoke-Free Life, A Kid’s Guide to Saying No to Smoking. McNamee, M.J. & Parry, S.J., (eds.) (1998). Ethics and Sport. New York: Routledge. Murphy, Shane. (1999). The Cheers and Tears – A Healthy Alternative to the Dark Side of Youth Sports Today. San Francisco: Jossey-Bass. Power, Clark F., Higgins, A. & Kohlberg, L. (1991). Lawrence Kohlberg’s Approach to Moral Education. New York: Columbia University Press. Romain, Trevor and Verdick, Elizabeth (1997). Bullies Are a Pain in the Brain. Minneapolis, MN: Free Spirit Publishing. Ryan, Kevin and Bohlin, Karen. Building Character in Schools. Jossey-Bass Publishers, 350 Sansome Street, San Francisco, CA 94104, tel: 800-956-7739, fax: 800-605-2665. 279 Shields, David Lyle Light, & Bredemeier, Brenda Jo Light (1995). Character Development and Physical Activity. Champaign, II: Human Kinetics. Steele, Eden & Schilling, Dianne (1994). Peace Patrol: Creating a New Generation of Problem Solvers and Peacemakers. Carson:CA: Jalmar Press/Innerchoice Publishing. Thompson, J. (1995). Positive Coaching: Building Character and Self-Esteem Through Sports. Portola Valley, CA: Warde Publishing Co., Inc. Wolff, R. (1997). Good Sports: The Concerned Parent’s Guide to Competitive Youth Sports. Champaign, II: Sports Publishing, Inc.

Videos

Resource Kits – Books & Videos

280 Perlstein, Ruth & Thrall, Gloria. Ready-to-Use Conflict Resolution Activities for Secondary Students. West Nyack, NY: Center for Applied Research in Education, 1996. $29.95 Pert, Candace. Emotion: Gatekeeper to Performance – The Mind/Body Connection (Video). Port Chester, NY: National Professional Resources, 1999. $99.00 Pollack, William. Real Boys. New York, NY: Henry Holt & Co., 1999. $13.95 Renzulli, Joseph. Developing the Gifts & Talents of ALL Students (Video). Port Chester, NY: National Professional Resources, 1999. $99.95 Salovey, Peter et al. Optimizing Intelligences: Thinking, Emotion & Creativity (Video). Port Chester, NY: National Professional Resources, 1998. $99.95 Scully, Jennifer. The Power of Social Skills in Character Development: Helping Diverse Learners Succeed. Port Chester, NY: National Professional Resources, 2000. $29.95 Sizer, Ted. Crafting of America’s Schools (Video). Port Chester, NY: National Professional Resources, 1997. $99.95 Stirling, Diane, Archibald, Georgia, McKay, Linda & Berg, Shelley. Character Education Connections for School, Home and Community. Port Chester, NY: National Professional Resources, 2000. $39.95 Teele, Sue. Rainbows of Intelligence: Raising Student Performance Through Multiple Intelligence (video). Port Chester, NY: National Professional Resources, 1999. $99.95 Teolis, Beth. Ready-to-Use Conflict Resolution Activities, Elementary Edition. West Nyack, NY: Center for Applied Research in Education, 1998. $29.95

All books and videos available for purchase from National Professional Resources, 1-800-453-7461. For additional current resources, see the web site: www.nprinc.com

Building Character Schoolwide-Creating a Caring Community in Your School (Guide) 6 copies* Wise Quotes 3-5* *Available at Student Support Services, Waverley Building, 12225 Oak St., Columbia, SC 29204

Articles

Character and Sport Organizations

Best Practices, Activities, and Ideas

Below are ideas for supporting Character Education, based on best practices.

100 Ways to Bring Character Education to Life

Building a Community of Virtue

282 3. Promote school-wide or intraclass service clubs with real missions to serve the school, class, or external community. 4. Encourage students to identify a charity or in-school need, collect donation, and help administer the distribution of funds. 5. Ensure that the schools’ recognition systems cover both character and academics. 6. Recognize a variety of achievements, e.g., surpassing past personal achievements or meeting a predetermined goal. 7. Consistently prohibit gossip and, when appropriate, address/discuss its damaging consequences. 8. Enforce a zero-tolerance policy on swearing. Prohibit vulgar and obscene language in the classroom and on school property. 9. Use morning announcements, school/classroom bulletin boards, and/or the school newsletter to highlight the various accomplishments-particularly character oriented ones-of students and faculty members. 10. When conflicts arise around the school or class, teach about discretion, tact, and privacy, and about discreetly informing appropriate adults of the conflict. 11. Have students in self-contained classrooms take turns caring for class pets and taking them home over weekends and holidays. Discuss and demonstrate the responsibility required to care for living creatures. 12. Invite student volunteers to clean up their community. With parental support, encourage students to build a community playground, pick up litter, rake leaves, plant trees, paint a mural, remove graffiti, or clean up a local park or beach. 13. What is the significance behind your school’s traditions? Find out, and emphasize the traditions which build school unity. 14. Display the school flag. Learn the school song. If you don’t have either, have a contest! 15. Does your school have ceremonies to mark the beginning and end of the school year? A farewell ceremony for teachers and staff members? 16. Examine school assemblies. Do a minority of students control the majority of assemblies? How could more students be involved? Are the chants at pep assemblies appropriate? Do they build school spirit without demeaning other schools? 17. Ensure students behave responsibly and respectfully when watching athletic competitions. 18. In physical education and sports programs, place a premium on good sportsmanship. Participation in sports should provide good habits for the life beyond sports. 19. Hang pictures of heroes and heroines in classrooms and halls. Include appropriate explanatory text. 20. Is the school a welcoming place for teachers? Can people walking through the school halls get a good idea of what is happening in classrooms? Is the principal frequently visible to students? Are there clear welcome signs prominently placed near the school’s main door? 21. Start a school scrapbook with photos, news stories, and memorabilia reflecting the school’s history and accomplishments. Involve school members in contributing to and maintaining the collection. Show it off to visitors and new families. 22. Publicly recognize the work of the school’s “unsung heroes” who keep the school running: The custodians, repairmen, secretaries, cafeteria workers, and volunteers. 23. Develop a system of welcoming and orienting new students to the school. 24. Prohibit the display of any gang symbols or paraphernalia on school property. Remove graffiti immediately – including in student bathrooms. 25. Let students take some responsibility for the maintenance and beautification of the school. Classes could “adopt a hallway,” shelve misplaced books, plant flowers, etc. Post signs identifying the caretakers.

Mining the Curriculum

283 33. Choose the finest children’s and adult literature to read with your students – literature rich with meaning and imagery. Don’t waste time with mediocre or unmemorable texts. 34. Don’t underestimate the power of stories to build a child’s moral imagination. Read aloud to students daily. 35. Conduct literature discussions-even in the youngest grades. Ask questions which encourage reflection. Don’t immediately jump to the “moral of the story” while ignoring the richness, beauty or complexity of the texts. General questions could include: What did this book make you think about or feel? Tell me about [a character’s name]-what kind of person was he? Why do you think the author wrote this book-what did she want to say to the reader? Don’t leave a story, however, without having students grapple with its moral message. 36. Build empathy in literature and social studies classes by teaching children to “put themselves in the shoes” of the people they are reading about/studying. 37. Read and discuss biographies from all subject areas. Help students identify the person’s core or defining characteristics. 38. While studying about great men and women, do not consistently avoid the subject of personal weakness-especially in the upper grades. A study of a person’s “whole” character can provide a powerful lesson in discernment and compassion. Consider a thoughtful discussion of the following question: Can a person be “great” (and good) and still have some character flaws? 39. Teach students to write thoughtful letters: thank you notes, letters to public officials, letters to the editor, etc. 40. Assign homework that stimulates and challenges students. Engaging and demanding assignments will give rise to self-discipline and perseverance. 41. Set up a buddy reading system between an older and younger class. Carefully teach the older students techniques that will help make their teaching experience successful. Impress upon them the responsibility and patience required when helping those who are both younger and less skilled in a subject than they are. 42. Have students memorize poetry and important prose selections such as the Preamble or the Gettysburg Address. In the process, make sure they understand the ideas that make these works worthy of committing to memory. 43. In science, address with each unit (when appropriate) the ethical considerations of that field of study. Students need to see that morality and ethics are not confined to the humanities. 44. In math classes, specifically address the habits-such as courage, perseverance and hard work-required to be a successful math student. Class rules and homework policies should reflect and support these habits. 45. In social studies, examine-and reexamine yearly, if the curriculum affords opportunities-the responsibilities of the citizen. What can students do right now to build the habits of a responsible citizenship?

Teachers, Administrators, and Staff

284

Parents, the Primary Moral Educators

61. Create a written code of behavior for the classroom and the school. Ask parents to read and sign the code, as a pledge of mutual support. 62. Consider having a parent representative present while developing such school codes. 63. Make the effort to notify parents of student misbehavior via notes, phone calls, and personal visits. 64. “Catch students being good” and write or call parents to report it. 65. Communicate with parents appropriate ways they can help students with their schoolwork. 66. Send a letter home to parents before the school year starts, introducing yourself, your classroom, your enthusiasm, and your expectations, particularly your hope that they will help you help their child. 67. Start a PTO or expand the current program to include as many parents as possible. 68. Frequently share the school’s vision and high ideals for its students with the parents. 69. Open a dialogue with parents. They can be a teacher’s greatest ally in helping students succeed. They can provide pertinent, invaluable information about their children’s academic/social background, interest, talents, difficulties, etc. 70. In the school newsletter, inform parents of upcoming events, units of study and opportunities to participate in school and after-school activities. 71. Develop a list of suggested reading and resources in Character Education and share it with parents. 72. When appropriate, provide literacy classes/tutors for parents. 73. Provide parents with access to the school library. Provide a suggested reading list of books with solid moral content that make good read-alouds. 74. Structure opportunities for parents to meaningfully participate in classrooms (beyond providing refreshments and chaperoning field-trips); e.g., reading with students, presenting a lesson in an area of expertise, tutoring, sharing family heirlooms, helping organize class plays or projects. 75. Are teachers encouraged, expected, or required to send out monthly newsletters to parents? Do these messages include character as well as academic goals? 76. Include anecdotes of commendable student performance in the school newsletter. 77. Include a “parents’ corner” in the newsletter, where parents can share parenting tips, book titles, homework helps, etc. 78. When your school welcomes a new student, how does it welcome the student’s family? 79. What can your school do to encourage greater attendance at parent-teacher conferences? Examine the times they are held and how they are advertised. What is being done to reach out to the parents who never come? 80. During parent-teacher conferences, ask parents, “What are your questions or concerns?” Then, listen carefully to their answers.

Helping Students Take Their Own Character Building Seriously

285 94. Use the language of virtue with students: responsibility, respect, integrity, diligence, etc. and teach them to use this language. 95. In large middle and high schools, what is being done to keep students from “falling through the cracks?” Every student needs at least one teacher or counselor to take specific interest in them. 96. In middle and high school, consider instituting (or strengthening) an advising program. Advisors should do more than provide job/college information-they should take an interest in the intellectual and character development of their advisees. 97. Hold students accountable to a strict attendance and tardiness policy. 98. Through story, discussion, and example, teach students about true friendship. Help them recognize the characteristics of true friends and the potentially destructive power of false friendships. 99. Doing the “right thing” is not always an easy choice-especially in the face of peer pressure. Students, both individually and as a class, may need help seeing long-term consequences-and may need the support of a responsible adult both before and after choices are made. 100. Remind students-and yourself-that character building is not an easy or one-time project. Fashioning our character is the work of a lifetime.

Center for the Advancement of Ethics and Character Boston, MA

Classroom strategies for Individual Teachers

In his book, Educating for Character, Thomas Lickona discusses classroom strategies that individual teachers can use. These strategies are listed below along with three school-wide strategies.

Classroom Strategies

In classroom practice, a comprehensive approach to character building calls upon the individual teacher to:

School-wide Strategies

Besides making full use of the moral life of classrooms, a comprehensive approach calls upon the school as a whole to: 10. Foster service learning beyond the classroom: Use positive role models to inspire altruistic behavior and provide opportunities at every grade level for service learning. 11. Create a positive moral culture in the school: Develop a total moral environment (through the leadership of the principal, schoolwide discipline, a schoolwide sense of community, meaningful student government, a 286 moral community among adults, and making time for discussing moral concerns) that supports and amplifies the virtues taught in classrooms. 12. Recruit parents and the community as partners in Character Education: Inform parents that the school considers them their child’s first and most important moral teacher, give parents specific ways they can reinforce the character expectations the school is trying to promote, and seek the help of the community (including faith communities, businesses, local government, and the media) in promoting the core traits.

Integrating Character and Academics By Dr. Helen Legette

English and Language Arts

History and Social Studies

Science and Math

Music and Fine Arts

Health, P.E., and Athletics

287 Vocational and Business Education

“Conscience of craft” (positive work ethic) Class discussions on ethical issues, such as honoring commitments, complying with business law, and not cutting corners. Computer issues (confidentiality, copyright laws, and legal and moral issues related to the internet) Service projects to help school or community

Student Government

All Subjects

Guidelines for Effective Character Education Through Sports By Jeffrey P. Beedy, Ed.D., and Russell W. Gough, Ph.D.

288 PARALLEL READING LIST Grade 3

NAME OF BOOK/AUTHOR TRAITS

Respect Honesty Cooperation Good Responsibility Self- Caring Kindness Fairness Dependability Citizenship discipline

Charlotte’s Webb * * * * * * (White) Chocolate Touch * (Catling) Class Clown * (Hurwitz) Fantastic Mr. Fox * * (Dahl) How to Eat Fried Worms * * * (Rockwell) James and the Giant Peach * * * * * (Dahl) Little House in the Big Woods * * * * (Wilder) Mouse and the Motorcycle * * (Cleary) Pippi in the South Seas * * * (Lindgren) Ramona Quimby * (Cleary) Runaway Ralph * (Cleary) Snot Stew * * * (Wallace) What’s the Big Idea Ben Franklin * (Fritz)

289 PARALLEL READING LIST Grade 4

NAME OF BOOK/AUTHOR TRAITS

Respect Honesty Cooperation Good Responsibility Self- Caring Kindness Fairness Dependability Citizenship discipline

Best Christmas Pageant Ever * * * * * * (Robinson) Bunnicula * (Howe) Charlie and the Chocolate Factory * * * * * * (Dahl) Chocolate Fever * * (Smith) Cricket in Times Square * * (Selden) Dog Called Kitty * * * * (Wallace) Henry and Ribsy * * (Cleary) Indian in the Cupboard * * * * * (Reid) Jennifer Murdley’s Toad * * * (Coville) Little House on the Prairie * * * * * (Wilder) Red Dog * * * * * * (Wallace) Sarah Plain and Tall * * * * * * (MacLachlan) Tales of a 4th Grade Nothing * * (Blume) Trouble River * * * * (Byars) Velveteen Rabbit * * * * (Williams) War with Grandpa * * * * * * (Smith)

290 PARALLEL READING LIST Grade 5

NAME OF BOOK/AUTHOR TRAITS

Respect Honesty Cooperation Good Responsibility Self- Caring Kindness Fairness Dependability Citizenship discipline

Dear Mr. Henshaw * * * * (Cleary) Island of the Blue Dolphin * * * * (Odell) Lion, the Witch and the Wardrobe * * * * * (Lewis) My Side of the Mountain * (George) Sign of the Beaver * (Speare) Summer of the Swans * * * * * * * * (Byars) Where the Red Fern Grows * * * * * * * (Rawis)

291

Songs That Emphasize Character Traits Grades K – 12

CHARACTER TRAIT SONG MUSICIAN

292 VI. Evaluating the effectiveness of integrating character education into the curriculum

293 Character Education Evaluation

School______Date______

Name of Person Completing Evaluation______

_____5______4______3______2______1___

3. How frequently is character education incorporated into the classroom curriculum? (check one) ____Daily ____Monthly ____Weekly ____Other (Please explain)

5. How did you inform your parent community about your character education program? ____Newsletter ____PTSA ____Other Please explain

294

Richland One Character Education Guide

Grades 6-8 Integrating Character Education into the Curriculum: Grades 6-8

Table of Contents

I. Introduction • History of Character Education in Richland One………………………… 1 • Committee to develop guidelines for integrating Character Education throughout the curriculum………………………… 1 • Consultant assistance with the project…………………………………… 2

III. Ten Essential Traits Identified by Richland One Students, Teachers, Parents, and other Community Citizens…………………………. 9

IV. Guide for Integrating Character Education throughout the Curriculum • School wide activities……………………………………………………. 10 • Guidelines for integrating Character Education in Richland One……………………………………………………………………….. 11 • Guide for grades 6-8……………………………………………………. 12

V. Resources • Books………………………………………………………………………… 94 • Videos……………………………………………………………………….. 95 • Resource Kits (Books and Videos)………………………………………. 95 • Articles………………………………………………………………………. 96 • Character and Sport Organizations…………………………………….… 96 • Miscellaneous………………………………………………………………. 97 • Best Practices, Activities and Ideas……………………………………… 97 • Songs…….………………………………………………………………….. 105 • Reading List………………………………………………………………… 106 VI. Evaluating the effectiveness of integrating character education…………... 107 into the curriculum

296 I. Introduction

History of Character Education in Richland One

Committee to develop guidelines for integrating Character Education throughout the curriculum

297 Consultant assistance with the project

II. Purpose of Character Education

What is Character Education?

Why do we need Character Education?

298 How does Character Education work?

What are the goals of Character Education?

What is a school of character like?

299 Is Character Education as important as academics?

Isn’t Character Education just another “add-on” that adds to teachers’ workloads?

How much time each day/week is needed for Character Education?

Can Character Education work at all grade levels?

Isn’t Character Education just a new fad or buzzword?

300 Why is Character Education re-emerging now?

Shouldn’t parents be the primary character educators?

Who decides what Character Education traits are emphasized?

Who teaches Character Education in a school?

301 character in their students on a daily basis by intentionally selecting character-based lessons and activities and by the way they educate their students.

Are schools qualified to teach Character Education?

Is the public supportive?

Does the business community support Character Education?

More states are stressing Character Education.

• Ten (10) states mandate Character Education through legislation: Alabama, Arkansas, California, Florida, Georgia, Indiana, Nebraska, Tennessee, Utah and Virginia.

302 • Seven (7) states encourage Character Education through legislation: Maryland, Mississippi, North Carolina, Oklahoma, Oregon, Washington and West Virginia.

Results of Character Education initiatives

• In three separate studies spanning almost 20 years, the Developmental Studies Center in Oakland, CA, has documented numerous positive outcomes for students who have attended elementary schools that implemented its Child Development Project. This research has consistently shown that students in CD-ROMP schools engage in more pro-social behavior (e.g., are helpful and cooperative), are more skilled at resolving interpersonal conflicts, are more concerned about others, and are more committed to democratic traits. Findings from the most recent study of CD- ROMP also showed significant reductions in use of alcohol and marijuana, and in delinquent behaviors (outcome variables which were not examined in earlier studies). Preliminary finding from a follow-up study of students in middle school indicate that, relative to comparison students to former CD-ROMP students, former CD-ROMP students are more “connected” to school, work harder and are more engaged in the middle school classes, and have higher course grades and achievement test scores. In addition, they engage in less misconduct at school and are more involved in positive youth activities (e.g., organized sports, community groups), and report that more of their friends are similarly positively involved in school and their communities than comparison students.

303 • An independent evaluation of the Resolving Conflict Creatively Program, found that of those participating in the program, 64 percent of teachers reported less physical violence and 75 percent reported an increase in student cooperation. Additionally, 92 percent of students felt better about themselves, and more than 90 percent of parents reported an increase in their own communication and problem-solving skills.

Does Character Education create safe schools?

Yes. While Character Education is not a panacea to ridding schools of violence, it is a long-term solution to creating environments where negative and anti-social behaviors are less likely to flourish or go unnoticed and unreported. Character Education creates schools where children feel safe because they are in an atmosphere that values respect, responsibility, and compassion – not because a guard or metal detector is posted at the door. There is no single script for effective Character Education, but there are some important basic principles. The following eleven principles provided guidance to this committee.

1. Promotes core ethical traits;

2. Teaches students to understand, care about, and act upon these ethical traits;

3. Encompasses all aspects of the school culture;

4. Fosters a caring school community;

304 5. Offers opportunities for moral action;

6. Supports academic achievement;

7. Develops intrinsic motivation;

8. Includes whole-staff involvement;.

9. Requires positive leadership of staff and students;

10. Involves parents and community members; and

11. Assesses results and strives to improve.

The committee believes that Character Education should not be seen as an “add-on” or an “extra”, but already in place in our curriculum and in the standards for each subject.

III. Ten Essential Traits Identified by Richland One Students, Teachers, Parents, and other Community Citizens

Below is the list of the ten essential Character Education traits, with definitions, that will guide the district’s Character Education initiative.

305 IV. Guide for Integrating Character Education Throughout the Curriculum

School-wide activities

Below are samples of programs and activities currently being implemented in middle schools in the district. Contact the guidance counselor for more information about a specific program.

Programs ¾ “Advisor/Advisee” – Alcorn Middle” ¾ “High Five Awards” – St. Andrews Middle ¾ “The Character Wall” – Southeast Middle ¾ “Project Wisdom” – Hand Middle

Activities ¾ Student of week/month ¾ Word of week/month ¾ Guidance lessons focusing on character education traits ¾ Use of the school newsletter to promote character education ¾ During honor roll assemblies, good character awards and good citizen awards are presented

ACADEMIC and CHARACTER EDUCATION AT CRAYTON MIDDLE

Crayton Middle School’s ACE PROGRAM has been created to provide leadership training in a rigorous academic setting for those students with the desire to learn and to become leaders in today’s world. The program is limited to 50 students in the sixth grade class and will be taught by a two-person team of teachers with the aid of parents and administration. Those students selected for the program will use the AAP curriculum. Students in the program must be capable of maintaining a “C” or better average, well-behaved, and able to work independently. Students are expected to complete all homework, follow instructions, show a desire to learn, be self-disciplined, and exhibit leadership potential. Selection for this program will be by teacher recommendation, parental recommendation, or student application. Failure to maintain the specified average, apply one’s self, or an exhibition of disruptive behavior will result in removal from the program.

ACE MISSION STATEMENT

The faculty and administration of the ACE PROGRAM strive to provide a learning community where stable, meaningful, and mutually respected relationships are fundamental. We ensure success by engaging families and the wider community in educating the students by providing a variety of quality learning and leadership experiences and by honoring the diversity of our students.

ACE PROGRAM GOAL

To provide a rigorous, structured curriculum within which students can learn and develop those potentials for leadership that they possess.

CRITERIA Must maintain a “C” average Must have a strong desire to learn Must show leadership potential Must be self-disciplined

306 Guidelines for integrating Character Education in Richland One

Structure

The committee recognized that schools have a variety of activities that support character development, and the committee certainly did not suggest that those activities cease. However, in order to ensure that all Ten Essential Character Traits are taught, the committee recommends that all schools adopt the following structure.

• Each school assign the integration of Character Education to a committee. • At least two people will be trained in how to integrate Character Education throughout the curriculum. • Those people will train all teachers at the school and will introduce all staff members to the Character Education initiative, so that there will be a school-wide approach. • A Trait per month will be emphasized. This approach will ensure focus and ensure that all traits identified by students, parents, teachers, and community citizens have been stressed. • In addition, this approach will position the district to connect to other organizations that are involved in conducting Character Education development activities.

Schedule:

Guide for grades 6-8

307 RESPECT

Grade: 6 Trait: RESPECT - to show high regard for authority, other people, self, and country Focus points: *What did the main character do that demonstrated respect? *Do you respect the main character and why or why not? *Who is a figure in your life that you respect and what characteristics to they exhibit? *Give examples in your life when you demonstrated respect.

Subject Suggestions for Integration Standards Resources The student will… ELA − discusstolerance of religious or cultural - English Language Arts – Strands - Effective Guidance differences in world religions: o The student will draw Activities, SC Department Buddhism, Christianity, and Islam. upon a variety of of Education, Office of − discuss or study artifacts, oral history, strategies to comprehend, Safe Schools & Youth primary and secondary sources interpret, analyze, and Services, Guidance − identify ways to relate to and show evaluate what he or she Services (CD)* respect for the elderly – including reads. - Who Am I? Where am I parents and grandparents o The student will access going? − interview parents and grandparents about and use information from - Sharing Planet Earth childhood memories, school, toys, and a variety of appropriately - Did I Hear What You Said? holidays etc., make a scrapbook, and selected sources to extend share with the class. his or her knowledge. *(Contact your school Who Am I? Where am I going? guidance counselor for the - recognize and explain the relationship of CD.) physical, emotional, and intellectual changes and the effects on self-concept and control - relate an awareness, understanding, and respect for others - define and explain the influence of attitudes and behaviors on interpersonal and peer relationships - identify roadblocks to communication 308 and model ways to overcome them - recognize and respect individual differences “We all live with the objective of being happy; our lives are all different but yet the same.” Cultural Diversity: Sharing Planet Earth − demonstrate an understanding of different cultures, attitudes and abilities “Effective communication is the foundation of a healthy relationship.” Communication Skills: Did I Hear What You Said? - increase effective communication skills with peers and adults - explain and interpret interactions between peers and adults - demonstrate a positive attitude toward work and the ability to work together - translate the importance of interpersonal relationships and demonstrate positive interaction with others S.S. “We all live with the objective of being - Social Studies – Strands - Effective Guidance happy; our lives are all different but yet the o People, Places, and Activities, SC Department same.” Cultural Diversity: Sharing Planet Environments of Education, Office of Earth Safe Schools & Youth - demonstrate an understanding of Services, Guidance different cultures, attitudes, and abilities Services (CD)* - Sharing Planet Earth - See ELA Curriculum Guide - Who Am I? Where am I going? *(Contact your school guidance counselor for the CD.)

309

Math − discuss ethical issues such as the - Mathematics Process Standards manipulation of data o Communication

Science - identify character traits that contribute to - Science – Process Standards - Young Peoples Lessons in work ethic and career choices o Observe Character, B. David o Comunicate Brooks, Ph.D., p. 66 - Lessons in Character, Unit One: I Work Outside − Landscaper: Walter Imahara Health − demonstrate ways to communicate care, − Richland One Curriculum − Richland One Curriculum consideration, and respect for self, for Guide, Health and Safety Guide, Health and Safety parents, and family, and for the diversity Education, Gr. 6: Education, Gr. 6, p. 12 of others. o Mental Health, p. 12 - Text: Unit 1 LS 4 p. 22-27; Unit 2 LS 7, p. p. 49; T.G. p. 24-29 - Second Step: Unit 2 LS 4 Related Arts − recognize and explain the relationship of − Students will understand and − Effective Guidance physical, emotional, and intellectual appreciate self Activities, SC Department changes and the effects on self-concept of Education, Office of and control Safe Schools & Youth Services, Guidance Services (CD) − Brag Day Guidance − See ELA − Students will understand and − Effective Guidance − recognize and respect individual appreciate self Activities, SC Department differences − Students will understand and of Education, Office of − demonstrate an understanding of respect others Safe Schools & Youth different cultures, attitudes, and abilities − Students will understand how Services, Guidance community awareness relates to Services (CD)* work. − Who Am I? Where am I going? - Sharing Planet Earth - Did I Hear What You Said? *(Contact guidance counselor )

310

HONESTY

Grade: 6 Trait: HONESTY – to always be fair and straightforward in conduct Focus points: *Identify examples of honesty displayed by characters in stories. *Compare and contrast behaviors of famous people who demonstrated honesty and those who did not. *Select a character and describe how the story would have ended differently if the person had not demonstrated honesty.

Subject Suggestions for Integration Standards Resources The student will… ELA − discuss freedom in government and - English Language Arts – − The Language of Literature: McDougal religion, etc. in early Greek Strands Littell Text democracy and dictatorships of - The student will draw upon Activities W.W. I and W.W. II a variety of strategies to − Poems of Brod Bagert comprehend, interpret, − Author Study: Gary Paulsen, selections analyze, and evaluate what he from his novels or she reads. Novels - The student will recognize, − Pinballs, Betsy Byars demonstrate, and analyze the − Number the Stars, Lois Lowry qualities of effective Nonfiction communication. − “Matthew Henson at the Top of the World” − “Summer of Fire” − “From the Fun of It” Short Stories − “Eleven” − “President Cleveland, Where Are You?” − “Scout’s Honor” − “Nadia the Willful” − “Ghost of the Lagoon”

311

S.S. − review current events and analyze − Time, Continuity, and − News Web Sites various political and social actions Change o cnn.com in relation to honesty − People, Places, and o msnbc.com Environments − The State Newspaper − Power, Authority, and Governance Math Stress Honesty and Integrity - Mathematics Process − At Home in Our Schools, Family - cite the importance of these virtues Standards Science Night: www.devstu.org in applying math and science to o Communication − Building Decision Skills: A Curriculum real-world problems and in on Ethical Decision Making: completing classwork www.globalethics.org A Classroom Code of Ethics − The Giraffe Project (scientists who have - create a code of ethics for their modeled good character by “sticking classroom their necks out”): www.girraffe.org - explain key concepts in “primary − Ethics in Science web sites: documents: - the ethics statements www.chem.vt.edu/ethics/ethics.html of scientific and mathematical onlineethics.org organizations and the core values www.lbl.gov/Education/ELSI/ELSI.html of the school’s Character Education − Biographical Index (Famous program Mathematicians and related resources: - shape a series of principles or www-gap.dcs.stand.ac.uk /~history/ guidelines that are suited to their Mathematicians work as young scientists and − Classroom Compass: Collaborative mathematicians Learning: www.sedl.org/scimath/compass/v01n02/ welcome.html − The Math Forum at Swarthmore College: www.forum.swarthmore.edu − National Council of Teachers of Mathematics: www.nctm.org Science − See Math Science – Process Standards − See Math o Observe − Stress Honesty and Integrity o Communicate − A Classroom Code of Ethics −

312 Health − explain why concerns about − Richland One Curriculum − Richland One Curriculum Guide, Health someone’s potential to harm self or Guide, Health and Safety and Safety Education, Gr. 6, p. 15 others must always be reported to Education, Gr. 6: - Text: Unit 1 LS 5, p. 32-33 the appropriate adults o Mental Health, p. 15, - Student Discipline Code − explain why knowledge of weapons D: b & c - School Resource Officer on school property must always be reported to the appropriate adults Related Arts Technology: − Students will understand − Young Peoples Lessons in Character, B. - identify character traits that the relationships among David Brooks, Ph.D., p. 124 contribute to work ethic and career personal qualities, − Lessons in Character, Unit Seven: I choices education and training, and work with Computers -- Graphic the world of work. Illustrator: Eldon Doty Guidance - identify character traits that − Students will understand − Young Peoples Lessons in Character, B. contribute to work ethic and career the relationships among David Brooks, Ph.D., p 7, 69 choices personal qualities, − Lessons in Character, Unit One: I work education and training, and with My Hands -- Sculptor: Cindy the world of work. Debold − Students will understand − Lessons in Character, Unit Four: I Work and respect others Outside -- Archaeologist: Michell Marken, Ph.D.

313 COOPERATION

Grade: 6 Trait: COOPERATION – to play together or work well with others to accomplish a common goal Focus points: *Explain why cooperation is important in your workplace, the school environment. *Why is cooperation important in appreciating cultural diversity? *Explain why cooperation is critical for working on a team.

Subject Suggestions for Integration Standards Resources The student will… ELA − discuss perseverance or overcoming − Asian Culture: how − Effective Guidance Activities, SC hardships as early settlers make their people interact Department of Education, Office of Safe way through drought, flooding, and − River Valley Schools & Youth Services, Guidance unsettled land in the study of ancient Civilizations: Ancient Services (CD)* civilizations (Greece, Rome, Indus River Egypt, Mesopotamia, - Sharing Planet Earth Valley) India, and China – − Showing Good Character in the “We all live with the objective of being Relationships Workplace happy; our lives are all different but yet the same.” Cultural Diversity: Sharing Planet *(Contact your school guidance counselor for the Earth CD.) - demonstrate an understanding of different cultures, attitudes, and abilities “If we want our children to possess the traits of character we most admire, we need to teach them what those traits are and why the deserve both admiration and allegiance. Children must learn the forms and content of those traits.” Career Awareness: Showing Good Character in the Workplace - define the importance of responsibility, punctuality, and integrity in the workplace S.S. − “We all live with the objective of being − People, Places, and − Effective Guidance Activities, SC happy; our lives are all different but yet Environments Department of Education, Office of Safe the same.” Cultural Diversity: Sharing Schools & Youth Services, Guidance 314 Planet Earth Services (CD)* − demonstrate an understanding of − Sharing Planet Earth different cultures, attitudes, and abilities *(Contact your school guidance counselor for the CD.) Math − utilize opportunities for individual and - Mathematics Process - See Science group reflection through journals, Standards writing assignments, and creative o Communication projects Science - utilize opportunities for individual and − Science – Process − At Home in Our Schools, Family group reflection through journals, Standards Science Night: www.devstu.org writing assignments, and creative o Observe − Building Decision Skills: A Curriculum projects o Communicate on Ethical Decision Making: www.globalethics.org − The Giraffe Project (scientists who have modeled good character by “sticking their necks out”): www.girraffe.org − Ethics in Science web sites: www.chem.vt.edu/ethics/ethics.html onlineethics.org www.lbl.gov/Education/ELSI/ELSI.html − Biographical Index (Famous Mathematicians and related resources: www-gap.dcs.stand.ac.uk /~history/ Mathematicians − Classroom Compass: Collaborative Learning: www.sedl.org/scimath/compass/v01n02/ welcome.html − The Math Forum at Swarthmore College: www.forum.swarthmore.edu − National Council of Teachers of Mathematics: www.nctm.org

315 Health − demonstrate effective interpersonal − Richland One − Richland One Curriculum Guide, Health communication skills Curriculum Guide, and Safety Education, Gr. 6, p. 13 Health and Safety - Second Step: Unit 2, LS 5 Education, Gr. 6: * Mental Health, p. 13

Related Arts Technology − Students will understand − Young Peoples Lessons in Character, B. - identify character traits that contribute to the relationships among David Brooks, Ph.D., p. 124 work ethic and career choices personal qualities, − Lessons in Character, Unit Seven: I education and training, work with Computers -- Graphic and the world of work. Illustrator: Eldon Doty Guidance “We all live with the objective of being − Students will understand − Effective Guidance Activities, SC happy; our lives are all different but yet the the relationships among Department of Education, Office of Safe same.” Cultural Diversity: Sharing Planet personal qualities, Schools & Youth Services, Guidance Earth education and training, Services (CD)* - demonstrate an understanding of and the world of work. − Young Peoples Lessons in Character, B. different cultures, attitudes, and abilities − Students will understand David Brooks, Ph.D., p 7, 69 - identify character traits that contribute and respect others - Sharing Planet Earth to work ethic and career choices − Students will understand − Lessons in Character, Unit One: I work how community with My Hands -- Sculptor: Cindy awareness relates to Debold work. − Lessons in Character, Unit Four: I Work Outside --Archaeologist: Michell Marken, Ph.D.

*(Contact your school guidance counselor for the CD.)

316 GOOD CITIZENSHIP

Grade: 6 Trait: GOOD CITIZENSHIP – to be actively engaged in demonstrating pride and responsibility in self, school, community, and country Focus points: *Identify behaviors of a person who demonstrates good citizenship in the poems and stories. *What are the messages regarding responsible citizenship? *If you could write a class/school constitution, what important information would you include? *How did a particular document affect the lives of citizens in certain countries? *Identify your behaviors that demonstrate good citizenship.

Subject Suggestions for Integration Standards Resources The student will… ELA “Reaching your goals and dreams in life - English Language Arts – Strands − The Language of Literature: depends on activity. This means work!” * The student will draw upon McDougal Littell Text Goal Setting: School Success: How do I get a variety of strategies to − Effective Guidance there? comprehend, interpret, analyze, Activities, SC Department of - demonstrate decision-making and goal- and evaluate what he or she Education, Office of Safe setting skills reads. Schools & Youth Services, - explain how studying influences learning * The student will access and Guidance Services (CD)* and how attitudes influence achievement use information from a variety of - Poems of Brod Bagert - explain and develop personal capabilities appropriately selected sources to − Author Study: Gary Paulsen, and cooperation in learning with others extend his or her knowledge. selections from his novels “What we have done for ourselves alone * The student will recognize, - School Success: How Do I dies with us. What we have done for others demonstrate, and analyze the Get There? and the world remains immortal.” qualities of effective - Serving Our Community Interpersonal Relationships: Serving Our communication. Community *(Contact your school guidance - identify opportunities to participate in counselor for the CD.) community service - explain the value of teamwork and Novels display the ability to work in teams as − Pinballs, Betsy Byars well as independently - Number the Stars, Lois - identify and participate in activities that Lowry demonstrate good citizenship

317 Nonfiction − “Matthew Henson at the Top of the World” − “Summer of Fire” − “From the Fun of It” Short Stories − “Eleven” − “President Cleveland, Where Are You?” − “Scout’s Honor” − “Nadia the Willful” - “Ghost of the Lagoon”

S.S. - See ELA − Social Studies – Strands − Effective Guidance o People, Places, and Activities, SC Department of Environments Education, Office of Safe Schools & Youth Services, Guidance Services (CD)* − Serving Our Community *(Contact your school guidance counselor for the CD) Math - identify character traits that contribute - Mathematics Process Standards − Young Peoples Lessons in to work ethic and career choices o Communication Character, B. David Brooks, Ph.D., p 24 − Lessons in Character, Unit Two: I work with Numbers - Math Teacher: Terri Santi Science − read the biographies of scientists who − Science – Process Standards − Biographical Index (Famous have modeled good character and made a o Observe Mathematicians etc.) difference in the world o Communicate www-gap.dcs.stand.ac.uk /~history/ Mathematicians

Health − advocate for needs and rights of others − Richland One Curriculum − Richland One Curriculum Guide, Health and Safety Guide, Health and Safety Education, Gr. 6: Education, Gr. 6, p. 13 o Mental Health, p. 13 - Text: Unit 1 LS 5, p. 33 318 Related Arts Technology: − Students will understand the − Young Peoples Lessons in - identify character traits that contribute to relationships among personal Character, B. David Brooks, work ethic and career choices qualities, education and Ph.D., p. 124 training, and the world of − Lessons in Character, Unit work. Seven: I work with Computers -- Graphic Illustrator: Eldon Doty Guidance - See ELA − Students will understand the − Effective Guidance relationships among personal Activities, SC Department qualities, education and of Education, Office of Safe training, and the world of Schools & Youth Services, work. Guidance Services (CD)* − Students will demonstrate − School Success: How Do I decision making, goal setting, Get There? problem solving, and − Serving Our Community communication skills. − Students will understand how *(Contact your school guidance community awareness relates counselor for the CD.) to work.

319 RESPONSIBILITY

Grade: 6 Trait: RESPONSIBILITY - to be held accountable for your own actions Focus points: *What are your responsibilities as a student? at home? *What responsibilities will you assume as you get older? *How do you hold others accountable for their behavior? *How do you hold yourself accountable for your behavior?

Subject Suggestions for Integration Standards Resources The student will… ELA − listen for specific information (details, - English Language Arts – Strands − Effective Guidance sequence, definition, inference, predict * The student will draw upon Activities, SC Department outcomes, draw conclusions, and a variety of strategies to of Education, Office of distinguish informative from persuasive comprehend, interpret, analyze, Safe Schools & Youth messages and evaluate what he or she Services, Guidance − analyze the changing responsibilities of reads. Services (CD)* an adolescent in an independent writing * The student will access and − Serving Our Community assignment to reinforce responsible use information from a variety of behavior appropriately selected sources to − practice decision-making process: Step- extend his or her knowledge. *(Contact your school by-Step Solution * The student will recognize, guidance counselor for the − write a multi-paragraph essay on the demonstrate, and analyze the CD.) topic: “Using the Problem-Solving qualities of effective model in My Life” communication. − identify and participate in activities that demonstrate good citizenship

- See S.S.

320

S.S. “What we have done for ourselves alone − Richland One Curriculum − Effective Guidance dies with us. What we have done for others Guide, Social Studies, Gr. 6: Activities, SC Department and the world remains immortal.” Ancient Rome, p. 4 of Education, Office of Interpersonal Relationships: Serving Our Safe Schools & Youth Community Services, Guidance − See ELA Services (CD) − answer the following questions orally or − Richland One Curriculum in writing: Guide, Social Studies, Gr. 6 o What were the responsibilities of the p. 4 Ancient Romans? What were the - Text: Glencoe – World: roles of the plebeians, patricians, Adventures in Time and senators, and slaves in the Roman Place – p. 224-227, 230- society? What is republic? How 235, 236-243, 246-251, does Rome’s republic work? What 252-257 is the Pax Romana? How did − Serving Our Community Rome build up and govern its empire? Math - identify character traits that contribute to - Mathematics Process Standards - Young Peoples Lessons in work ethic and career choices o Communication Character, B. David Brooks, Ph.D., p 24 − Lessons in Character, Unit Two: I work with Numbers Math Teacher: Terri Santi Science − explain the importance of ethics and − Science – Process Standards - Provide Reflection Prompts character to science o Observe − write reflective journal entries and o Communicate compositions which consider the consequences of scientific inquiries done without a commitment to principles such as responsibility Health − demonstrate basic first aid for common − Richland One Curriculum − Richland One Curriculum injuries such as burns, cuts, bruises and Guide, Health and Safety Guide, Health and Safety abrasions Education, Gr. 6: Education, Gr. 6, p. 14 o Preventing Injuries, p. 14 - Text: Unit 10 LS 50, p. 402-417; T.G. p. 412-427

321 Related Arts Technology: − Students will understand the − Young Peoples Lessons in - identify character traits which contribute relationships among personal Character, B. David to work ethic and career choices qualities, education and Brooks, Ph.D., p. 121, 127 training, and the world of work. − Lessons in Character, Unit Seven: I work with Computers -- Computer Programmer: Danny Sanchez Computer Design Engineer: Robert Barrett Guidance − write journal entries in response to − Students will understand the − Effective Guidance following quote: relationships among personal Activities, SC Department “What we have done for ourselves alone qualities, education and of Education, Office of dies with us. What we have done for training, and the world of work. Safe Schools & Youth others and the world remains immortal.” − Students will understand how Services, Guidance Interpersonal Relationships: Serving Our community awareness relates to Services (CD) Community work. − Young Peoples Lessons in Character, B. David − See ELA Brooks, Ph.D., p 4, 13, 19 − Serving Our Community Lessons in Character, Unit One: I work with My Hands – Podiatrist: Michael H. Horowitz Chef: Christy Evans My Work as a Student

322 SELF-DISCIPLINE

Grade: 6 Trait: SELF-DISCIPLINE – to demonstrate the ability to control yourself in all situations Focus points: *If you were asked to be on a student committee, working on school safety issues, what would be your advise? *Describe how you organize your school and home responsibilities. *Explain why self-discipline is important in maintaining a healthy lifestyle.

Subject Suggestions for Integration Standards Resources The student will… ELA − examine the impact of peer pressure and - English Language Arts – Strands - How Does It Feel explain its impact on an individual * The student will write - contribute to class discussion of effectively for different audiences prevalent situations and support ideas and purposes with examples related to students and * The student will recognize, academic situations demonstrate, and analyze the - write a multi-paragraph essay on the qualities of effective topic: “Peer Pressure – How to Say No” communication. S.S. - participate in a Good Manners Club − Social Studies – Strands − Character Education: An (GMC) o People, Places, and Middle School Resource - observe and discuss examples of Environments Guide, State Department of acceptable verbal and nonverbal o Power, Authority, and Education, May 1997 behavior Governance Suggested Activity: - observe and discuss consequences of The GMC (Good Manners unacceptable verbal and nonverbal Club): Reinforcing positive behavior character development - create a GMC, which seeks to define character and explore mores of various societies. Students observe and discuss norms and deviations. The club is designed to decrease peer conflict and have students model acceptable verbal and nonverbal behavior.

323 Math − read biographies of famous − Mathematics Process Standards − Biographical Index mathematicians o Communication (Famous Mathematicians − discuss the self-discipline required to and related resources): make a difference in the world www-gap.dcs.stand.ac.uk

/~history/ Mathematicians Science − read biographies of famous scientists - Science – Process Standards - Biographical Index − discussthe self-discipline required to o Observe (Famous Mathematicians make a difference in the world o Communicate and related resources): www-gap.dcs.stand.ac.uk

/~history/ Mathematicians Health − demonstrate healthful strategies to assess − Richland One Curriculum − Richland One Curriculum and manage conflict and stress: Guide, Health and Safety Guide, Health and Safety 1) organize school materials to make Education, Gr. 6: Education, Gr. 6, p. 11 finding them less stressful o Mental Health, p. 11 - Text: Unit 1 LS 5, p. 28-33, 2) allow extra time to find and change 43-47; T.G. p. 33-35, classes 46-48 Related Arts Technology: − Students will understand the − Young Peoples Lessons in - identify character traits that contribute to relationships among personal Character, B. David work ethic and career choices qualities, education and Brooks, Ph.D., p. 124 training, and the world of work. − Lessons in Character, Unit Seven: I work with Computers -- Graphic Illustrator: Eldon Doty Guidance - identify character traits that contribute to − Students will understand the − Young Peoples Lessons in work ethic and career choices relationships among personal Character, B. David qualities, education and Brooks, Ph.D., p 7, 69 training, and the world of work. − Lessons in Character, Unit One: I work with My Hands -- Sculptor: Cindy Debold − Lessons in Character, Unit Four: I Work Outside -- Archaeologist: Michell Marken, Ph.D.

324 CARING

Grade: 6 Trait: CARING – to demonstrate concern through kindness and acceptance while meeting the needs of self and others Focus points: *Have you ever felt like one of the characters in the story? Explain. *If you had written the story, what changes might you have made? *Do any of the characters remind you of anyone you know? Explain. *Identify behaviors of a caring person.

Subject Suggestions for Integration Standards Resources The student will… ELA - identify examples of caring actions by − Reading − Effective Guidance Activities, characters in various literary works − Writing SC Department of Education, - explain the importance of caring about − Communication Office of Safe Schools & self and others Youth Services, Guidance - seek opportunities to participate in Services (CD)* community service *(Contact your school guidance - explain the value of team work and counselor for the CD.) display the ability to work in teams as well as independently − Serving Our Community - identify and participate in activities that Short Stories demonstrate good citizenship − “All Summer in a Day” by Ray Bradbury − “Aaron’s Gift” by Myron Levoy − “Short Circuit” by Francisco Jimenéz Poetry − “Night Journey” by Theodore Roethke − “I’m Nobody, Who Are You?” by Emily Dickinson − “It Seems I Test People” by James Berry − “Growing Pains” Jean Little

325 Nonfiction − “Chinatown: from the Lost Garden” by Lawrence Yep Novel − Where the Lilies Bloom Internet Article − “Your Family’s History Will Come Alive”: Letter Writing S.S. - See Guidance − Social Studies – Strands − Effective Guidance o People, Places, and Activities, SC Department of Environments Education, Office of Safe Schools & Youth Services, Guidance Services (C..D.)* *(Contact your school guidance counselor for the CD.) − Serving Our Community Math - identify character traits that contribute to − Mathematics Process Standards − Young Peoples Lessons in work ethic and career choices o Communication Character, B. David Brooks, Ph.D., p. 27, 39 − Lessons in Character, Unit Two: I Work with Numbers Insurance Agent: Priscilla Boyles My Work as a Student Science − practice and encourage safety in projects - Science – Process Standards Suggested Reflection Prompts: and lab activities o Observe - Answer, orally or in writing, − explain the importance of ethics to o Communicate the following question: “What science would happen if scientific inquiries were done without a commitment to principles like caring?”

326

Health − demonstrate ways to communicate care, − Richland One Curriculum − Richland One Curriculum consideration, and respect for self, for Guide, Health and Safety Guide, Health and Safety parents, and family, and for the diversity Education, Gr. 6: Education, Gr. 6, p. 12 of others. o Mental Health, p. 12 - Text: Unit 1 LS 4 p. 22-27; − demonstrate appropriate ways to end an Unit 2 LS 7, p. p. 49; T.G. p. unhealthy friendship 24-29 - Second Step: Unit 2 LS 4

Related Arts Technology: − Students will understand the − Young Peoples Lessons in - identify character traits that contribute to relationships among personal Character, B. David Brooks, work ethic and career choices qualities, education and Ph.D., p. 124 training, and the world of work. − Lessons in Character, Unit Seven: I work with Computers -- Graphic Illustrator: Eldon Doty Guidance - seek opportunities to participate in − Students will understand the − Effective Guidance Activities, community service relationships among personal SC Department of Education, - explain the value of teamwork and qualities, education and Office of Safe Schools & display the ability to work in teams as training, and the world of work. Youth Services, Guidance well as independently Services (CD) - identify and participate in activities that − Young Peoples Lessons in demonstrate good citizenship Character, B. David Brooks, Ph.D., p 7, 98 − Serving Our Community − Lessons in Character, Unit One: I work with My Hands Sculptor: Cindy Debold − Lessons in Character, Unit Six: I Work with People Paramedic: F.E. “Skip” Hall, Jr.

327 KINDNESS

Grade: 6 Trait: KINDNESS – to be considerate, courteous, helpful, and understanding of others’ feelings and beliefs Focus points: *Identify at least one person in your family or community that displays acts of kindness and explain how you know that. *Select a story or poem and explain how it would have ended if the person had demonstrated acts of kindness. *What are some messages related to character and kindness being expressed in the lyrics of some hard rock and rap music? *How does the character trait of kindness fit into your school setting?

Subject Suggestions for Integration Standards Resources The student will… ELA - identify acts of kindness and explain − Reading Short Stories their importance in various literary works − Writing − “All Summer in a Day” by − utilize a variety of strategies to − Communication Ray Bradbury comprehend, interpret, analyze, and − “Aaron’s Gift” by Myron evaluate what he/she reads Levoy − “Short Circuit” by Francisco Jimenéz Poetry − “Night Journey” by Theodore Roethke − “I’m Nobody, Who Are You?” by Emily Dickinson − “It Seems I Test People” by James Berry - “Growing Pains” Jean Little Nonfiction − “Chinatown: from the Lost Garden” by Lawrence Yep Novel − Where the Lilies Bloom Internet Article − “Your Family’s History Will Come Alive”: Letter Writing 328

S.S. - participate in a Good Manners Club − Social Studies – Strands - Character Education: A (GMC) o People, Places, and Middle School Resource - observe and discuss examples of Environments Guide, State Department of acceptable verbal and nonverbal Education, May 1997 behavior Suggested Activity: - observe and discuss consequences of The GMC (Good Manners unacceptable verbal and nonverbal Club): Reinforcing positive behavior character development - create a GMC, which seeks to define character and explore mores of various societies. Students observe and discuss norms and deviations. The club is designed to decrease peer conflict and have students model acceptable verbal and nonverbal behavior Math - identify character traits that contribute to − Mathematics Process Standards − Young Peoples Lessons in work ethic and career choices o Communication Character, B. David Brooks, Ph.D., p. 27, 39 − Lessons in Character, Unit Two: I Work with Numbers Insurance Agent: Priscilla Boyles My Work as a Student Science - identify character traits that contribute to − Science – Process Standards − Young Peoples Lessons in work ethic and career choices o Observe Character, B. David o Communicate Brooks, Ph.D., p. 63 − Lessons in Character, Unit Four: I Work Outside Zoo Curator: Lorraine Smith

329 Health − demonstrate ways to communicate care, − Richland One Curriculum − Richland One Curriculum consideration, and respect for self, for Guide, Health and Safety Guide, Health and Safety parents, and family, and for the diversity Education, Gr. 6: Education, Gr. 6, p. 12 of others. o Mental Health, p. 12 - Text: Unit 1 LS 4 p. 22-27; Unit 2 LS 7, p. p. 49; T.G. p. 24-29 - Second Step: Unit 2 LS 4 Related Arts Technology: − Students will understand the − Young Peoples Lessons in - identify character traits that contribute to relationships among personal Character, B. David work ethic and career choices qualities, education and Brooks, Ph.D., p. 124 training, and the world of work. − Lessons in Character, Unit Seven: I work with Computers -- Graphic Illustrator: Eldon Doty Guidance - identify character traits that contribute to − Students will understand the − Young Peoples Lessons in work ethic and career choices relationships among personal Character, B. David qualities, education and Brooks, Ph.D., p. 124 training, and the world of work. − Lessons in Character, Unit One: I work with My Hands -- Sculptor: Cindy Debold − Lessons in Character, Unit Six: I Work with People -- Paramedic: F.E. “Skip” Hall, Jr.

330 FAIRNESS

Grade: 6 Trait: FAIRNESS – to play by the rules, to be open minded to the viewpoints of others Focus points: *Identify a character and explain how he/she demonstrated fairness? *Select a story and write a different ending, with the main character acting unfairly. *What do you consider heroic deeds? *Do you want to associate with peers who are not fair? Why? *Describe features of the legal system that are in place to ensure fairness.

Subject Suggestions for Integration Standards Resources The student will… ELA - identify behaviors associated with - English Language Arts – Novels fairness Strands − Dork in Disguise - explain why fairness is important in * The student will draw − The True Confessions of Charlotte our lives upon a variety of strategies to Doyle − utilize a variety of strategies to comprehend, interpret, − Where the Red Fern Grows comprehend, interpret, analyze, and analyze, and evaluate what he − A Ring of Endless Light evaluate what he/she reads or she reads. Short Stories − identify examples of fair and unfair * The student will − “Cricket in the Road” actions by characters in various recognize, demonstrate, and − “The Southpaw” analyze the qualities of literary works − “Lob’s Girl” effective communication. Poetry − “Mean Song” − “The Quarrel” − “Fable” − “All That is Gold” − “Walrus ad the Carpenter” − “Where the Sidewalk Ends” Others − “My First Dive With the Dolphins”, Essay − Ibrahima, Nonfiction − “High-Tech Helping Hands,” Magazine Article 331 − Damon & Pythias (taught w/ Greece in S.S., along with other mythology), drama − PACT Coach S.S. − discuss topics such as ethics in - Social Studies – Strands politics, trade agreements, business, o People, Places, and and social agenda Environments Math - explain the importance of the − Mathematics Process − Stress Honesty and Integrity virtues of honesty and integrity in Standards − A Classroom Code of Ethics applying math and science to real- o Communication − At Home in Our Schools, Family world problems and in completing Science Night: www.devstu.org class work − Building Decision Skills: A Curriculum − work cooperatively with classmates on Ethical Decision Making: to create a Code of Ethics for www.globalethics.org classroom − The Giraffe Project (scientists who have - examine and discuss “primary modeled good character by “sticking documents” – the ethics statements their necks out”): www.girraffe.org of scientific and mathematical − Ethics in Science web sites: organizations and the core values www.chem.vt.edu/ethics/ethics.html of the school’s Character Education onlineethics.org program www.lbl.gov/Education/ELSI/ELSI.html - work with other students to shape a − Biographical Index (Famous series of principles or guidelines Mathematicians and related resources): that are suited to their work as www-gap.dcs.stand.ac.uk /~history/ young scientists and Mathematicians mathematicians − Classroom Compass: Collaborative

Learning: www.sedl.org/scimath/compass/v01n02/ welcome.html − The Math Forum at Swarthmore College: www.forum.swarthmore.edu − National Council of Teachers of Mathematics: www.nctm.org

332 Science − See Math - Science – Process Standards − See Math o Observe − Stress Honesty and Integrity o Communicate − A Classroom Code of Ethics Health − demonstrate the ability to advocate − Richland One Curriculum − Richland One Curriculum Guide, Health for Personal, Family and Guide, Health and Safety and Safety Education, Gr. 6, p. 13 Community Health Education, Gr. 6: - Text: Unit 1 LS 5, p. 33 - list ways to be an advocate for o Mental Health, p. 13 fairness and justice Related Arts Technology: − Students will understand − Young Peoples Lessons in Character, B. - identify character traits that the relationships among David Brooks, Ph.D., p. 118 contribute to work ethic and career personal qualities, − Lessons in Character, Unit Seven: I choices education and training, and work with Computers -- Web Site the world of work. Designer: Tracy Wieland − My Work as a Student Guidance - identify character traits that − Students will understand − Young Peoples Lessons in Character, B. contribute to work ethic and career the relationships among David Brooks, Ph.D., p 7, 69 choices personal qualities, − Lessons in Character, Unit One: I work education and training, and with My Hands -- Sculptor: Cindy the world of work. Debold − Lessons in Character, Unit Four: I Work Outside -- Archaeologist: Michell Marken, Ph.D.

333 DEPENDABILITY

Grade: 6 Trait: DEPENDABILITY – to be counted on or trusted Focus points: *Describe a positive work ethic. Is dependability a desired characteristic of a good work ethic? Why? *How do you honor commitments? *If one of the characters were sitting next to you, what would they likely tell you about the importance of dependability? *Did you learn how a character solved a problem in the story. Could you use this situation to solve similar problems you might have?

Subject Suggestions for Integration Standards Resources The student will… ELA − create a reference document listing - English Language Arts – Strands - Young Peoples Lessons in available support resources o The student will draw Character, B. David − utilize a variety of strategies to upon a variety of Brooks, Ph.D., p 42, 48, 57 comprehend, interpret, analyze, and strategies to comprehend, − Lessons in Character, Unit evaluate what he/she reads interpret, analyze, and 3: I work with Words – − identify character traits that contribute to evaluate what he or she Radio Personality and a work ethic and career choices reads. Deejay: Helen Little o The student will Librarian: Ann Symons recognize, demonstrate, - My Work as a Student and analyze the qualities Suggested Activity: of effective − The Pie of Life: Students communication. have an opportunity to explore their support resources through a life support wheel to be kept in a journal for reference. S.S. - identify character traits that contribute to - Social Studies – Strands - Young Peoples Lessons in a work ethic and career choices o People, Places, and Character, B. David Environments Brooks, Ph.D., p. 136, 139, o Power, Authority, and − Lessons in Character, Unit Governance Eight: I work for the Government -- Captain, USMC: Patricia Johnson - USDA Forest Service: Hilda Gallegos

334 Math - identify character traits that contribute to − Mathematics Process Standards - Young Peoples Lessons in a work ethic and career choices o Communication Character, B. David Brooks, Ph.D., p. 30, 33 - Lessons in Character, Unit Two: I work with Numbers -- Investment Advisor: Steven A. Koch Cashier: Margaret Vazquez

Science − explain the importance of ethics and − Science – Process Standards − Young Peoples Lessons in character to the scientific profession o Observe Character, B. David - identify character traits that contribute to o Communicate Brooks, Ph.D., p 66 work ethic and career choices − Lessons in Character, Unit Four: I Work Outside -- Landscaper: Walter Imahara Suggested Reflection Prompts: Respond orally or in writing to the following question: What would happen if scientific inquiries and application were done without a commitment to principles like dependability?

Health − demonstrate the ability to locate − Richland One Curriculum − Richland One Curriculum appropriate services and identify Guide, Health and Safety Guide, Health and Safety members of informal and formal support Education, Gr. 6: Education, Gr. 6, p. 11 systems who can help adolescents o Mental Health, p. 11 - Text: Unit 1 LS 5, p. 31-33; experiencing stressful situations T.G. p 30-35 - Guidance Department

335 Related Arts Technology: − Students will understand the − Young Peoples Lessons in - identify character traits that contribute to relationships among personal Character, B. David work ethic and career choices qualities, education and Brooks, Ph.D., p. 127 training, and the world of work. − Lessons in Character, Unit Seven: I work with Computers -- Computer Programmer: Danny Sanchez Guidance - identify character traits that contribute to − Students will understand the − Young Peoples Lessons in work ethic and career choices relationships among personal Character, B. David qualities, education and Brooks, Ph.D., p 4, 10, 66 training, and the world of work. − Lessons in Character, Unit One: I work with My Hands – Podiatrist: Michael H. Horwitz Upholsterer: Grant Griffin − Lessons in Character, Unit One: I Work Outside – Landscaper: Walter Imahara

336 RESPECT

Grade: 7 Trait: RESPECT - to show high regard for authority, other people, self, and country Focus points: *What did the main character do that demonstrated respect? *Do you respect the main character and why or why not? *Who is a figure in your life that you respect and what characteristics to they exhibit? *Give examples in your life when you demonstrated respect.

Subject Suggestions for Integration Standards Resources The student will… ELA “We all live with the objective of being - English Language Arts – Strands − Effective Guidance happy; our lives are all different but yet the o The student will draw Activities, SC Department same.” Cultural Diversity: Sharing Planet upon a variety of of Education, Office of Earth strategies to comprehend, Safe Schools & Youth - demonstrate an understanding of interpret, analyze, and Services, Guidance different cultures, attitudes, and abilities evaluate what he or she Services (CD) “Effective communication is the foundation reads. − Sharing Planet Earth of a healthy relationship.” Communication o The student will − Did I Hear What You Said? Skills: Did I Hear What You Said? recognize, demonstrate, − Who Am I? Where am I - increase use of effective communication and analyze the qualities going? skills with peers and adults of effective - explain and interpret interactions communication. between peers and adults - demonstrate a positive attitude toward work and the ability to work together - translate the importance of interpersonal relationships and demonstrate positive interaction with others Who Am I? Where am I going? - recognize and explain the relationship of physical, emotional, and intellectual changes and the effects on self-concept and control

337 - demonstrate an awareness, understanding, and respect for others - define and explain the influence of attitudes and behaviors on interpersonal and peer relationships - identify roadblocks to communication model ways to overcome them - recognize and respect individual difference S.S. − Demonstrate an understanding of - Social Studies – Strands - Effective Guidance different cultures, attitudes, and abilities o People, Places, and Activities, SC Department of Environments Education, Office of Safe - See ELA Schools & Youth Services, Guidance Services (CD) − Sharing Planet Earth − Who Am I? Where am I going? Math − discuss ethical issues such as the − Mathematics Process Standards manipulation of data o Communication

Science − explain the importance of ethics and − Science – Process Standards Suggested Reflection character to the scientific profession o Observe Prompts: − respond orally or in writing to selected o Communicate 1) What would happen if prompts re ethical principles in science scientific inquiries and application were done without a commitment to principles like respect?

338 Health − demonstrate ways to communicate − Richland One Curriculum − Richland One Curriculum consideration and respect for self and Guide, Health and Safety Guide, Health and Safety others as related to body composition Education, Gr. 7: Education, Gr. 7, p. 27 and shape, weight control and dietary o Nutrition, p. 27 - Text: Unit 4 LS 20, p. 189; choices T.G. p. 122-126 Related Arts Technology: − Students will understand the − Young Peoples Lessons in - identify character traits that contribute to relationships among personal Character, B. David work ethic and career choices qualities, education and Brooks, Ph.D., p. 124 training, and the world of work. − Lessons in Character, Unit Seven: I work with Computers -- Graphic Illustrator: Eldon Doty Guidance - demonstrate an understanding of − Students will understand the − Effective Guidance cultures, attitudes, and abilities relationships among personal Activities, SC Department − See ELA qualities, education and of Education, Office of training, and the world of work. Safe Schools & Youth − Students will understand how Services, Guidance community awareness relates to Services (CD) work. − Sharing Planet Earth − Did I Hear What You Said? − Who Am I? Where am I going?

339 HONESTY

Grade: 7 Trait: HONESTY – to always be fair and straightforward in conduct Focus points: *Identify examples of honesty displayed by characters in stories. *Compare and contrast behaviors of famous people who demonstrated honesty r and those who did not. *Select a character and describe how the story would have ended differently if the person had not demonstrated honesty.

Subject Suggestions for Integration Standards Resources The student will… ELA − write a multi-paragraph essay on the - English Language Arts – topic: “My Hero is a Person of Good Strands Character” * The student will write − discuss ways to avoid plagiarism effectively for different audiences and purposes S.S. - review current events and discuss − Social Studies – Strands − News Web Sites various political and social actions o People, Places, and cnn.com in relation to honesty Environments msnbc.com − discuss ethics in politics, trade o Power, Authority, and − The State Newspaper agreements, business/social agendas Governance Math − explain the importance of honesty − Mathematics Process − At Home in Our Schools, Family and integrity in applying math and Standards Science Night: www.devstu.org science to real-world problems and o Communication − Building Decision Skills: A Curriculum in completing class work on Ethical Decision Making: - work cooperatively with classmates www.globalethics.org to create a code of ethics for − The Giraffe Project (scientists who have classroom modeled good character by “sticking - explain key concepts in “primary their necks out”): www.girraffe.org documents: - the ethics statements − Ethics in Science web sites: of scientific and mathematical www.chem.vt.edu/ethics/ethics.html organizations and the core values of onlineethics.org the school’s Character Education www.lbl.gov/Education/ELSI/ELSI.html program

340 - shape a series of principles or − Biographical Index (Famous guidelines that are suited to their Mathematicians and related resources): work as young scientists and www-gap.dcs.stand.ac.uk /~history/ mathematicians Mathematicians − Classroom Compass: Collaborative Learning: www.sedl.org/scimath/compass/v01n02/ welcome.html − The Math Forum at Swarthmore College: www.forum.swarthmore.edu − National Council of Teachers of Mathematics: www.nctm.org - A Classroom Code of Ethics - Stress Honesty and Integrity Science − See Math - Science – Process Standards - See Math o Observe - Stress Honesty and Integrity o Communicate - A Classroom Code of Ethics Health − tell why knowledge of weapons on − Richland One Curriculum − Richland One Curriculum Guide, Health school property must be reported to Guide, Health and Safety and Safety Education, Gr. 7, p. 32 appropriate responsible adults Education, Gr. 7: - Text: Unit 10 LS 47, p. 447 Preventing Injuries, p. 32 - Student Discipline Code Related Arts Technology: − Students will understand the − Young Peoples Lessons in Character, B. - identify character traits that relationships among personal David Brooks, Ph.D., p. 124 contribute to work ethic and career qualities, education and − Lessons in Character, Unit Seven: I choices training, and the world of work with Computers -- Graphic work. Illustrator: Eldon Doty Guidance - identify character traits that − Students will understand the − Young Peoples Lessons in Character, B. contribute to work ethic and career relationships among personal David Brooks, Ph.D., p. 69 choices qualities, education and − Lessons in Character, Unit Four: I Work training, and the world of Outside -- Archaeologist: Mitchell work. Marken Ph.D.

341 COOPERATION

Grade: 7 Trait: COOPERATION – to play together or work well with others to accomplish a common goal Focus points: *Explain why cooperation is important in your workplace, the school environment. *Why is cooperation important in appreciating cultural diversity? *Explain why cooperation is critical for working on a team.

Subject Suggestions for Integration Standards Resources The student will… ELA “We all live with the objective of being - English Language Arts – − Effective Guidance Activities, SC happy; our lives are all different but yet Strands Department of Education, Office of Safe the same.” Cultural Diversity: Sharing o The student will Schools & Youth Services, Guidance Planet Earth recognize, Services (CD) - demonstrate an understanding of demonstrate, and − Showing Good Character in the different cultures, attitudes, and analyze the qualities Workplace abilities of effective − Sharing Planet Earth “If we want our children to possess the communication traits of character we most admire, we need to teach them what those traits are and why the deserve both admiration and allegiance. Children must learn the forms and content of those traits.” Career Awareness: Showing Good Character in the Workplace - explain the importance of responsibility, dependability, punctuality, and integrity in the workplace

342 S.S. “We all live with the objective of being − Social Studies – Strands − Effective Guidance Activities, SC happy; our lives are all different but yet o People, Places, and Department of Education, Office of Safe the same.” Cultural Diversity: Sharing Environments Schools & Youth Services, Guidance Planet Earth o Power, Authority, and Services (CD) - demonstrate an understanding of Governance − Sharing Planet Earth different cultures, attitudes, and abilities Math − explain, through individual and − Mathematics Process − See Science group reflection, the importance of Standards character traits such as o Communication responsibility, dependability, and integrity in journals, writing assignments, and creative projects Science − explain, through individual and - Science – Process Standards - At Home in Our Schools, Family group reflection, the importance of o Observe Science Night: www.devstu.org character traits such as o Communicate − Building Decision Skills: A Curriculum responsibility, dependability, and on Ethical Decision Making: integrity in journals, writing www.globalethics.org assignments, and creative projects − The Giraffe Project (scientists who have modeled good character by “sticking their necks out”): www.girraffe.org − Ethics in Science web sites: www.chem.vt.edu/ethics/ethics.html onlineethics.org www.lbl.gov/Education/ELSI/ELSI.html − Biographical Index (Famous Mathematicians and related resources): www-gap.dcs.stand.ac.uk /~history/ Mathematicians − Classroom Compass: Collaborative Learning: www.sedl.org/scimath/compass/v01n02/ welcome.html − The Math Forum at Swarthmore College: www.forum.swarthmore.edu

343 − National Council of Teachers of Mathematics: www.nctm.org Health − demonstrate effective interpersonal − Richland One Cur. Guide, − Richland One Curriculum Guide, Health communication skills Health and Safety and Safety Education, Gr. 7, p. 31 Education, Gr. 7: o Mental Health, p. 31 Related Arts Technology: − Students will understand − Young Peoples Lessons in Character, B. - identify character traits that the relationships among David Brooks, Ph.D., p. 124 contribute to work ethic and career personal qualities, − Lessons in Character, Unit Seven: I choices education and training, and work with Computers -- Graphic the world of work. Illustrator: Eldon Doty Guidance − demonstrate an understanding of − Students will understand − Effective Guidance Activities, SC different cultures, attitudes, and the relationships among Department of Education, Office of Safe abilities personal qualities, Schools & Youth Services, Guidance education and training, and Services (CD) the world of work. − Showing Good Character in the − Students will understand Workplace how community awareness − Sharing Planet Earth relates to work.

344 GOOD CITIZENSHIP

Grade: 7 Trait: GOOD CITIZENSHIP – to be actively engaged in demonstrating pride and responsibility in self, school, community, and country Focus points: *Identify behaviors of a person who demonstrates good citizenship in the poems and stories. *What are the messages regarding responsible citizenship? *If you could write a class/school constitution, what important information would you include? *How did a particular document affect the lives of citizens in certain countries? * Identify your behaviors that demonstrate good citizenship.

Subject Suggestions for Integration Standards Resources The student will… ELA “Reaching your goals and dreams in life - English Language Arts – Strands − Effective Guidance depends on activity. This means work!” *The student will recognize, Activities, SC Department Goal Setting: School Success: How do I get demonstrate, and analyze the of Education, Office of there? qualities of effective Safe Schools & Youth - demonstrate decision-making and communication Services, Guidance goal-setting skills Services (CD) - recognize how studying influences − School Success: How do I learning and how attitudes influence get there? achievement − Serving Our Community - explain and develop personal capabilites − “Good Worker” Traits: Do and cooperation in learning with others I Have What It Takes? “What we have done for ourselves alone dies with us. What we have done for others and the world remains immortal.” Interpersonal Relationships: Serving Our Community - seek opportunities to participate in community service - explain the value of teamwork and display the ability to work in teams as well as independently

345 - identify and participate in activities that demonstrate good citizenship “Good Worker” Traits: Do I Have What It Takes? - explain the relationship between personal qualities, school success, and career choices S.S. “What we have done for ourselves alone − Social Studies – Strands − Effective Guidance dies with us. What we have done for others o People, Places, and Activities, SC Department of and the world remains immortal.” Environments Education, Office of Safe Interpersonal Relationships: Serving Our Schools & Youth Services, Community Guidance Services (CD) - See ELA Math - identify character traits that contribute to − Mathematics Process Standards − Young Peoples Lessons in work ethic and career choices o Communication Character, B. David Brooks, Ph.D., p 24 − Lessons in Character, Unit Two: I work with Numbers --Math Teacher: Terri Santi Science − read the biographies of scientists who - Science – Process Standards − Biographical Index have modeled good character and made a o Observe (Famous Mathematicians difference in the world o Communicate and related resources): www-gap.dcs.stand.ac.uk

/~history/ Mathematicians Health − demonstrate the ability to utilize − Richland One Curriculum − Richland One Curriculum resources from home, school, and Guide, Health and Safety Guide, Health and Safety community that provide valid safety Education, Gr. 7: Education, Gr. 7, p. 32 information and services o Preventing Injuries, p. 32 o Phone Book

346

Related Arts Technology: − Students will understand the − Young Peoples Lessons in - identify character traits that contribute to relationships among personal Character, B. David work ethic and career choices qualities, education and Brooks, Ph.D., p. 124 training, and the world of work. − Lessons in Character, Unit Seven: I work with Computers -- Graphic Illustrator: Eldon Doty Guidance - See ELA − Students will understand the − Effective Guidance - explain the relationship between relationships among personal Activities, SC Department personal qualities, school success, and qualities, education and of Education, Office of career choices training, and the world of work. Safe Schools & Youth − Students will understand how Services, Guidance community awareness relates to Services (CD)* work. *(Contact the guidance counselor for CD). − Serving Our Community − “Good Worker” Traits: Do I Have What It Takes?

347 RESPONSIBILITY

Grade: 7 Trait: RESPONSIBILITY - to be held accountable for your own actions Focus points: *What are your responsibilities as a student? at home? *What responsibilities will you assume as you get older? *How do you hold others accountable for their behavior? *How do you hold yourself accountable for your behavior?

Subject Suggestions for Integration Standards Resources The student will… ELA - seek opportunities to participate in − English Language Arts – − Effective Guidance community service Strands Activities, SC Department - explain the value of teamwork and o The student will write of Education, Office of display the ability to work in teams as effectively for different Safe Schools & Youth well as independently audiences and purposes Services, Guidance - identify and participate in activities that o The student will draw upon Services (CD)* demonstrate good citizenship a variety of strategies to *(Contact the guidance counselor for comprehend, interpret, the CD) analyze, and evaluate what he or she reads − Serving Our Community

S.S. - See ELA − Social Studies – Strands - Effective Guidance o People, Places, and Activities, SC Department of Environments Education, Office of Safe Schools & Youth Services, Guidance Services (CD)* *(Contact the guidance counselor for the CD) − Serving Our Community

348

Math - identify character traits that contribute to − Mathematics Process Standards − Young Peoples Lessons in work ethic and career choices o Communication Character, B. David Brooks, Ph.D., p 24 − Lessons in Character, Unit Two: I work with Numbers Math Teacher: Terri Santi Science − explain the importance of ethics and − Science – Process Standards Suggested Reflection character to the scientific profession o Observe Prompts: o Communicate - What would happen if scientific inquiries and application were done without a commitment to principles like responsibility? Health − demonstrate the ability to utilize − Richland One Curriculum − Richland One Curriculum resources from home, school, and Guide, Health and Safety Guide, Health and Safety community that provide valid safety Education, Gr. 7: Education, Gr. 7, p. 32 information and services o Preventing Injuries, p. 32 - Phone Book

349 *(Contact the guidance counselor for the CD) − Serving Our Community − Young Peoples Lessons in Character, B. David Brooks, Ph.D., p 42 − Lessons in Character, Unit 3: I work with Words – Radio Personality and Deejay: Helen Little

350 SELF-DISCIPLINE

Grade: 7 Trait: SELF-DISCIPLINE – to demonstrate the ability to control yourself in all situations Focus points: *If you were asked to be on a student committee, working on school safety issues, what would be your advise? *Describe how you organize your school and home responsibilities. *Explain why self-discipline is important in maintaining a healthy lifestyle.

Subject Suggestions for Integration Standards Resources The student will… ELA − read poems, short stories, or biographies − English Language Arts – that demonstrate self-discipline Strands − complete varied writing assignments * The student will write about self-discipline and the main effectively for different audiences character or plot etc. and purposes. * The student will draw upon a variety of strategies to comprehend, interpret, analyze, and evaluate what he or she reads S.S. - participate in a Good Manners Club − Social Studies – Strands - Character Education: An (GMC) o People, Places, and Middle School Resource - observe and discuss examples of Environments Guide, State Department of acceptable verbal and nonverbal Education, May 1997 behavior Suggested Activity: - observe and discuss consequences of The GMC reinforces positive unacceptable verbal and nonverbal character development behavior. -Create a GMC, which seeks to define character and explore mores of various societies. Students observe and discuss norms and deviations. The club is designed to decrease peer conflict and have students model acceptable verbal and nonverbal behavior.

351

Math − read and discuss biographies of famous - Mathematics Process Standards - Biographical Index mathematicians and the self-discipline o Communication (Famous Mathematicians required to make a difference in the and related resources): world www-gap.dcs.stand.ac.uk /~history/ Mathematicians

Science − read and discuss biographies of famous − Science – Process Standards − Biographical Index scientists and the self-discipline required o Observe (Famous Mathematicians to make a difference in the world o Communicate and related resources): www-gap.dcs.stand.ac.uk

/~history/ Mathematicians Health − demonstrate helpful strategies to access − Richland One Curriculum − Richland One Curriculum and manage conflict and stress Guide, Health and Safety Guide, Health and Safety − list and discuss steps to use to stay in Education, Gr. 7: Education, Gr. 7, p. 30 control when you are very angry o Mental Health, p. 30 - Text: Unit 1 LS 4, p. 34- − explain how to carry on when you are 35; T.G. p. 28-31 feeling insecure and unloved - Second Step: Unit 3 Level 2

Related Arts Technology: − Students will understand the − Young Peoples Lessons in - identify character traits that contribute to relationships among personal Character, B. David work ethic and career choices qualities, education and Brooks, Ph.D., p. 124 training, and the world of work. − Lessons in Character, Unit Seven: I work with Computers -- Graphic Illustrator: Eldon Doty Guidance - identify character traits that contribute to − Students will understand the − Young Peoples Lessons in work ethic and career choices relationships among personal Character, B. David qualities, education and Brooks, Ph.D., p 7, 69 training, and the world of work. − Lessons in Character, Unit One: I work with My Hands-- Sculptor: Cindy Debold − Lessons in Character, Unit Four: I Work Outside Archaeologist: Michell Marken, Ph.D.

352 CARING

Grade: 7 Trait: CARING – to demonstrate concern through kindness and acceptance while meeting the needs of self and others Focus points: *Have you ever felt like one of the characters in the story? Explain. *If you had written the story, what changes might you have made? *Do any of the characters remind you of anyone you know? Explain. *Identify behaviors of a caring person.

Subject Suggestions for Integration Standards Resources The student will… ELA - seek opportunities to participate in - English Language Arts – Strands − Effective Guidance Activities, community service o The student will SC Department of Education, - explain the value of teamwork and recognize, demonstrate, Office of Safe Schools & display the ability to work in teams as and analyze the qualities Youth Services, Guidance well as independently of effective Services (CD) - identify and participate in activities that communication − Serving Our Community demonstrate good citizenship S.S. - See ELA − Social Studies – Strands − Effective Guidance Activities, o People, Places, and SC Department of Education, Environments Office of Safe Schools & Youth Services, Guidance Services (CD)* *(Contact the guidance counselor for the CD) - Serving Our Community Math - identify character traits that contribute to − Mathematics Process Standards − Young Peoples Lessons in work ethic and career choices o Communication Character, B. David Brooks, Ph.D., p. 27, 39 − Lessons in Character, Unit Two: I Work with Numbers Insurance Agent: Priscilla Boyles My Work as a Student

353 Science − practice and encourage safety in projects - Science – Process Standards Suggested Reflection Prompts: and lab activities o Observe - What would happen if − explain the importance of ethics and o Communicate scientific inquiries and character to the scientific profession application were done without a commitment to principles like caring? Health − demonstrate ways to communicate − Richland One Curriculum − Richland One Curriculum consideration and respect for self and Guide, Health and Safety Guide, Health and Safety others as related to body composition Education, Gr. 7: Education, Gr. 7, p. 27 and shape, weight control and dietary o Nutrition, p. 27 - Text: Unit 4 LS 20, p. 189; choices T.G. p. 122-126 Related Arts Technology: − Students will understand the − Young Peoples Lessons in - identify character traits that contribute to relationships among personal Character, B. David Brooks, work ethic and career choices qualities, education and Ph.D., p. 124 training, and the world of work. − Lessons in Character, Unit Seven: I work with Computers -- Graphic Illustrator: Eldon Doty Guidance - See ELA − Students will understand the − Effective Guidance relationships among personal Activities, SC Department of qualities, education and Education, Office of Safe training, and the world of work. Schools & Youth Services, − Students will understand how Guidance Services (CD) community awareness relates to − Young Peoples Lessons in work. Character, B. David Brooks, Ph.D., p 7, 98 − Serving Our Community − Lessons in Character, Unit One: I work with My Hands - Sculptor: Cindy Debold − Lessons in Character, Unit Six: I Work with People -- Paramedic: F.E. “Skip” Hall, Jr.

354

KINDNESS

Grade: 7 Trait: KINDNESS – to be considerate, courteous, helpful, and understanding of others’ feelings and beliefs Focus points: *Identify at least one person in your family or community that displays acts of kindness and explain how you know that. *Select a story or poem and explain how it would have ended if the person had demonstrated acts of kindness. *What are some messages related to character and kindness being expressed in the lyrics of some hard rock and rap music? *How does the character trait of kindness fit into your school setting?

Subject Suggestions for Integration Standards Resources The student will… ELA − practice writing thank-you notes (Social − English Language Arts – Courtesies) Strands o The student will write effectively for different audiences and purposes S.S. - participate in a Good Manners Club − Social Studies – Strands − Character Education: An (GMC) o People, Places, and Middle School Resource - observe and discuss examples of Environments Guide, State Department of acceptable verbal and nonverbal Education, May 1997 behavior Suggested Activity: - observe and discuss consequences of The GMC reinforces positive unacceptable verbal and nonverbal character development behavior. − Create a GMC, which seeks to define character and explore mores of various societies. Students observe and discuss norms and deviations. The club is designed to decrease peer conflict and have students model acceptable verbal and nonverbal behavior.

355 Math - identify character traits that contribute to − Mathematics Process Standards − Young Peoples Lessons in work ethic and career choices o Communication Character, B. David Brooks, Ph.D., p. 27, 39 − Lessons in Character, Unit Two: I Work with Numbers Insurance Agent: Priscilla Boyles My Work as a Student Science - identify character traits that contribute to - Science – Process Standards − Young Peoples Lessons in work ethic and career choices o Observe Character, B. David o Communicate Brooks, Ph.D., p. 63 − Lessons in Character, Unit Four: I Work Outside –Zoo Curator: Lorraine Smith Health − demonstrate ways to communicate − Richland One Curriculum − Richland One Curriculum consideration and respect for self and Guide, Health and Safety Guide, Health and Safety others as related to body composition Education, Gr. 7: Education, Gr. 7, p. 27 and shape, weight control and dietary o Nutrition, p. 27 - Text: Unit 4 LS 20, p. 189; choices T.G. p. 122-126 Related Arts Technology: − Students will understand the − Young Peoples Lessons in - identify character traits that contribute to relationships among personal Character, B. David work ethic and career choices qualities, education and Brooks, Ph.D., p. 124 training, and the world of work. − Lessons in Character, Unit Seven: I work with Computers -- Graphic Illustrator: Eldon Doty Guidance - identify character traits that contribute to − Students will understand the − Young Peoples Lessons in work ethic and career choices relationships among personal Character, B. David qualities, education and Brooks, Ph.D., p. 69 training, and the world of work. − Lessons in Character, Unit Four: I Work Outside -- Archaeologist: Mitchell Marken Ph.D.

356 FAIRNESS

Grade: 7 Trait: FAIRNESS – to play by the rules, to be open minded to the viewpoints of others Focus points: *Identify a character and explain how he/she demonstrated fairness? *Select a story and write a different ending, with the main character acting unfairly. *What do you consider heroic deeds? *Do you want to associate with peers who are not fair? Why? *Describe features of the legal system that are in place to ensure fairness.

Subject Suggestions for Integration Standards Resources The student will… ELA - identify character traits that contribute - English Language Arts – − Young Peoples Lessons in to work ethic and career choices Strands Character, B. David Brooks, * The student will Ph.D., p 45 recognize, demonstrate, and − Lessons in Character, Unit 3: I analyze the qualities of work with Words –Teleservices effective communication. Supervisor: Felipe Aguirre S.S. − discuss topics such as ethics in politics, − Social Studies – Strands trade agreements, business, and social o People, Places, and agendas Environments o Power. Authority, and Governance Math − work cooperatively to create a code of - Mathematics Process − At Home in Our Schools, Family ethics for the classroom Standards Science Night: www.devstu.org - explain and work with “primary o Communication − Building Decision Skills: A documents” – the ethics statements of Curriculum on Ethical Decision scientific and mathematical Making: www.globalethics.org organizations and the core values of the − The Giraffe Project (scientists school’s Character Education program who have modeled good - shape a series of principles or character by “sticking their necks guidelines that are suited to their work out”): www.girraffe.org as young scientists or mathematicians − Ethics in Science web sites: www.chem.vt.edu/ethics/ethics.h tml onlineethics.org

357 www.lbl.gov/Education/ELSI/EL SI.html − Biographical Index (Famous Mathematicians and related resources): www-gap.dcs.stand.ac.uk /~history/ Mathematicians − Classroom Compass: Collaborative Learning: www.sedl.org/scimath/compass/v 01n02/ welcome.html − The Math Forum at Swarthmore College: www.forum.swarthmore.edu − National Council of Teachers of Mathematics: www.nctm.org − A Classroom Code of Ethics Science − See Math − Science – Process − See Math Standards − A Classroom Code of Ethics o Observe o Communicate Health − demonstrate strategies for the − Richland One Curriculum − Richland One Curriculum Guide, expressing needs, wants and feelings to Guide, Health and Safety Health and Safety Education, Gr. adults who have been rude or unfair Education, Gr. 7: 7, p. 31 o Mental Health, p. 31 - Second Step: Unit 5, Lev. 2

358

Related Arts Technology: − Students will understand − Young Peoples Lessons in - identify character traits that contribute the relationships among Character, B. David Brooks, to work ethic and career choices personal qualities, Ph.D., p. 118 education and training, and − Lessons in Character, Unit the world of work. Seven: I work with Computers -- Web Site Designer: Tracy Wieland My Work as a Student Guidance - identify character traits that contribute − Students will understand − Young Peoples Lessons in to work ethic and career choices the relationships among Character, B. David Brooks, personal qualities, Ph.D., p 7, 69 education and training, and − Lessons in Character, Unit One: the world of work. I work with My Hands -- Sculptor: Cindy Debold − Lessons in Character, Unit Four: I Work Outside – Archaeologist: Michell Marken, Ph.D.

359 DEPENDABILITY

Grade: 7 Trait: DEPENDABILITY – to be counted on or trusted Focus points: *Describe a positive work ethic. Is dependability a desired characteristic of a good work ethic? Why? *How do you honor commitments? *If one of the characters were sitting next to you, what would they likely tell you about the importance of dependability? *Did you learn how a character solved a problem in the story. Could you use this situation to solve similar problems you might have?

Subject Suggestions for Integration Standards Resources The student will… ELA - identify character traits that contribute to - English Language Arts – Strands − Young Peoples Lessons in work ethic and career choices * The student will recognize, Character, B. David demonstrate, and analyze the Brooks, Ph.D., p 42, 48, 57 qualities of effective − Lessons in Character, Unit communication. 3: I work with Words – Radio Personality and Deejay: Helen Little Librarian: Ann Symons My Work as a Student S.S. - identify character traits that contribute to − Social Studies – Strands − Young Peoples Lessons in work ethic and career choices o People, Places, and Character, B. David Environments Brooks, Ph.D., p. 136, 139 o Power. Authority, and − Lessons in Character, Unit Governance Eight: I work for the Government – Captain, USMC: Patricia Johnson USDA Forest Service: Hilda Gallegos Math - identify character traits that contribute to - Mathematics Process Standards − Young Peoples Lessons in work ethic and career choices o Communication Character, B. David Brooks, Ph.D., p. 30, 33 − Lessons in Character, Unit Two: I work with Numbers

360 Investment Advisor: Steven A. Koch Cashier: Margaret Vazquez Science − Explain the importance of ethics and − Science – Process Standards − Young Peoples Lessons in character to the scientific profession o Observe Character, B. David o Communicate Brooks, Ph.D., p 66 − Lessons in Character, Unit Four: I Work Outside Landscaper: Walter Imahara Suggested Reflection Prompt: - What would happen if scientific inquiries and application were done without a commitment to principles like dependability? Health − demonstrate the ability to utilize − Richland One Curriculum − Richland One Curriculum resources from home, school, and Guide, Health and Safety Guide, Health and Safety community that provide valid safety Education, Gr. 7: Education, Gr. 7, p. 32 information and services o Preventing Injuries, p. 32 - Phone Book

361 − Lessons in Character, Unit Four: I Work Outside – Archaeologist: Mitchell Marken Ph.D.

362 RESPECT

Grade: 8 Trait: RESPECT - to show high regard for authority, other people, self, and country Focus points: *What did the main character do that demonstrated respect? *Do you respect the main character and why or why not? *Who is a figure in your life that you respect and what characteristics to they exhibit? *Give examples in your life when you demonstrated respect.

Subject Suggestions for Integration Standards Resources The student will… ELA − explain the importance of respecting self − English Language Arts – − Effective Guidance and others Strands Activities, SC Department − give examples of what happens when o The student will of Education, Office of respect is not demonstrated recognize, demonstrate, Safe Schools & Youth “We all live with the objective of being and analyze the qualities Services, Guidance happy; our lives are all different but yet the of effective Services (CD)* same.” Cultural Diversity: Sharing Planet communication Earth (Contact guidance counselor for - demonstrate an understanding of CD) different cultures, attitudes, and abilities - Sharing Planet Earth “Effective communication is the foundation − Did I Hear What You Said? of a healthy relationship.” Communication - Who Am I? Where am I Skills: Did I Hear What You Said? going? - increase use of effective communication skills with peers and adults - explain and interpret interactions between peers and adults - demonstrate a positive attitude toward work and the ability to work together - translate the importance of interpersonal relationships and demonstrate positive interaction with others

363 Who Am I? Where am I going? - recognize and explain the relationship of physical, emotional, and intellectual changes and the effects on self-concept and control - relate an awareness, understanding, and respect for others - define and explain the influence of attitudes and behaviors on interpersonal and peer relationships - identify roadblocks to communication and model ways to overcome them - recognize and respect individual differences S.S. “We all live with the objective of being - Richland One Curriculum Guide, - Effective Guidance happy; our lives are all different but yet the Social Studies, Gr. 8: Activities, SC Department of same.” Cultural Diversity: Sharing Planet * Launching the Nation/The Education, Office of Safe Earth Expanding Nation, p. 12 Schools & Youth Services, - demonstrate an understanding of * Forming a Government, p. 14 Guidance Services (CD) different cultures, attitudes, and abilities - Richland One Curriculum Guide, Social Studies, Gr. 8, p. Who Am I? Where am I going? 12, 14 − be able to answer the following - Texts: Call to Freedom –p. questions: 180-214, 260-290; South * What are the political struggles that Carolina – p. 182-207, 210- affected African Americas, women, and 233; We the People LS5-8, other ethnic and religious groups? 18-21 * What were the major domestic and - Sharing Planet Earth foreign issues at this time? - Who Am I? Where am I * What is the foundation or basic going? principles of American democracy? What are the foundations of the American political system? What are the central ideas of SC and the US regarding constitutional government?

364 * What are the historical, geographic, social and economic factors that shaped American democracy? * What are shared political values and principles of American democracy? How can political parties provide opportunities for citizen participation?

- See ELA Math - identify sources of employment in the - Mathematics Process Standards - Effective Guidance community * Communication Activities, SC Department of - explain how economic development Education, Office of Safe influences employment Schools & Youth Services, Guidance Services (CD)* *(Contact the guidance counselor for the CD)

“Where Are the Jobs?” Science - discuss ethical issues such as the - Science – Process Standards manipulation of data o Observe o Communicate Health - demonstrate ways to communicate care, - Richland One Curriculum - Richland One Curriculum consideration, and respect for self, for Guide, Health and Safety Guide, Health and Safety parents, and family, and for the diversity Education, Gr. 8: Education, Gr. 8, p. 50 of others o Mental Health, p. 50 - Text: Unit 2 LS 7 p. 54-57 Unit 2 LS 2,3; T.G. p. 63-69 - Second Step: Unit 2 LS 2-3 Related Arts Technology: - Students will understand the - Young Peoples Lessons in - identify character traits than contribute relationships among personal Character, B. David to work ethic and career choices qualities, education and training, Brooks, Ph.D., p. 124 and the world of work. - Lessons in Character, Unit Seven: I work with Computers -- Graphic Illustrator: Eldon Doty

365 Guidance - demonstrate an understanding of - Students will understand the - Effective Guidance different cultures, attitudes, and abilities relationships among personal Activities, SC Department qualities, education and training, of Education, Office of - See ELA and the world of work. Safe Schools & Youth - - Students will understand how Services, Guidance - See Math community awareness relates to Services (CD) work. - Sharing Planet Earth - Who Am I? Where am I going? - Did I Hear What You Said? “Where Are the Jobs?”

366 HONESTY

Grade: 8 Trait: HONESTY – to always be fair and straightforward in conduct Focus points: *Identify examples of honesty displayed by characters in stories. *Compare and contrast behaviors of famous people who demonstrated honesty and those who did not. *Select a character and describe how the story would have ended differently if the person had not demonstrated honesty.

Subject Suggestions for Integration Standards Resources The student will… ELA - read current events and discuss various - English Language Arts – political and social actions in relation to Strands honesty *The student will draw upon - write a multi-paragraph essay on the a variety of strategies to topic “My Hero is a Person of Good comprehend, interpret, analyze, Character” and evaluate what he or she - discuss ways to avoid plagiarism reads. S.S. - be able to answer the following - Richland One Curriculum - Richland One Curriculum Guide, questions: Guide, Social Studies, Gr. 8: Social Studies, Gr. 8, p. 14 * What is the foundation of o Launching the - Texts: Call to Freedom – p. 180 American democracy? What are the Nation/The Expanding 214; South Carolina – p. Foundations of the American Nation, p. 12 182-20; We the People – LS political system? What are the o Forming a Government, 5-8 central ideas of S.C. and the U.S. p. 14 regarding constitutional government? * What are the historical, geographic, social, and economic factors that shaped American democracy? * What are shared political values and principles of American democracy? How can political parties provide opportunities for citizen participation?

367 Math Stress Honesty and Integrity - Mathematics Process Standards - At Home in Our Schools, Family - cite the importance of these virtues in * Communication Science Night: www.devstu.org applying math and science to real world - Building Decision Skills: A problems and in completing class work Curriculum on Ethical Decision Making: www.globalethics.org A Classroom Code of Ethics - The Giraffe Project (scientists who - work cooperatively with other students have modeled good character by to create a code of ethics for their “sticking their necks out”): classroom www.girraffe.org − explain and work with “primary - Ethics in Science web sites: documents” – the ethics statements of www.chem.vt.edu/ethics/ethics.html scientific and mathematical onlineethics.org organizations and the core values of the www.lbl.gov/Education/ELSI/ELSI. school’s Character Education program html - shape a series of principles or - Biographical Index (Famous guidelines that are suited to their work Mathematicians and related as young scientists or mathematicians resources): www-gap.dcs.stand.ac.uk /~history/ Mathematicians - Classroom Compass: Collaborative Learning: www.sedl.org/scimath/compass/v01n 02/ welcome.html - The Math Forum at Swarthmore College: www.forum.swarthmore.edu - National Council of Teachers of Mathematics: www.nctm.org

Science - See Math - Science – Process Standards - See Math o Observe - Stress Honesty and Integrity o Communicate - A Classroom Code of Ethics

368 Health - demonstrate ways to communicate care, - Richland One Curriculum - Richland One Curriculum Guide, consideration, and respect for self, for Guide, Health and Safety Health and Safety Education, Gr. 8, parents, and family, and for the Education, Gr. 8: p. 50 diversity of others *Mental Health, p. 50 - Text: Unit 2 LS 7 p. 54-57; Unit 2 LS 2,3; T.G. p. 63-69 - Second Step: Unit 2 LS 2-3 Related Arts Technology: - Students will understand the - Young Peoples Lessons in - identify character traits that contribute relationships among personal Character, B. David Brooks, to work ethic and career choices qualities, education and training, Ph.D., p. 124 and the world of work. - Lessons in Character, Unit Seven: I work with Computers Graphic Illustrator: Eldon Doty Guidance - identify character traits that contribute - Students will understand the - Young Peoples Lessons in to work ethic and career choices relationships among personal Character, B. David Brooks, qualities, education and training, Ph.D., p. 69- and the world of work. - Lessons in Character, Unit Four: I Work Outside -- Archaeologist: Mitchell Marken Ph.D.

369 COOPERATION

Grade: 8 Trait: COOPERATION – to play together or work well with others to accomplish a common goal Focus points: *Explain why cooperation is important in your workplace, the school environment. *Why is cooperation important in appreciating cultural diversity? *Explain why cooperation is critical for working on a team.

Subject Suggestions for Integration Standards Resources The student will… ELA - define the importance of responsibility, - English Language Arts – - Effective Guidance Activities, SC dependability, punctuality, and integrity Strands Department of Education, Office of in the workplace * The student will Safe Schools & Youth Services, - See S.S. recognize, demonstrate, and Guidance Services (CD) analyze the qualities of - Sharing Planet Earth effective communication - Showing Good Character in the Workplace S.S. - demonstrate an understanding of different - Social Studies – Strands - Effective Guidance Activities, SC cultures, attitudes, and abilities *People, Places, and Department of Education, Office of Environments Safe Schools & Youth Services, Guidance Services (CD) - Sharing Planet Earth Math - identify sources of employment in the - Mathematics Process - Effective Guidance Activities, SC community Standards Department of Education, Office of - explain how economic development o Communication Safe Schools & Youth Services, influences employment Guidance Services (CD) - explain, through individual and group - “Where Are the Jobs?” reflection, the importance of character - See Science traits such as responsibility, dependability, and integrity in journals, writing assignments, and creative projects

370 Science - explain, through individual and group - Science – Process - At Home in Our Schools, Family reflection, the importance of character Standards Science Night: www.devstu.org traits such as responsibility, o Observe - Building Decision Skills: A dependability, and integrity in journals, o Communicate Curriculum on Ethical Decision writing assignments, and creative projects Making: www.globalethics.org - The Giraffe Project (scientists who have modeled good character by “sticking their necks out”): www.girraffe.org - Ethics in Science web sites: www.chem.vt.edu/ethics/ethics.html onlineethics.org www.lbl.gov/Education/ELSI/ELSI. html - Biographical Index (Famous Mathematicians and related resources): www-gap.dcs.stand.ac.uk /~history/ Mathematicians - Classroom Compass: Collaborative Learning: www.sedl.org/scimath/compass/v01n02 / welcome.html - The Math Forum at Swarthmore College: www.forum.swarthmore.edu - National Council of Teachers of

Mathematics: www.nctm.org

371

Health - demonstrate healthful strategies to - Richland One - Richland One Curriculum Guide, assess and manage conflict and stress. Curriculum Guide, Health Health and Safety Education, Gr. 8, p. and Safety Education, Gr. 50 8: - Text: Unit 1 LS 5 p. 34-37; T.G. p. 41- *Mental Health, p. 50 47 - Second Step: Unit 4-5, LV 3 Related Arts Technology: - Students will understand - Young Peoples Lessons in Character, B. - identify character traits that contribute the relationships among David Brooks, Ph.D., p. 124 to work ethic and career choices personal qualities, - Lessons in Character, Unit Seven: I education and training, work with Computers -- Graphic and the world of work. Illustrator: Eldon Doty Guidance - demonstrate an understanding of - Students will understand - Effective Guidance Activities, SC different cultures, attitudes, and abilities the relationships among Department of Education, Office of personal qualities, Safe Schools & Youth Services, - See ELA education and training, Guidance Services (CD) - See Math and the world of work. - Showing Good Character in the - Students will understand Workplace how community - Sharing Planet Earth awareness relates to work. - “Where Are the Jobs?”

372

GOOD CITIZENSHIP

Grade: 8 Trait: GOOD CITIZENSHIP – to be actively engaged in demonstrating pride and responsibility in self, school, community, and country Focus points: *Identify behaviors of a person who demonstrates good citizenship in the poems and stories. *What are the messages regarding responsible citizenship? *If you could write a class/school constitution, what important information would you include? *How did a particular document affect the lives of citizens in certain countries? * Identify your behaviors that demonstrate good citizenship.

Subject Suggestions for Integration Standards Resources The student will… ELA “Reaching your goals and dreams in life - English Language Arts – - Effective Guidance depends on activity. This means work!” Goal Strands Activities, SC Department of Setting: School Success: How do I get there? * The student will recognize, Education, Office of Safe - demonstrate decision-making and goal- demonstrate, and analyze the Schools & Youth Services, setting skills qualities of effective Guidance Services (CD)* - recognize how studying influences communication learning and how attitudes influence (Contact the guidance counselor achievement for the CD) - explain and develop personal capabilities and cooperation in learning with others - School Success: How do I get there? “What we have done for ourselves alone dies - Serving Our Community with us. What we have done for others and - “Good Worker” Traits: Do the world remains immortal.” Interpersonal I Have What It Takes? Relationships: Serving Our Community - See Guidance

373 “Good Worker” Traits: Do I Have What It Takes? - explain the relationship between personal qualities, school success, and career choices S.S. “What we have done for ourselves alone dies - Richland One Curriculum - Richland One Curriculum with us. What we have done for others and Guide, Social Studies, Gr. 8: Guide, Social Studies, Gr. 8, p. the world remains immortal.” Interpersonal Citizenship and the Constitution, 13 Relationships: Serving Our Community p. 13 - Texts: Call to Freedom – - See ELA p. 216-259; South Carolina - be able to answer the following questions: – p. 182-207; We the o What is the role of citizens in People – LS 3,5 American Democracy? What are - Serving Our Community civic rights and responsibilities? o How does one become a citizen? What are personal, political, and economic rights? o Why are citizens important to a democracy? How can Americans monitor and influence politics and government? o Why is political leadership and public service important? Math - identify sources of employment in the - Mathematics Process Standards - Effective Guidance community * Communication Activities, SC Department - relate how economic development of Education, Office of influences employment Safe Schools & Youth - identify character traits that contribute to Services, Guidance work ethic and career choices Services (CD) - Young Peoples Lessons in Character, B. David Brooks, Ph.D., p 24 - “Where Are the Jobs?” - Lessons in Character, Unit Two: I work with Numbers Math Teacher: Terri Santi

374 Science - read the biographies of scientists who - Science – Process Standards - Biographical Index (Famous have modeled good character and made a o Observe Mathematicians and related difference in the world o Communicate resources): www-gap.dcs.stand.ac.uk

/~history/ Mathematicians Health - demonstrate ways to communicate care, - Richland One Curriculum - Richland One Curriculum consideration, and respect for self, for Guide, Health and Safety Guide, Health and Safety parents, and family, and for the diversity Education, Gr. 8: Education, Gr. 8, p. 50 of others. * Mental Health, p. 50 - Text: Unit 2 LS 7 p. 54-57; Unit 2 LS 2,3; T.G. p. 63-69 - Second Step: Unit 2 LS 2-3 Related Arts Technology: - Students will understand the - Young Peoples Lessons in - identify character traits that contribute to relationships among personal Character, B. David work ethic and career choices qualities, education and training, Brooks, Ph.D., p. 124 and the world of work. - Lessons in Character, Unit Seven: I work with Computers -- Graphic Illustrator: Eldon Doty Guidance - See ELA - Students will understand the - Effective Guidance - See Math relationships among personal Activities, SC Department of - seek opportunities to participate in qualities, education and training, Education, Office of Safe community service and the world of work. Schools & Youth Services, - explain the value of teamwork and display - Students will understand how Guidance Services (CD)* the ability to work in teams as well as community awareness relates to independently work. *(Contact guidance counselor for - identify and participate in activities that - Students will demonstrate CD) demonstrate good citizenship decision making, goal setting, problem solving, and - School Success: How do I communication skills. get there? - Serving Our Community - “Good Worker” Traits: Do I Have What It Takes?

375 RESPONSIBILITY

Grade: 8 Trait: RESPONSIBILITY - to be held accountable for your own actions Focus points: *What are your responsibilities as a student? at home? *What responsibilities will you assume as you get older? *How do you hold others accountable for their behavior?

Subject Suggestions for Integration Standards Resources The student will… ELA “What we have done for ourselves alone - English Language Arts – Strands - Effective Guidance dies with us. What we have done for others * The student will recognize, Activities, SC Department of and the world remains immortal.” demonstrate, and analyze the Education, Office of Safe Interpersonal Relationships: Serving Our qualities of effective Schools & Youth Services, Community communication Guidance Services (CD)* - seek opportunities to participate in community service (Contact the guidance counselor - explain the value of teamwork and for the CD) display the ability to work in teams as well as independently Serving Our Community - identify and participate in activities that demonstrate good citizenship S.S. - See ELA - Social Studies – Strands - Effective Guidance *People, Places, and Activities, SC Department of Environments Education, Office of Safe Schools & Youth Services, Guidance Services (CD) - Serving Our Community Math - identify character traits that contribute to - Mathematics Process Standards - Young Peoples Lessons in work ethic and career choices o Communication Character, B. David Brooks, Ph.D., p 24 - Lessons in Character, Unit Two: I work with Numbers Math Teacher: Terri Santi

376 Science - explain the importance of ethics and - Science – Process Standards Suggested Reflection character to the scientific profession o Observe Prompts: o Communicate - What would happen if scientific inquiries and application were done without a commitment to principles like responsibility? Health - demonstrate healthful strategies to assess - Richland One Curriculum Guide, - Richland One Curriculum and manage conflict and stress. Health and Safety Education, Gr. Guide, Health and Safety 8: Education, Gr. 8, p. 50 o Mental Health, p. 50 - Text: Unit 1 LS 5 p. 34-37; T.G. p. 41-47 - Second Step: Unit 4-5, LV 3 Related Arts Technology: - Students will understand the - Young Peoples Lessons in - identify character traits that contribute to relationships among personal Character, B. David work ethic and career choices qualities, education and training, Brooks, Ph.D., p. 121, 127 and the world of work. - Lessons in Character, Unit Seven: I work with Computers -- Computer Programmer: Danny Sanchez; Computer Design Engineer: Robert Barrett Guidance - See ELA - Students will understand how - Effective Guidance community awareness relates to Activities, SC Department of work. Education, Office of Safe Schools & Youth Services, Guidance Services (CD)*

(Contact the guidance counselor for the CD)

- Serving Our Community

377 SELF-DISCIPLINE

Grade: 8 Trait: SELF-DISCIPLINE – to demonstrate the ability to control yourself in all situations Focus points: *If you were asked to be on a student committee, working on school safety issues, what would be your advise? *Describe how you organize your school and home responsibilities. *Explain why self-discipline is important in maintaining a healthy lifestyle.

Subject Suggestions for Integration Standards Resources The student will… ELA - read poems, short stories, or biographies - English Language Arts – Strands that demonstrate self-discipline * The student will draw upon - complete writing assignments about self- a variety of strategies to discipline and the main character or plot comprehend, interpret, analyze, in selected literary works and evaluate what he or she reads S.S. - participate in a Good Manners Club - Social Studies – Strands - Character Education: An (GMC) * People, Places, and Middle School Resource - observe and discuss examples of Environments Guide, State Department of acceptable verbal and nonverbal Education, May 1997 behavior Suggested Activity: - observe and discuss consequences of The GMC (Good Manners unacceptable verbal and nonverbal Club) reinforces positive behavior character development -Create a GMC, which seeks to define character and explore mores of various societies. Students observe and discuss norms and deviations. The club is designed to decrease peer conflict and have students model acceptable verbal and nonverbal behavior.

378

Math - read and discuss biographies of famous - Mathematics Process Standards - Biographical Index (Famous mathematicians and the self-discipline o Communication Mathematicians and related required to make a difference in the resources): world www-gap.dcs.stand.ac.uk

/~history/ Mathematicians Science - read and discuss biographies of famous - Science – Process Standards - Biographical Index (Famous scientists and the self-discipline required o Observe Mathematicians and related to make a difference in the world o Communicate resources): www-gap.dcs.stand.ac.uk

/~history/ Mathematicians Health - demonstrate healthful strategies to assess - Richland One Curriculum Guide, - Richland One Curriculum and manage conflict and stress. Health and Safety Education, Gr. Guide, Health and Safety 8: Education, Gr. 8, p. 50 o Mental Health, p. 50 - Text: Unit 1 LS 5 p. 34-37; T.G. p. 41-47 - Second Step: Unit 4-5, LV 3 Related Arts Technology: - Students will understand the - Young Peoples Lessons in - identify character traits that contribute to relationships among personal Character, B. David work ethic and career choices qualities, education and training, Brooks, Ph.D., p. 124 and the world of work. - Lessons in Character, Unit Seven: I work with Computers -- Graphic Illustrator: Eldon Doty Guidance - identify character traits that contribute to - Students will understand the - Young Peoples Lessons in work ethic and career choices relationships among personal Character, B. David qualities, education and training, Brooks, Ph.D., p. 69 and the world of work. - Lessons in Character, Unit Four: I Work Outside -- Archaeologist: Mitchell Marken Ph.D.

379 CARING

Grade: 8 Trait: CARING – to demonstrate concern through kindness and acceptance while meeting the needs of self and others Focus points: *Have you ever felt like one of the characters in the story? Explain. *If you had written the story, what changes might you have made? *Do any of the characters remind you of anyone you know? Explain. *Identify behaviors of a caring person.

Subject Suggestions for Integration Standards Resources The student will… ELA “What we have done for ourselves alone - English Language Arts – Strands - Effective Guidance Activities, dies with us. What we have done for others *The student will recognize, SC Department of Education, and the world remains immortal.” demonstrate, and analyze the Office of Safe Schools & Youth Interpersonal Relationships: Serving Our qualities of effective Services, Guidance Services Community communication (CD)* - seek opportunities to participate in community service (Contact the guidance counselor for - explain the value of teamwork and the CD) display the ability to work in teams as well as independently Serving Our Community - identify and participate in activities thata demonstrate good citizenship S.S. - See ELA - Social Studies – Strands - Effective Guidance Activities, *People, Places, and SC Department of Education, Environments Office of Safe Schools & Youth Services, Guidance Services (CD)* (Contact the guidance counselor for the CD)

- Serving Our Community

380 Math - identify character traits that contribute to - Mathematics Process Standards - Young Peoples Lessons in work ethic and career choices o Communication Character, B. David Brooks, Ph.D., p. 27, 39 - Lessons in Character, Unit Two: I Work with Numbers -- Insurance Agent: Priscilla Boyles My Work as a Student Science - practice and encourage safety in projects - Science – Process Standards Suggested Reflection Prompts: and lab activities o Observe - Consider what would happen - explain the importance of ethics and o Communicate if scientific inquiries and character to the scientific profession application were done without a commitment to principles like caring. Health - demonstrate ways to communicate - Richland One Curriculum Guide, - Richland One Curriculum consideration and respect for self and Health and Safety Education, Gr. Guide, Health and Safety others as related to body composition 8: Education, Gr. 8, p. 48 and shape, weight control and dietary * Nutrition, p. 48 - Text: Unit 2 LS 6, p. 47-49; choices T.G. p. 53-60 Related Arts Technology: - Students will understand the - Young Peoples Lessons in - identify character traits that contribute to relationships among personal Character, B. David Brooks, work ethic and career choices qualities, education and training, Ph.D., p. 124 and the world of work. - Lessons in Character, Unit Seven: I work with Computers -- Graphic Illustrator: Eldon Doty Guidance - See ELA - Students will understand the - Effective Guidance Activities, relationships among personal SC Department of Education, qualities, education and training, Office of Safe Schools & Youth and the world of work. Services, Guidance Services - Students will understand how (CD) community awareness relates to - Young Peoples Lessons in work Character, B. David Brooks, Ph.D., p 7, 98 - Serving Our Community

381 - Lessons in Character, Unit One: I work with My Hands – Sculptor: Cindy Debold - Lessons in Character, Unit Six: I Work with People – Paramedic: F.E. “Skip” Hall, Jr.

382 KINDNESS

Grade: 8 Trait: KINDNESS – to be considerate, courteous, helpful, and understanding of others’ feelings and beliefs Focus points: *Identify at least one person in your family or community that displays acts of kindness and explain how you know that. *Select a story or poem and explain how it would have ended if the person had demonstrated acts of kindness. *What are some messages related to character and kindness being expressed in the lyrics of some hard rock and rap music? *How does the character trait of kindness fit into your school setting?

Subject Suggestions for Integration Standards Resources The student will… ELA - write thank-you notes (Social Courtesies) - English Language Arts – Strands * The student will write effectively for different audiences and purposes S.S. - participate in a Good Manners Club - Social Studies – Strands - Character Education: An (GMC) * People, Places, and Middle School Resource - observe and discuss examples of Environments Guide, State Department of acceptable verbal and nonverbal Education, May 1997 behavior Suggested Activity: - observe and discuss consequences of The GMC (Good Manners unacceptable verbal and nonverbal Club) reinforces positive behavior character development - Create a GMC, which seeks to define character and explore mores of various societies. Students observe and discuss norms and deviations. The club is designed to decrease peer conflict and have students model acceptable verbal and nonverbal behavior.

383 Math - identify character traits that contribute to - Mathematics Process Standards - Young Peoples Lessons in work ethic and career choices o Communication Character, B. David Brooks, Ph.D., p. 27, 39 - Lessons in Character, Unit Two: I Work with Numbers – Insurance Agent:Priscilla Boyles My Work as a Student Science - identify character traits that contribute to - Science – Process Standards - Young Peoples Lessons in work ethic and career choices o Observe Character, B. David o Communicate Brooks, Ph.D., p. 63 - Lessons in Character, Unit Four: I Work Outside -Zoo Curator: Lorraine Smith Health - demonstrate ways to communicate care, - Richland One Curriculum Guide, - Richland One Curriculum consideration, and respect for self, for Health and Safety Education, Gr. Guide, Health and Safety parents, and family, and for the diversity 8: Education, Gr. 8, p. 50 of others. o Mental Health, p. 50 - Text: Unit 2 LS 7 p. 54-57; Unit 2 LS 2,3; T.G. p. 63-69 - Second Step: Unit 2 LS 2-3 Related Arts Technology: - Students will understand the - Young Peoples Lessons in - identify character traits that contribute to relationships among personal Character, B. David work ethic and career choices qualities, education and training, Brooks, Ph.D., p. 124 and the world of work. - Lessons in Character, Unit Seven: I work with Computers -- Graphic Illustrator: Eldon Doty Guidance - identify character traits that contribute to - Students will understand the - Young Peoples Lessons in work ethic and career choices relationships among personal Character, B. David qualities, education and training, Brooks, Ph.D., p. 69 and the world of work. - Lessons in Character, Unit Four: I Work Outside – Archaeologist: Mitchell Marken Ph.D.

384 FAIRNESS

Grade: 8 Trait: FAIRNESS – to play by the rules, to be open minded to the viewpoints of others Focus points: *Identify a character and explain how he/she demonstrated fairness? *Select a story and write a different ending, with the main character acting unfairly. *What do you consider heroic deeds? *Do you want to associate with peers who are not fair? Why? *Describe features of the legal system that are in place to ensure fairness.

Subject Suggestions for Integration Standards Resources The student will… ELA - identify character traits that contribute - English Language Arts – - Young Peoples Lessons in Character, B. to work ethic and career choices Strands David Brooks, Ph.D., p 45 * The student will draw - Lessons in Character, Unit 3: I work with upon a variety of strategies Words -- Teleservices Supervisor: Felipe to comprehend, interpret, Aguirre analyze, and evaluate what he or she reads. S.S. - answer the following questions: - Richland One - Richland One Curriculum Guide, Social Curriculum Guide, Social Studies, Gr. 8, p. 12, 14 * What is the foundation or basic Studies, Gr. 8: - Texts: Call to Freedom – p. 180-214, 260- principles of American democracy? What * Launching the 290; South Carolina – p. 182-207, 210-233; are the foundations of the American Nation/The Expanding We the People – LS 5-8, 18-21 political system? What are the central Nation, p. 12 ideas of SC and the US regarding * Forming a constitutional government? Government, p. 14 * What are the historical, geographic, social and economic factors that shaped American democracy? * What are shared political values and principles of American democracy? How can political parties provide opportunities for citizen participation?

385 Math A Classroom Code of Ethics - Mathematics Process - At Home in Our Schools, Family Science - work cooperatively with other students Standards Night: www.devstu.org to create a code of ethics for the * Communication - Building Decision Skills: A Curriculum on classroom Ethical Decision Making: - read and explain “primary documents” www.globalethics.org – the ethics statements of scientific and - The Giraffe Project (scientists who have mathematical organizations and the core modeled good character by “sticking their values of the school’s Character necks out”): www.girraffe.org Education program - Ethics in Science web sites: - shape a series of principles or guidelines www.chem.vt.edu/ethics/ethics.html that are suited to their work as young onlineethics.org scientists and mathematicians www.lbl.gov/Education/ELSI/ELSI.html - Biographical Index (Famous - answer the following questions: Mathematicians and related resources): * What are the political struggles www-gap.dcs.stand.ac.uk /~history/ that affected African Americas, women, Mathematicians and other ethnic and religious groups? - Classroom Compass: Collaborative * What were the major domestic and Learning: foreign issues at this time? www.sedl.org/scimath/compass/v01n02/ welcome.html - The Math Forum at Swarthmore College: www.forum.swarthmore.edu -National Council of Teachers of Mathematics: www.nctm.org - Richland One Curriculum Guide, (Social Studies) p 12 Science - See Math - Science – Process - See Math Standards - A Classroom Code of Ethics o Observe o Communicate

386

Health - compare and contrast how fairness -Richland One Curriculum - Richland One Curriculum Guide, Health influences emotional and social health Guide, Health and Safety and Safety Education, Gr. 8, p. 50 Education, Gr. 8: - Text: Unit 2 LS 9 p. 67-69; T.G. p. 78-85 *Mental Health, p. 50 - Second Step: Unit 4-5, LV 3

Related Arts Technology: - Students will understand - Young Peoples Lessons in Character, B. - identify character traits that contribute the relationships among David Brooks, Ph.D., p. 118 to work ethic and career choices personal qualities, - Lessons in Character, Unit Seven: I work education and training, with Computers --Web Site Designer: and the world of work. Tracy Wieland My Work as a Student Guidance - identify character traits that contribute - Students will understand - Young Peoples Lessons in Character, B. to work ethic and career choices. the relationships among David Brooks, Ph.D., p 7, 69 personal qualities, - Lessons in Character, Unit One: I work education and training, with My Hands -- Sculptor: Cindy Debold and the world of work. - Lessons in Character, Unit Four: I Work Outside -- Archaeologist: Michell Marken, Ph.D

387 DEPENDABILITY

Grade: 8 Trait: DEPENDABILITY – to be counted on or trusted Focus points: *Describe a positive work ethic. Is dependability a desired characteristic of a good work ethic? Why? *How do you honor commitments? *If one of the characters were sitting next to you, what would they likely tell you about the importance of dependability? *Did you learn how a character solved a problem in the story. Could you use this situation to solve similar problems you might have?

Subject Suggestions for Integration Standards Resources The student will… ELA - describe the importance of being - English Language Arts – Strands - Young Peoples Lessons in dependable * The student will draw upon Character, B. David - identify characteristics of a person who a variety of strategies to Brooks, Ph.D., p 42, 48, 57 is dependable comprehend, interpret, analyze, - Lessons in Character, Unit - identify character traits that contribute to and evaluate what he or she reads 3: I work with Words -- work ethic and career choices * The student will recognize, Radio Personality and demonstrate, and analyze the Deejay: Helen Little; qualities of effective Librarian: Ann Symons communication - My Work as a Student S.S. - identify character traits that contribute to - Social Studies – Strands - Young Peoples Lessons in work ethic and career choices * People, Places, and Character, B. David Environments Brooks, Ph.D., p. 136, 139, * Power, Authority, and - Lessons in Character, Unit Governance Eight: I work for the Government – Captain, USMC: Patricia Johnson USDA Forest Service: Hilda Gallegos Math - identify character traits that contribute to - Mathematics Process Standards - Young Peoples Lessons in work ethic and career choices o Communication Character, B. David Brooks, Ph.D., p. 30, 33 - Lessons in Character, Unit Two: I work with Numbers Investment Advisor: Steven A. Koch 388 - Cashier: Margaret Vazquez Science - explain the importance of ethics and - Science – Process Standards - Young Peoples Lessons in character to the scientific profession o Observe Character, B. David - write or discuss in response to selected o Communicate Brooks, Ph.D., p 66 reflection prompts - Lessons in Character, Unit Four: I Work Outside - Landscaper: Walter Imahara Suggested Reflection Prompt: - Consider what would happen if scientific inquiries and application were done without a commitment to principles like dependability. Health - demonstrate healthful strategies to assess - Richland One Curriculum Guide, - Richland One Curriculum and manage conflict and stress. Health and Safety Education, Gr. Guide, Health and Safety 8: Education, Gr. 8, p. 50 o Mental Health, p. 50 - Text: Unit 1 LS 5 p. 34-37; T.G. p. 41-47 - Second Step: Unit 4-5, LV 3 Related Arts Technology: - Students will understand the - Young Peoples Lessons in - identify character traits that contribute to relationships among personal Character, B. David Brooks, work ethic and career choices qualities, education and training, Ph.D., p. 127 and the world of work. - Lessons in Character, Unit Seven: I work with Computers -- Computer Programmer: Danny Sanchez Guidance - identify character traits that contribute to - Students will understand the - Young Peoples Lessons in work ethic and career choices relationships among personal Character, B. David Brooks, qualities, education and training, Ph.D., p. 69 and the world of work. - Lessons in Character, Unit Four: I Work Outside -- Archaeologist: Mitchell Marken Ph.D.

389 V. Resources

Books

Beady, J.P. (1997). Positive learning Using Sports: Developing Youth sports programs That Teach Positive Values. New Hampton, NH: Project Adventure, Inc. Beady, J.P. & Zero, T. (1999). After School PLUS Manual. New Hampshire, NH: Project Adventure Inc. Beady, Jeffrey, Zero, Tom, & Gough, Russell, (2000). Effective Guidelines for Character Education through Sports. Washington, DC: Character Education Partnership. Beedy, Jeffrey Pratt. (1997). Sports Plus: Developing Youth Sports Program that Teach Positive Values. Hamilton, MA: Project Adventure. Bennett, William J. (1993). The Book of Virtues: A Treasury of Great Moral Stories. New York: Simon & Schuster Trade. Boatwright, Becki H., Ph.D., Mathis, Teresea A., Ed.S., and Smith-Rex, Susan, Ed.D. Getting Equipped to Stop Bullying. Bredemeier, J.J., & Shields, D.L. (1995). Character Development and Physical Activity. Champaign, II: Human Kinetics Press. Boyer, Ernest L.(1997). The Basic School: A Community for Learning. San Francisco, CA.: Jossey-Bass. Brooks, Dr. David, Ph.D. Lessons in Character, K-12 Curriculum. Young People’s Press, 800-231-9774. Castillo, Sara, Ph.D., Mathis, Teresea A., Ed.S., and Smith-Rex, Susan, Ed.D. Getting Face to Face with Your Fears. Clifford, Craig & Feezell, Randolph M. (1997). Coaching for Character – Reclaiming the Principles of Sportsmanship. Champaign, II: Human Kinetics. Covey, Sean (1998). Seven Habits of Highly Effective Teens: The Ultimate Teenage Success Guide. Craft, William & Craft, Ellen (1999). Running a Thousand Miles for Freedom: The Escape of William and Ellen Craft. Athens, GA: University of Georgia Press. Developmental Studies Center (1994). At Home in Our Schools: A Guide to Schoolwide Activities that Build Community. Oakland, CA: Developmental Studies Center. Developmental Studies Center (1996). Ways We Want Our Class to Be: Class Meetings that Build Commitment to Kindness and Learning. Oakland, CA: Developmental Studies Center. Frank, Kim “Tip”, Ed. S. and Smith-Rex, Susan, Ed.D., Getting A Grip on ADD. Frank, Kim “Tip”, Ed. S. and Smith-Rex, Susan, Ed.D., Getting A Life of Your Own. Frank, Kim “Tip”, Ed. S. and Smith-Rex, Susan, Ed.D., Getting Over the Blues. Frank, Kim “Tip”, Ed. S. and Smith-Rex, Susan, Ed.D., Getting With It: A Kid’s Guide to Forming Good Relationships and “Fitting In”. Gauld, Joseph W (1993). Character First: The Hyde School Difference. Bath, ME: Hyde School. Glasser, William A. (1998). The Quality School: Managing Students Without Coercion. New York: Harper Collins Publishers. Gough, R. (1997). Character Is Everything: Promoting Ethical Excellence in Sports. Forth Worth, TX: Harcourt Brace. Kreidler, William J. & Furlong, Lisa (1996). Adventures in Peacemaking: A Conflict Resolution Guide for School-Age Children. Cambridge, MA: Educators for Social Responsibility. Lumpkin, Angela; Stoll, Sharon Kay; and Beller, Jennifer, M. (1999). Sport Ethics: Applications for Fair Play. Second edition. Dubuque, IA; McGraw-Hill. Mathis, Teresea A., Ed.S., and Smith-Rex, Susan, Ed.D. Getting Ahead: Strategies to Motivate and Assist Students with Classroom Learning. Mathis, Teresea A., Ed.S., and Smith-Rex, Susan, Ed.D. Getting Your Life on Track: A Female Teen’s Guide to Saying No to Sex. Mathis, Teresea A., Ed.S., and Smith-Rex, Susan, Ed.D. Getting Your Second Wind: Living a Smoke-Free Life, A Kid’s Guide to Saying No to Smoking. McNamee, M.J. & Parry, S.J., (eds.) (1998). Ethics and Sport. New York: Routledge. Murphy, Shane. (1999). The Cheers and Tears – A Healthy Alternative to the Dark Side of Youth Sports Today. San Francisco: Jossey-Bass. Power, Clark F., Higgins, A. & Kohlberg, L. (1991). Lawrence Kohlberg’s Approach to Moral Education. New York: Columbia University Press. Romain, Trevor and Verdick, Elizabeth (1997). Bullies Are a Pain in the Brain. Minneapolis, MN: Free Spirit Publishing. Ryan, Kevin and Bohlin, Karen. Building Character in Schools. Jossey-Bass Publishers, 350 Sansome Street, San Francisco, CA 94104, tel: 800-956-7739, fax: 800-605-2665. 390 Shields, David Lyle Light, & Bredemeier, Brenda Jo Light (1995). Character Development and Physical Activity. Champaign, II: Human Kinetics. Steele, Eden & Schilling, Dianne (1994). Peace Patrol: Creating a New Generation of Problem Solvers and Peacemakers. Carson:CA: Jalmar Press/Innerchoice Publishing. Thompson, J. (1995). Positive Coaching: Building Character and Self-Esteem Through Sports. Portola Valley, CA: Warde Publishing Co., Inc. Wolff, R. (1997). Good Sports: The Concerned Parent’s Guide to Competitive Youth Sports. Champaign, II: Sports Publishing, Inc.

Videos

Resource Kits – Books & Videos

391 Perlstein, Ruth & Thrall, Gloria. Ready-to-Use Conflict Resolution Activities for Secondary Students. West Nyack, NY: Center for Applied Research in Education, 1996. $29.95 Pert, Candace. Emotion: Gatekeeper to Performance – The Mind/Body Connection (Video). Port Chester, NY: National Professional Resources, 1999. $99.00 Pollack, William. Real Boys. New York, NY: Henry Holt & Co., 1999. $13.95 Renzulli, Joseph. Developing the Gifts & Talents of ALL Students (Video). Port Chester, NY: National Professional Resources, 1999. $99.95 Salovey, Peter et al. Optimizing Intelligences: Thinking, Emotion & Creativity (Video). Port Chester, NY: National Professional Resources, 1998. $99.95 Scully, Jennifer. The Power of Social Skills in Character Development: Helping Diverse Learners Succeed. Port Chester, NY: National Professional Resources, 2000. $29.95 Sizer, Ted. Crafting of America’s Schools (Video). Port Chester, NY: National Professional Resources, 1997. $99.95 Stirling, Diane, Archibald, Georgia, McKay, Linda & Berg, Shelley. Character Education Connections for School, Home and Community. Port Chester, NY: National Professional Resources, 2000. $39.95 Teele, Sue. Rainbows of Intelligence: Raising Student Performance Through Multiple Intelligence (video). Port Chester, NY: National Professional Resources, 1999. $99.95 Teolis, Beth. Ready-to-Use Conflict Resolution Activities, Elementary Edition. West Nyack, NY: Center for Applied Research in Education, 1998. $29.95

All books and videos available for purchase from National Professional Resources, 1-800-453-7461. For additional current resources, see the web site: www.nprinc.com

Building Character Schoolwide-Creating a Caring Community in Your School (Guide) 6 copies* Wise Lives 6-8* *Available at Student Support Services, Waverley Building, 1225 Oak St., Columbia, SC 29204

Articles

Character and Sport Organizations

Best Practices, Activities, and Ideas

Below are ideas for supporting Character Education, based on best practices.

100 Ways to Bring Character Education to Life

Building a Community of Virtue

1. Develop a school “Code of Ethics.” Distribute it to every member of the school community. Refer to it often. Display it prominently. All school policy should reflect an implicit code of ethics. 2. Institute a student-to-student tutoring program. 393 3. Promote school-wide or intraclass service clubs with real missions to serve the school, class, or external community. 4. Encourage students to identify a charity or in-school need, collect donation, and help administer the distribution of funds. 5. Ensure that the schools’ recognition systems cover both character and academics. 6. Recognize a variety of achievements, e.g., surpassing past personal achievements or meeting a predetermined goal. 7. Consistently prohibit gossip and, when appropriate, address/discuss its damaging consequences. 8. Enforce a zero-tolerance policy on swearing. Prohibit vulgar and obscene language in the classroom and on school property. 9. Use morning announcements, school/classroom bulletin boards, and/or the school newsletter to highlight the various accomplishments-particularly character oriented ones-of students and faculty members. 10. When conflicts arise around the school or class, teach about discretion, tact, and privacy, and about discreetly informing appropriate adults of the conflict. 11. Have students in self-contained classrooms take turns caring for class pets and taking them home over weekends and holidays. Discuss and demonstrate the responsibility required to care for living creatures. 12. Invite student volunteers to clean up their community. With parental support, encourage students to build a community playground, pick up litter, rake leaves, plant trees, paint a mural, remove graffiti, or clean up a local park or beach. 13. What is the significance behind your school’s traditions? Find out, and emphasize the traditions which build school unity. 14. Display the school flag. Learn the school song. If you don’t have either, have a contest! 15. Does your school have ceremonies to mark the beginning and end of the school year? A farewell ceremony for teachers and staff members? 16. Examine school assemblies. Do a minority of students control the majority of assemblies? How could more students be involved? Are the chants at pep assemblies appropriate? Do they build school spirit without demeaning other schools? 17. Ensure students behave responsibly and respectfully when watching athletic competitions. 18. In physical education and sports programs, place a premium on good sportsmanship. Participation in sports should provide good habits for the life beyond sports. 19. Hang pictures of heroes and heroines in classrooms and halls. Include appropriate explanatory text. 20. Is the school a welcoming place for teachers? Can people walking through the school halls get a good idea of what is happening in classrooms? Is the principal frequently visible to students? Are there clear welcome signs prominently placed near the school’s main door? 21. Start a school scrapbook with photos, news stories, and memorabilia reflecting the school’s history and accomplishments. Involve school members in contributing to and maintaining the collection. Show it off to visitors and new families. 22. Publicly recognize the work of the school’s “unsung heroes” who keep the school running: The custodians, repairmen, secretaries, cafeteria workers, and volunteers. 23. Develop a system of welcoming and orienting new students to the school. 24. Prohibit the display of any gang symbols or paraphernalia on school property. Remove graffiti immediately – including in student bathrooms. 25. Let students take some responsibility for the maintenance and beautification of the school. Classes could “adopt a hallway,” shelve misplaced books, plant flowers, etc. Post signs identifying the caretakers.

Mining the Curriculum

394 33. Choose the finest children’s and adult literature to read with your students – literature rich with meaning and imagery. Don’t waste time with mediocre or unmemorable texts. 34. Don’t underestimate the power of stories to build a child’s moral imagination. Read aloud to students daily.

35. Conduct literature discussions-even in the youngest grades. Ask questions which encourage reflection. Don’t immediately jump to the “moral of the story” while ignoring the richness, beauty or complexity of the texts. General questions could include: What did this book make you think about or feel? Tell me about [a character’s name]-what kind of person was he? Why do you think the author wrote this book-what did she want to say to the reader? Don’t leave a story, however, without having students grapple with its moral message. 36. Build empathy in literature and social studies classes by teaching children to “put themselves in the shoes” of the people they are reading about/studying. 37. Read and discuss biographies from all subject areas. Help students identify the person’s core or defining characteristics. 38. While studying about great men and women, do not consistently avoid the subject of personal weakness-especially in the upper grades. A study of a person’s “whole” character can provide a powerful lesson in discernment and compassion. Consider a thoughtful discussion of the following question: Can a person be “great” (and good) and still have some character flaws? 39. Teach students to write thoughtful letters: thank you notes, letters to public officials, letters to the editor, etc. 40. Assign homework that stimulates and challenges students. Engaging and demanding assignments will give rise to self-discipline and perseverance. 41. Set up a buddy reading system between an older and younger class. Carefully teach the older students techniques that will help make their teaching experience successful. Impress upon them the responsibility and patience required when helping those who are both younger and less skilled in a subject than they are. 42. Have students memorize poetry and important prose selections such as the Preamble or the Gettysburg Address. In the process, make sure they understand the ideas that make these works worthy of committing to memory. 43. In science, address with each unit (when appropriate) the ethical considerations of that field of study. Students need to see that morality and ethics are not confined to the humanities. 44. In math classes, specifically address the habits-such as courage, perseverance and hard work-required to be a successful math student. Class rules and homework policies should reflect and support these habits. 45. In social studies, examine-and reexamine yearly, if the curriculum affords opportunities-the responsibilities of the citizen. What can students do right now to build the habits of a responsible citizenship?

Teachers, Administrators, and Staff

395

Parents, the Primary Moral Educators

Helping Students Take Their Own Character Building Seriously

396 93. During election years, encourage students to research candidates’ positions, listen to debates, participate in voter registration drives and, if eligible, vote. 94. Use the language of virtue with students: responsibility, respect, integrity, diligence, etc. and teach them to use this language. 95. In large middle and high schools, what is being done to keep students from “falling through the cracks?” Every student needs at least one teacher or counselor to take specific interest in them. 96. In middle and high school, consider instituting (or strengthening) an advising program. Advisors should do more than provide job/college information-they should take an interest in the intellectual and character development of their advisees. 97. Hold students accountable to a strict attendance and tardiness policy. 98. Through story, discussion, and example, teach students about true friendship. Help them recognize the characteristics of true friends and the potentially destructive power of false friendships. 99. Doing the “right thing” is not always an easy choice-especially in the face of peer pressure. Students, both individually and as a class, may need help seeing long-term consequences-and may need the support of a responsible adult both before and after choices are made. 100. Remind students-and yourself-that character building is not an easy or one-time project. Fashioning our character is the work of a lifetime.

Center for the Advancement of Ethics and Character Boston, MA

Classroom strategies for Individual Teachers

In his book, Educating for Character, Thomas Lickona discusses classroom strategies that individual teachers can use. These strategies are listed below along with three school-wide strategies.

Classroom Strategies

In classroom practice, a comprehensive approach to character building calls upon the individual teacher to:

School-wide Strategies

Besides making full use of the moral life of classrooms, a comprehensive approach calls upon the school as a whole to:

397 10. Foster service learning beyond the classroom: Use positive role models to inspire altruistic behavior and provide opportunities at every grade level for service learning.

11. Create a positive moral culture in the school: Develop a total moral environment (through the leadership of the principal, schoolwide discipline, a schoolwide sense of community, meaningful student government, a moral community among adults, and making time for discussing moral concerns) that supports and amplifies the virtues taught in classrooms. 12. Recruit parents and the community as partners in Character Education: Inform parents that the school considers them their child’s first and most important moral teacher, give parents specific ways they can reinforce the character expectations the school is trying to promote, and seek the help of the community (including faith communities, businesses, local government, and the media) in promoting the core traits.

398

Integrating Character and Academics By Dr. Helen Legette

English and Language Arts

History and Social Studies

Science and Math

Music and Fine Arts

Health, P.E., and Athletics

Vocational and Business Education

“Conscience of craft” (positive work ethic) Class discussions on ethical issues, such as honoring commitments, complying with business law, and not cutting corners.

399 Computer issues (confidentiality, copyright laws, and legal and moral issues related to the internet) Service projects to help school or community

Student Government

All Subjects

Guidelines for Effective Character Education Through Sports By Jeffrey P. Beedy, Ed.D., and Russell W. Gough, Ph.D.

400 Songs That Emphasize Character Traits Grades K – 12

CHARACTER TRAIT SONG MUSICIAN

Kindness/Respect Don’t Laugh at Me Mark Wills Respect Respect Yourself Staple Singers Kindness/Caring Because You Loved Me Celine Dion Caring/Kindness Stand For What Is Right Lauren Vision Caring/Kindness Don’t Save It All For Christmas Day Celine Dion Respect Smile Vitamin C Caring What About Your Friends Respect Rudolph the Red-Nosed Reindeer Jackson Five Caring/Kindness Helping Hands Amy Grant Caring/Respect Got to Care Lauren Vision Respect Hero Mariah Carey Caring/Kindness Lean on Me Caring/Kindness The Things We Do Yolanda Adams Good Citizenship God Bless the USA Lee Greenwood Self-discipline Born to Fly Sara Evans Cooperation/Respect Pay Attention Valeria Andrews/Ryan Tody Self-discipline Stronger Brittany Spears Caring/Kindness We Need Love The McClurkin Project Caring/Kindness Too Much Heaven Winans Self-discipline Independent Women Destiny’s Child Honesty Victim of the Game Garth Brooks Respect Everyday Dave Matthews Band Respect Do What You Want To Do Vitamin C Respect Who I Am Jessica Andrews Caring/Kindness The Perfect Fan Backstreet Boys Caring/Kindness That’s the Way It Is Celine Dion Respect One-Syllable Words Carolyn Arends Responsibility Burn JoDee Messina Good Citizenship/Responsibility All or Nothing Anthena Cage Good Citizenship/Responsibility Reach Gloria Estefan Respect/Cooperation One Voice Billy Gillman Caring Fly Like An Eagle Seal Fairness/caring/Kindness What If Reba McIntyre

401

PARALLEL READING LIST Grade 6-8

NAME OF BOOK/AUTHOR TRAITS

Respect Honesty Cooperation Good Responsibility Self- Caring Kindness Fairness Dependability Citizenship discipline

Jennifer Murdley’s Toad * * * (Covette) Jeremy Thatcher Dragon * * * Catcher (Covette) Johnny Tremaine * * * (Forbes) Little Women * * * * * * (Alcott) Missing May (Rylant) *

Shiloh * * (Naylor) Summer of the Swans * * * * * * * * (Byars) Where the Lilies Bloom * * * * (Cleaver) Wrinkle in Time * * * (L’Engle)

403

Richland One Character Education Guide

Grades 9-12 Integrating Character Education into the Curriculum: Grades 9-12

Table of Contents

I. Introduction • History of Character Education in Richland One………………………… 1 • Committee to develop guidelines for integrating Character Education throughout the curriculum………………………… 1 • Consultant assistance with the project…………………………………… 2

III. Ten Essential Traits Identified by Richland One Students, Teachers, Parents, and other Community Citizens……...………………….. 9

IV. Guide for Integrating Character Education throughout the Curriculum • School wide activities……………………………………………………. 10 • Guidelines for integrating Character Education in Richland One……………………………………………………………………….. 10 • Guide for grades 9-12……………………………………….…………. 11

V. Resources • Books………………………………………………………………………… 42 • Videos……………………………………………………………………….. 43 • Resource Kits (Books and Videos)………………………………………. 43 • Articles………………………………………………………………………. 44 • Character and Sport Organizations…………..………………………….. 44 • Miscellaneous……………………………………………………………….. 45 • Best Practices, Activities and Ideas……………………………..……….. 45 • Reading List………………………………………………………..……….. 52 • Songs……………………………………………………………….……….. 55 . VI. Evaluating the effectiveness of integrating character education into the curriculum………………………………………………..…………….… 56

405 I. Introduction

History of Character Education in Richland One

Committee to develop guidelines for integrating Character Education throughout the curriculum

406 Consultant assistance with the project

II. Purpose of Character Education

What is Character Education?

Why do we need Character Education?

407 How does Character Education work?

What are the goals of Character Education?

What is a school of character like?

408 Is Character Education as important as academics?

Isn’t Character Education just another “add-on” that adds to teachers’ workloads?

How much time each day/week is needed for Character Education?

Can Character Education work at all grade levels?

Isn’t Character Education just a new fad or buzzword?

409 Why is Character Education re-emerging now?

Shouldn’t parents be the primary character educators?

Who decides what Character Education traits are emphasized?

Who teaches Character Education in a school?

410 character in their students on a daily basis by intentionally selecting character-based lessons and activities and by the way they educate their students.

Are schools qualified to teach Character Education?

Is the public supportive?

Does the business community support Character Education?

More states are stressing Character Education.

• Ten (10) states mandate Character Education through legislation: Alabama, Arkansas, California, Florida, Georgia, Indiana, Nebraska, Tennessee, Utah and Virginia.

411 • Seven (7) states encourage Character Education through legislation: Maryland, Mississippi, North Carolina, Oklahoma, Oregon, Washington and West Virginia.

Results of Character Education initiatives

• In three separate studies spanning almost 20 years, the Developmental Studies Center in Oakland, CA, has documented numerous positive outcomes for students who have attended elementary schools that implemented its Child Development Project. This research has consistently shown that students in CD-ROMP schools engage in more pro-social behavior (e.g., are helpful and cooperative), are more skilled at resolving interpersonal conflicts, are more concerned about others, and are more committed to democratic traits. Findings from the most recent study of CD- ROMP also showed significant reductions in use of alcohol and marijuana, and in delinquent behaviors (outcome variables which were not examined in earlier studies). Preliminary finding from a follow-up study of students in middle school indicate that, relative to comparison students to former CD-ROMP students, former CD-ROMP students are more “connected” to school, work harder and are more engaged in the middle school classes, and have higher course grades and achievement test scores. In addition, they engage in less misconduct at school and are more involved in positive youth activities (e.g., organized sports, community groups), and report that more of their friends are similarly positively involved in school and their communities than comparison students.

412 • An independent evaluation of the Resolving Conflict Creatively Program, found that of those participating in the program, 64 percent of teachers reported less physical violence and 75 percent reported an increase in student cooperation. Additionally, 92 percent of students felt better about themselves, and more than 90 percent of parents reported an increase in their own communication and problem-solving skills.

Does Character Education create safe schools?

Yes. While Character Education is not a panacea to ridding schools of violence, it is a long-term solution to creating environments where negative and anti-social behaviors are less likely to flourish or go unnoticed and unreported. Character Education creates schools where children feel safe because they are in an atmosphere that values respect, responsibility, and compassion – not because a guard or metal detector is posted at the door. There is no single script for effective Character Education, but there are some important basic principles. The following eleven principles provided guidance to this committee.

1. Promotes core ethical traits;

2. Teaches students to understand, care about, and act upon these ethical traits;

3. Encompasses all aspects of the school culture;

4. Fosters a caring school community;

413 5. Offers opportunities for moral action;

6. Supports academic achievement;

7. Develops intrinsic motivation;

8. Includes whole-staff involvement;.

9. Requires positive leadership of staff and students;

10. Involves parents and community members; and

11. Assesses results and strives to improve.

The committee believes that Character Education should not be seen as an “add-on” or an “extra”, but already in place in our curriculum and in the standards for each subject.

III. Ten Essential Traits Identified by Richland One Students, Teachers, Parents, and other Community Citizens

Below is the list of the ten essential Character Education traits, with definitions, that will guide the district’s Character Education initiative.

414 IV. Guide for Integrating Character Education Throughout the Curriculum

School-wide activities

Below are samples of activities currently being implemented in high schools in the district. Contact the guidance counselor for more information about a specific activity.

Activities ¾ Morning news that emphasizes traits ¾ Use of the school news letter ¾ Recognition programs Blue Print newspaper ¾ Guidance lessons focusing on character education traits ¾ JROTC Program ¾ Leadership development class ¾ SAVE club ¾ Saturday school

Guidelines for integrating character education in Richland One

Structure The committee recognized that schools have a variety of activities that support character development; and the committee certainly did not suggest that those activities cease. However, in order to ensure that all Ten Essential Character Traits are taught, the committee recommends that all schools adopt the following structure.

• Each school assign the integration of character education to a committee. • At least two people will be trained in how to integrate character education throughout the curriculum. • Those people will train all teachers at the school and will introduce all staff members to the character education initiative, so that there will be a school-wide approach. • A Trait, per month will be emphasized. This approach will ensure focus and ensure that all traits identified by students, parents, teachers, and community citizens have been stressed. • In addition, this approach will position the district to connect to other organizations that are involved in conducting character education development activities.

Schedule: Trait Month trait is stressed Respect August Honesty September Cooperation October Good Citizenship November Responsibility December Self-discipline January Caring February Kindness March Fairness April Dependability May

415 Guide for grades 9-12

The committee approached the task from the standpoint that character education should not be viewed as an “add-on.” Instead, the Ten Essential Character Education Traits should be embedded in the curriculum and daily classroom instruction. The succeeding pages present information to illustrate how character education can be integrated throughout the curriculum throughout content areas. Where feasible, the Ten Essential Character Education Traits were correlated to objectives and activities in existing curriculum guides. Otherwise, suggested activities are provided.

416 RESPECT

Grade: 9-12 Trait: RESPECT - to show high regard for authority, other people, self, and country Focus points: *What did the main character do that demonstrated respect? *Do you respect the main character and why or why not? *Who is a figure in your life that you respect and what characteristics to they exhibit? *Give examples in your life when you demonstrated respect.

Subject Suggestions for Integration Standards Resources The student will… ELA Respecting Differences: Are We More Alike − English Language Arts – - Effective Guidance Than Different? Strands Activities, SC Department of - demonstrate ways to recognize and o The student will recognize, Education, Office of Safe respect differences demonstrate, and analyze Schools & Youth Services, - recognize that all people have the qualities of effective Guidance Services (CD-ROM) responsibilities communication. - broaden opportunities and resources to − Are We More Alike Than participate in community service Different? − No “Dissing” Allowed Interpersonal Skills: No “Dissing” Allowed − Smart Choices - identify, recognize, accept, respect, and − I Am #1 appreciate individual differences - explain interaction and cooperation between peers and adults - use and interpret effective/appropriate communication skills - demonstrate how to apply conflict resolution skills - explain the positive/negative aspect of peer pressure - demonstrate cooperative behavior - respect and accept alternative points of view

417 Self Protection: Smart Choices - See Health Self Awareness: I Am #1 - See Guidance S.S. Respecting Differences: Are We More Alike − Social Studies – Strands − Effective Guidance Than Different? o People, Places, and Activities, SC Department - See ELA Environments of Education, Office of − Self Protection: Smart Choices Safe Schools & Youth − See Health Services, Guidance Services (CD-ROM) - Are We More Alike Than Different? − Smart Choices Math − study autobiographies of outstanding − Mathematics Process Standards persons such as Benjamin Franklin, o Communication Alexander Graham Bell, and Albert Einstein − describe what role respect played in the success of outstanding individuals Science - study autobiographies of outstanding − Science – Process Standards persons such as Benjamin Franklin, o Observe Alexander Graham Bell, and Albert o Communicate Einstein - describe what role respect played in the success of outstanding individuals Health − Self Protection: Smart Choices − Students will demonstrate the − Effective Guidance − assert boundaries when rights and ability to practice behaviors that Activities, SC Department privacy are threatened enhance health and reduce of Education, Office of − apply knowledge about the dangers of risks. Safe Schools & Youth substance abuse Services, Guidance − demonstrate assertiveness skills for Services (CD-ROM) “pressure” situations − Smart Choices

418

Related Self Protection: Smart Choices − Students will demonstrate the − See Health Arts/Electives - See Health ability to practice behaviors that − Smart Choices enhance health and reduce (Art, Dance, Career, risks. Vocation and Technology)

Guidance Respecting Differences: Are We More Alike − Students will understand and − Effective Guidance Than Different? appreciate self. Activities, SC Department - See ELA − Students will understand and of Education, Office of Interpersonal Skills: No “Dissing” Allowed respect others. Safe Schools & Youth - See ELA Services, Guidance Self Awareness: I Am #1 Services (CD-ROM) - demonstrate a positive attitude toward - Are We More Alike Than self Different? - describe personal attitudes and beliefs − No “Dissing” Allowed - identify and appreciate the factors that − I Am #1 influence self-concept - explain how change is part of growth - analyze and interpret interests, abilities, and aptitudes as components of personal uniqueness

419 HONESTY

Grade: 9-12 Trait: HONESTY – to always be fair and straightforward in conduct Focus points: *Identify examples of honesty displayed by characters in stories. *Compare and contrast behaviors of famous people who demonstrated honesty and those who did not. *Select a character and describe how the story would have ended differently if the person had not demonstrated honesty.

Subject Suggestions for Integration Standards Resources The student will… ELA Assertiveness: Express Yourself − English Language Arts – − Effective Guidance Activities, SC - demonstrate positive, assertive Strands Department of Education, Office of Safe communication skills * The student will Schools & Youth Services, Guidance - demonstrate assertiveness skills for recognize, demonstrate, and Services (CD-ROM) “pressure” situations analyze the qualities of − Express Yourself effective communication. S.S. - See ELA − Social Studies – Strands − See ELA * People, Places, and − Express Yourself Environments Math Stress Honesty and Integrity − Mathematics Process − At Home in Our Schools, Family - cite the importance of honesty and Standards Science Night: www.devstu.org integrity in applying math and * Communication − Building Decision Skills: A Curriculum science to real-world problems and on Ethical Decision Making: in completing class work www.globalethics.org A Classroom Code of Ethics − The Giraffe Project (scientists who have - work cooperatively with classmates modeled good character by “sticking to create a code of ethics for their their necks out”): www.girraffe.org classroom − Ethics in Science web sites: - read, analyze, and apply “primary www.chem.vt.edu/ethics/ethics.html documents” – the ethics statements onlineethics.org of scientific and mathematical www.lbl.gov/Education/ELSI/ELSI.html organizations and the core values of − Biographical Index (Famous the school’s Character Education Mathematicians and related resources: program www-gap.dcs.stand.ac.uk /~history/

420 - shape a series of principles or Mathematicians guidelines that are suited to their − Classroom Compass: Collaborative work as young scientists and Learning: mathematicians www.sedl.org/scimath/compass/v01n02/ welcome.html − The Math Forum at Swarthmore College: www.forum.swarthmore.edu − National Council of Teachers of Mathematics: www.nctm.org - Stress Honesty and Integrity - A Classroom Code of Ethics Science - See Math − Science – Process Standards − See Math * Observe − Stress Honesty and Integrity * Communicate − A Classroom Code of Ethics Health − See ELA − Students will demonstrate the − See ELA ability to use interpersonal − Express Yourself communication skills to enhance health. Related What Would You Do? − Students will demonstrate the - What Would You Do? Arts/Electives - practice making honest decisions ability to use interpersonal Suggested Scenarios: - role-play various decision-making communication skills to - Role-play situations open to honest or (Art, Dance, Career, scenarios enhance health. dishonest decision-making. For example: Vocation and “You have an important part in a group Technology) project with three other students. You told them it would be done on time, but the night before it was due, your dad wanted you to go to baseball game.” What would you do? Guidance − See ELA − Students will understand and − See ELA appreciate self. − Express Yourself

421 COOPERATION

Grade: 9-12 Trait: COOPERATION – to play together or work well with others to accomplish a common goal Focus points: *Explain why cooperation is important in your workplace, the school environment. *Why is cooperation important in appreciating cultural diversity? *Explain why cooperation is critical for working on a team.

Subject Suggestions for Integration Standards Resources The student will… ELA − identify volunteer opportunities in − English Language Arts – Strands − www.goodcharacter.com school and community o The student will recognize, Suggested Activity: − analyze benefits of cooperation and demonstrate, and analyze the − Think of some kind of volunteer service to individual and community qualities of effective work you might like to do. − contribute to class discussion using communication. Describe it and tell why. If you appropriate speaking and listening have done volunteer work in the skills past describe what it was like and what you got out of it. S.S. − analyze importance of cooperation in − Social Studies – Strands − Www.goodcharacter.com democratic societies o People, Places, and Suggested Writing Prompt: − write multi-paragraph essay on Environments - In ancient Greece, people felt that it assigned topic re essential character was important for all people to try to traits leave Athens better than they found it. Write an essay in which you apply this principle to your own community.

Math Preparing for Employment: Traits of − Mathematics Process Standards − Effective Guidance Activities, SC Desirable Workers o Communication Department of Education, Office - apply job readiness skills to seek of Safe Schools & Youth Services, employment opportunities Guidance Services (CD-ROM) - demonstrate marketable skills for − See Science employment − Traits of Desirable Workers - acquire employability (SCANS) skills necessary to obtain and maintain 422 work/career - demonstrate awareness of the products and services utilized by local employers - explain how community awareness relates to work/career Science − Explain, through individual and group − Science – Process Standards − At Home in Our Schools, Family reflection, the importance of character o Observe Science Night: www.devstu.org traits such as responsibility, o Communicate − Building Decision Skills: A dependability, and integrity in Curriculum on Ethical Decision journals, writing assignments, and Making: www.globalethics.org creative projects − The Giraffe Project (scientists who have modeled good character by “sticking their necks out”): www.girraffe.org − Ethics in Science web sites: www.chem.vt.edu/ethics/ethics.ht ml onlineethics.org www.lbl.gov/Education/ELSI/EL SI.html − Biographical Index (Famous Mathematicians and related resources): www-gap.dcs.stand.ac.uk /~history/ Mathematicians − Classroom Compass: Collaborative Learning: www.sedl.org/scimath/compass/v 01n02/ welcome.html − The Math Forum at Swarthmore College: www.forum.swarthmore.edu − National Council of Teachers of Mathematics: www.nctm.org

423 Health − demonstrate the effective use of − Richland One Curriculum Guide, − Richland One Curriculum Guide, communication skills in pressure Health and Safety Education, Gr. 9- Health and Safety Education, Gr. situations 12: 9-12, p. 12 o Mental Health, p. 12 - Text: Unit 1 LS 5, p. 30-36; T.G. p. 20-23 Related − be divided into small groups. Have − Students will develop a sense of Arts/Electives each group develop a list of do's and community. don'ts for good citizenship. (See our (Art, Dance, Career, checklist at the top of this column or Vocation and on page 5 of the discussion guide.) Technology) Have them make oral reports to the class addressing the following questions: What happens when people live in accordance with these guidelines. What happens when they don't? In what ways does apathy or failure to act as good citizens affect our community and society? How can young people demonstrate civic responsibility? Guidance Preparing for Employment: Traits of − Students will understand the − Effective Guidance Activities, SC Desirable Workers relationships among personal Department of Education, Office - See Math qualities, education and training, of Safe Schools & Youth Services, and the world of work. Guidance Services (CD-ROM) − Traits of Desirable Workers

424 GOOD CITIZENSHIP

Grade: 9-12 Trait: GOOD CITIZENSHIP – to be actively engaged in demonstrating pride and responsibility in self, school, community, and country Focus points: *Identify behaviors of a person who demonstrates good citizenship in the poems and stories. *What are the messages regarding responsible citizenship? *If you could write a class/school constitution, what important information would you include? *How did a particular document affect the lives of citizens in certain countries? *Identify your behaviors that demonstrate good citizenship.

Subject Suggestions for Integration Standards Resources The student will… ELA - demonstrate ways to recognize and − English Language Arts – − Effective Guidance Activities, SC respect differences Strands Department of Education, Office of Safe - recognize that all people have * The student will Schools & Youth Services, Guidance responsibilities recognize, demonstrate, and Services (CD-ROM) - broaden opportunities and resources to analyze the qualities of - Are We More Alike Than Different? participate in community service effective communication.

S.S. − See ELA − Social Studies – Strands − Effective Guidance Activities, SC o People, Places, and Department of Education, Office of Safe Environments Schools & Youth Services, Guidance Services (CD-ROM) − Are We More Alike Than Different? Math Biography-Based Character Education − Mathematics Process − At Home in Our Schools, Family Science Standards Night: www.devstu.org - read the biographies of scientists and o Communication − Building Decision Skills: A Curriculum on mathematicians who have modeled Ethical Decision Making: good character and made a difference www.globalethics.org in the world – Albert Einstein, James − The Giraffe Project (scientists who have Watson, Marie Curie, and Francis modeled good character by “sticking their Crick – connect students with these necks out”): www.girraffe.org fields

425 - identify and discuss the wide of − Ethics in Science web sites: scientific career through biography- www.chem.vt.edu/ethics/ethics.html based Character Education onlineethics.org www.lbl.gov/Education/ELSI/ELSI.html − Biographical Index (Famous Mathematicians and related resources): www-gap.dcs.stand.ac.uk /~history/ Mathematicians − Classroom Compass: Collaborative Learning: www.sedl.org/scimath/compass/v01n02/ welcome.html − The Math Forum at Swarthmore College: www.forum.swarthmore.edu − National Council of Teachers of Mathematics: www.nctm.org - Biography-Based Character Education Science - See Math − Science – Process Standards − See Math o Observe − Biography-Based Character Education o Communicate Health − demonstrate the ability to influence and − Richland One Curriculum − Richland One Curriculum Guide, Health support others in making positive health Guide, Health and Safety and Safety Education, Gr. 9-12, p. 13 choices Education, Gr. 9-12: - Text: Unit 8 LS 79, p. 580-583; T.G. p. o Mental Health, p. 13 321-325 Related − perform a Service Project − Students will develop a sense − www.goodcharacter.com Arts/Electives of community. − www.goodcharacter.cm/teacherresources.h tml (Art, Dance, Career, Suggested Activity: Vocation and Have the class (as a whole, or in groups) Technology) evaluate real needs in the school or community and plan a service project to meet those needs. Then, implement the plan and document its activities.

426 Guidance − See ELA − Students will understand and − Effective Guidance Activities, SC respect others. Department of Education, Office of Safe Schools & Youth Services, Guidance Services (CD-ROM) − Are We More Alike Than Different?

427 RESPONSIBILITY

Grade: 9-12 Trait: RESPONSIBILITY - to be held accountable for your own actions Focus points: *What are your responsibilities as a student? at home? *What responsibilities will you assume as you get older? *How do you hold others accountable for their behavior? *How do you hold yourself accountable for your behavior?

Subject Suggestions for Integration Standards Resources The student will… ELA Career Decision Making: The First Step –“ − English Language Arts – − Effective Guidance Who Am I?” Strands Activities, SC Department - demonstrate an awareness of personal o The student will recognize, of Education, Office of abilities, skills, interests, and demonstrate, and analyze Safe Schools & Youth motivations the qualities of effective Services, Guidance - identify how personal preferences and communication. Services (CD-ROM) interests influence career choices and − The First Step –“ Who Am successes I?” - apply decision-making and goal-setting − Smart Choices to career planning/transitions − Time Management - demonstrate the importance of planning − The “Big” Test and goal setting - identify ways in which abilities, interests, work values, and personality traits influence and impact career options Self Protection: Smart Choices - See Health Improving Academic Skills: Time Management - See Math Academic Success: The “Big” Test - See Guidance

428

S.S. Career Decision Making: The First Step –“ Who − Social Studies – Strands − Effective Guidance Am I?” o People, Places, and Activities, SC Department - See ELA Environments of Education, Office of − Career Decision Making: Exploring Careers Safe Schools & Youth − identify ways in which occupations can be Services, Guidance organized into career paths/clusters Services (CD-ROM) − identify resources for obtaining information - The First Step –“ Who Am about career paths I?” − participate in a work-based exploration − Exploring Careers experience − Smart Choices − identify and evaluate the ability to generate alternatives, gather information on choices and how they affect future decisions and goals Self Protection: Smart Choices - See Health Math Improving Academic Skills: Time Management − Mathematics Process − Effective Guidance - establish and practice realistic academic Standards Activities, SC Department goals o Communication of Education, Office of - learn and apply effective study skills Safe Schools & Youth - upgrade study skills and apply them to Services, Guidance learning situations Services (CD-ROM) - develop and demonstrate time management − Time Management skills - identify and practice ways to maintain a balance between academic, extracurricular activities, family responsibilities, and life - practice academic and study skills at home and in community - use time management skills to balance school, work, and leisure activities

429

Science − identify available resources related to − Science – Process Suggested Activity: “responsibility” Standards - Search for the word − apply computer skills in development of web o Observe "responsibility" on the Internet. page based on research o Communicate Make a list of resources. Then − share research findings with classmates and create a Responsibility Web community at large Page with links to these resources. E-mail this list to several of the websites recommending that they link to these resources. Health Self Protection: Smart Choices − Students will demonstrate − Effective Guidance - assert boundaries when rights and privacy the ability to practice Activities, SC Department are threatened behaviors that enhance of Education, Office of - apply knowledge about the dangers of health and reduce risks. Safe Schools & Youth substance abuse Services, Guidance - demonstrate assertiveness skills for Services (CD-ROM) “pressure” situations - Smart Choices Improving Academic Skills: Time Management − Time Management - See Math Related Self Protection: Smart Choices − Students will demonstrate − See Health Arts/Electives - See Health the ability to practice − Smart Choices behaviors that enhance (Art, Dance, Career, health and reduce risks. Vocation and Technology)

430

Guidance Career Decision Making: The First Step –“ Who − Students will understand − Effective Guidance Am I?” and appreciate self. Activities, SC Department - See ELA − Students will make of Education, Office of Career Decision Making: Exploring Careers decisions, set goals, and Safe Schools & Youth - See S.S. take actions. Services, Guidance Self Protection: Smart Choices − Students will develop Services (CD-ROM) - See Health safety and survival skills. - The First Step –“ Who Am Academic Success: The “Big” Test − Students will employ I?” - demonstrate being responsible for actions strategies to improve school − Smart Choices - explain how prejudices are formed and success. − The “Big” Test examine their consequences − Students will explore - demonstrate personal capabilities, attitudes, careers and the connection and behaviors that facilitate learning of school and work. - display cooperation in learning and in responding to adult leadership - evaluate how effective study efforts influence effective habits in the life span - display positive interest in learning and work - explain and analyze how successes/mistakes are natural in the learning process - demonstrate high quality work standards by producing quality schoolwork

431 SELF-DISCIPLINE

Grade: 9-12 Trait: SELF-DISCIPLINE – to demonstrate the ability to control yourself in all situations Focus points: *If you were asked to be on a student committee, working on school safety issues, what would be your advise? *Describe how you organize your school and home responsibilities. *Explain why self-discipline is important in maintaining a healthy lifestyle.

Subject Suggestions for Integration Standards Resources The student will… ELA − write a multi-paragraph essay related to − English Language Arts – − www.goodcharacter.com essential character traits Strands Suggested Essay Topics: o The student will recognize, - Have you ever felt that demonstrate, and analyze pressures from your peers the qualities of effective prevented you from communication. accomplishing something you o The student will write wanted? Have you ever been effectively for different affected by negative audiences and purposes. comments people have made about your abilities? What can you do about these kinds of external pressures when they get in the way of your success? - What is diligence? What is discipline? What is perseverance? How would you rate yourself in each of these areas? How could you improve? - How could you personally benefit by becoming a more diligent person?

432

S.S. − write a speech describing the essential − Social Studies – Strands − www.goodcharacter.com balance of rights and responsibilities in * People, Places, and our democracy. Try to convince your Environments fellow classmates that in a democracy, the preservation of our rights depends on our exercise of responsibility. − write an essay applying the following principle to your own community: In ancient Greece, people felt that it was important for all people to try to leave Athens better than they found it.. Math − conduct a survey of students in school on − Mathematics Process Standards − www.goodcharacter.com goal-setting * Communication Suggested Activity: − analyze results and share findings with - Break up into small groups, classmates and conduct a survey in your school, asking questions like these: Where do you want to be in five years, in ten years? What are you now doing to get to where you want to be? What are the most serious obstacles that prevent people from accomplishing their goals? Analyze the results and share with the entire class. Science - work cooperatively with classmates to − Science – Process Standards − www.goodcharacter.com complete research project re famous * Observe Suggested Activity: scientist * Communicate --Research life of Edison or - identify key character traits and work Einstein. What general habits that contributed to his/her success principles can you glean from - present findings to class his methods and work habits that apply to your own studies.? Make a list of these principles, and present as a bulletin board or group report.

433 Health − demonstrate the ability to practice − Richland One Curriculum − Here’s Looking at You behaviors, which enhance health and Guide, (personal Health-Mental − Get Real About Violence reduce risk Health) − develop strategies for positive self- concepts throughout life − demonstrate the ability to assess and adjust behavior to respond appropriately to anger and other strong emotions. Related − conduct a survey on goal-setting − Students will make decisions, − www.goodcharacter.com Arts/Electives - See Math set goals, and take actions. − See Math

(Art, Dance, Career, Vocation and Technology)

Guidance − discuss the following: − Students will make decisions, − www.goodcharacter.com o Successful people get that way by set goals, and take actions. being lucky. Agree, or disagree? − Students will employ strategies Explain. to achieve school success. o If I try hard and don’t succeed it’s not my fault. Agree, or disagree? Explain. o Does attitude have anything to do with success? If so, what? o How do your expectations about yourself affect what you will accomplish?

434 CARING

Grade: 9-12 Trait: CARING – to demonstrate concern through kindness and acceptance while meeting the needs of self and others Focus points: *Have you ever felt like one of the characters in the story? Explain. *If you had written the story, what changes might you have made? *Do any of the characters remind you of anyone you know? Explain. *Identify behaviors of a caring person.

Subject Suggestions for Integration Standards Resources The student will… ELA − read poems novels, biographies, short − English Language Arts – stories, plays etc. and complete writing Strands assignments o The student will draw upon − identify caring behaviors in characters of a variety of strategies to selected literary works comprehend, interpret, − write an essay on the topic “My hero is a analyze, and evaluate person of good character” what he or she reads. − write thank you notes in correct format o The student will write effectively for different audiences and purposes. S.S. − discuss computer issues such as − Time, Continuity, and Change confidentiality, copyright laws, and legal − Power, Authority, and and moral issues related to the internet Governance Math − mentor younger students in math − Mathematics Process Standards * Communication

Science − practice and encourage safety in project − Science – Process Standards and lab situations o Observe o Communicate

435

Health − demonstrate ways to communicate care, − Richland One Curriculum − Richland One Curriculum consideration, and respect for self, for Guide, Health and Safety Guide, Health and Safety parents, and for the diversity of others Education, Gr. 9-12: Education, Gr. 9-12, p. 12 − demonstrate the ability to influence and o Mental Health, p. 12 - Text: Unit 2 LS 11, p. 88- support others in making choices that 95; Unit 1 LS 6, p. 38-45; reduce the risks of intentional and T.G. p. 41-43, 24-26 unintentional injury Related − demonstrate good sportsmanship in − Students will understand and Arts/Electives classes and in athletic competition respect others. − analyze sports heroes (Are they really (Art, Dance, Career, heroes?) Vocation and − demonstrate cooperative learning and Technology) team building − discuss computer issues such as confidentiality, copyright laws, and legal and moral issues related to the internet Guidance − participate in service projects (tutoring − Students will develop a sense of young students, assist the handicapped, community etc.)

436 KINDNESS

Grade: 9-12 Trait: KINDNESS – to be considerate, courteous, helpful, and understanding of others’ feelings and beliefs Focus points: *Identify at least one person in your family or community that displays acts of kindness and explain how you know that. *Select a story or poem and explain how it would have ended if the person had demonstrated acts of kindness. *What are some messages related to character and kindness being expressed in the lyrics of some hard rock and rap music? *How does the character trait of kindness fit into your school setting?

Subject Suggestions for Integration Standards Resources The student will… ELA − participate in group discussion or write − English Language Arts Strands Suggested Essay Topics: an essay about essential character traits, *The student will write - A lot of people say that as assigned by teacher effectively for different audiences teenagers are self-absorbed and purposes. and don't care about anything but themselves. Do you agree or disagree? - In what ways is this a kind world? In what ways is it unkind? What could each of us do to make this a more caring world? - When someone is unkind how does that affect friends, school and community? Give examples. - To what extent would you inconvenience yourself for another person?

437

S.S. − work in cooperative small groups to − People, Places, and Suggested Activity: analyze consequences of kind and unkind Environments - Divide into small groups. behaviors on individuals and societies Have each group develop a list of do's and don'ts for kind behavior. Have them make oral reports to the class addressing the following questions: What happens when people live in accordance with these guidelines. What happens when they don't? In what ways do kindness and unkind behavior affect our community and society? Math − plan and carry out a service project − Mathematics Process Standards − www.goodcharacter.com o Communication Suggested Activity: − Consider having students help younger children learn math or science. (For suggestions and help with planning a service project go to "Great Web Resources for Teachers". On this website, you will find several service learning resources listed.) Science − See Math − Science – Process Standards − www.goodcharacter.com o Observe − See Math o Communicate Health − demonstrate ways to communicate care, − Richland One Curriculum − Richland One Curriculum consideration, and respect for self, for Guide, Health and Safety Guide, Health and Safety parents, and for the diversity of others Education, Gr. 9-12: Education, Gr. 9-12, p. 12 − demonstrate the ability to influence and o Mental Health, p. 12 - Text: Unit 2 LS 11, p. 88- support others in making choices that 95; Unit 1 LS 6, p. 38-45; reduce the risks of intentional and T.G. p. 41-43, 24-26 unintentional injury 438

Related − plan and carry out a service project. − Students will develop a sense of − www.goodcharacter.com Arts/Electives (Consider having them help younger community children learn something valuable, or (Art, Dance, Career, going and visiting senior citizens.) Vocation and − brainstorm ways to make your school Technology) environment more caring. Create a list of recommendations, and place them in your school newspaper or on a poster. Find a way to deal with the cynics who will sneer at the whole idea. Guidance − complete a self-evaluation analyzing − Students will understand and − www.goodcharacter.com interactions with others appreciate self. Suggested Evaluation: - I am never mean, cruel, or insensitive. - I treat people with kindness and generosity. - I am charitable. - I give of myself for the benefit of others. - I am responsive to the concerns and needs of others. - I conclude that: ______

439 FAIRNESS

Grade: 9-12 Trait: FAIRNESS – to play by the rules, to be open minded to the viewpoints of others Focus points: *Identify a character and explain how he/she demonstrated fairness? *Select a story and write a different ending, with the main character acting unfairly. *What do you consider heroic deeds? *Do you want to associate with peers who are not fair? Why? *Describe features of the legal system that are in place to ensure fairness.

Subject Suggestions for Integration Standards Resources The student will… ELA − write about the following: − English Language Arts – − www.goodcharacter.com o Think of a time when you've Strands taken unfair advantage of a *The student will write person or a situation, or when effectively for different someone has taken unfair audiences and purposes. advantage of you. Describe it. What was unfair about it? How did it make you feel? What did you learn from the experience? S.S. − discuss the following − People, Places, and − www.goodcharacter.com o Agree or disagree: It's an unfair Environments world, and nothing I do is going to change that. o Research and write about how the legal system in a democracy attempts to administer fairness or justice. What are the elements of the legal system that are designed to make justice work?

440

Math A Classroom Code of Ethics − Mathematics Process − At Home in Our Schools, Family - work cooperatively with classmates Standards Science Night: www.devstu.org to create a code of ethics for the o Communication − Building Decision Skills: A Curriculum classroom on Ethical Decision Making: - explain and work with “primary www.globalethics.org documents” – the ethics statements − The Giraffe Project (scientists who have of scientific and mathematical modeled good character by “sticking organizations and the core values their necks out”): www.girraffe.org of the school’s Character Education − Ethics in Science web sites: program www.chem.vt.edu/ethics/ethics.html - shape a series of principles or onlineethics.org guidelines that are suited to their www.lbl.gov/Education/ELSI/ELSI.html work as young scientists and − Biographical Index (Famous mathematicians Mathematicians and related resources): www-gap.dcs.stand.ac.uk /~history/ Mathematicians − Classroom Compass: Collaborative Learning: www.sedl.org/scimath/compass/v01n02/ welcome.html − The Math Forum at Swarthmore College: www.forum.swarthmore.edu − National Council of Teachers of Mathematics: www.nctm.org − A Classroom Code of Ethics Science − See Math − Science – Process − See Math Standards − A Classroom Code of Ethics o Observe o Communicate Health − analyze real-life examples of fair − Students will demonstrate − www.goodcharacter.com and unfair behaviors an ability to use Suggested Activity: − evaluate possible consequences of interpersonal - Think of a time when they have taken fair and unfair behaviors communication skills to unfair advantage of a person or a situation, enhance health. or when someone has taken unfair advantage of them. Describe it. What was

441 unfair about it? How did it make you feel? What did you learn from the experience? Related − research opportunities for − Students will develop a - www.goodcharacter.com Arts/Electives involvement in activities related to sense of community. Suggested Activity: fairness and justice Visit the website www.goodcharacter.com (Art, Dance, Career, − plan and carry out an activity and click on "Opportunities for Action." Vocation and designed to enhance fairness and There they will find opportunities to Technology) justice in society become involved in activities and issues relating to fairness and justice. For students interested in child labor and human rights, our website provides links to Free The Children and other organizations involved with these issues. Guidance - define fairness and unfairness and − Students will understand − www.goodcharacter.com provide real-life examples of fair and respect others. Suggested Activity: and unfair behaviors − Participate in a group discussion on the following topics: o What does treating people fairly mean? Does fairness mean everyone gets the same amount, like an equal piece of a chocolate bar? Does fairness mean enforcing the rules for everyone, even if it means losing a game? Is it possible to treat everyone fairly?

442 DEPENDABILITY

Grade: 9-12 Trait: DEPENDABILITY – to be counted on or trusted Focus points: *Describe a positive work ethic. Is dependability a desired characteristic of a good work ethic? Why? *How do you honor commitments? *If one of the characters were sitting next to you, what would they likely tell you about the importance of dependability? *Did you learn how a character solved a problem in the story. Could you use this situation to solve similar problems you might have?

Subject Suggestions for Integration Standards Resources The student will… ELA − write a multi-paragraph essay analyzing − English Language Arts – − www.goodcharacter.com your own behavior on trust issues Strands Suggested Writing Prompts: * The student will write - Are you a trustworthy effectively for different audiences person? In what ways are you and purposes. trustworthy? In what ways are you, perhaps, not so trustworthy? What could you do to improve? - Write about a time you lost somebody’s trust or somebody lost your trust. Was this trust ever regained? How? What did you learn from the experience? S.S. − evaluate actions of political leaders on − People, Places, and − www.goodcharacter.com issue of dependability Environments Suggested Activities: − conduct research using variety of print - Develop a checklist for and non-print sources evaluating the dependability of − write a multi-paragraph essay on issues political leaders. Many people related to essential character traits, as complain that political leaders assigned by teacher are not dependable. Test out your checklist by listening to a politician speaking on TV. You can see entire speeches on C-SPAN.

443 - Write an essay describing what this society might be like if nobody were trustworthy, if suspicion, dishonesty, and betrayal were the norm, if nobody could be counted on to keep commitments. Math − research resources available to students − Mathematics Process Standards − www.goodcharacter.com having academic problems o Communication Suggested Activity: − share information with other students - As a group, research resources in your school and in your community that will provide support for students who are having difficulty in their studies. Assemble these resources into a folder and distribute it to all class members. Perhaps share this information with other classes. Science − respond in discussion or writing to the − Science – Process Standards − www.goodcharacter.com following: Benjamin Franklin said, o Observe Suggested Activity: "Diligence is the mother of good o Communicate --Research life of Thomas luck." What does that mean? How Edison. What general true is it? principles can you glean from - work cooperatively with classmates to his methods and work habits complete research project re famous that apply to your own scientist studies.? Make a list of these - identify key character traits and work principles, and present as a habits that contributed to his/her success bulletin board or group report. − present findings to class Health − observe interactions with others in terms − Students will demonstrate an − www.goodcharacter.com of trustworthiness ability to use interpersonal Suggested Activity: − analyze actions and develop a plan for communication skills to - Keep a journal for a month self-improvement in that area enhance health. that focuses on your relationships with your friends and family in the area of

444 trustworthiness. If there are things that displease you, develop some ideas for improving the situation. Related − identify characteristic behaviors of a − Students will understand and − www.goodcharacter.com Arts/Electives trustworthy person respect others. Suggested Activity: - Watch a movie, TV drama or (Art, Dance, Career, sitcom, paying particular Vocation and attention to the behavior of the Technology) main characters with regard to trustworthiness. How much trustworthy behavior did they find? How much untrustworthy behavior? Have a class discussion about these issues. Guidance − complete a self-evaluation analyzing − Students will understand and − www.goodcharacter.com interactions with others respect others. Suggested Evaluation: - work in cooperative groups to identify − Students will understand and - I am never mean, cruel, or characteristics of a trustworthy person appreciate self. insensitive. - I treat people with kindness and generosity. - I am charitable. - I give of myself for the benefit of others. - I am responsive to the concerns and needs of others. - I conclude that: ______Suggested Activity: - Divide into small groups. Have each group develop a list of do's and don'ts for being a trustworthy person. Have them make oral reports to the class addressing the following questions: What happens when

445 people live in accordance with these guidelines? What happens when they don't? In what ways does trustworthy and untrustworthy behavior affect our community and society? In what ways can/do young people demonstrate trustworthiness?

446 V. Resources

Books

Beady, J.P. (1997). Positive learning Using Sports: Developing Youth sports programs That Teach Positive Values. New Hampton, NH: Project Adventure, Inc. Beady, J.P. & Zero, T. (1999). After School PLUS Manual. New Hampshire, NH: Project Adventure Inc. Beady, Jeffrey, Zero, Tom, & Gough, Russell, (2000). Effective Guidelines for Character Education through Sports. Washington, DC: Character Education Partnership. Beedy, Jeffrey Pratt. (1997). Sports Plus: Developing Youth Sports Program that Teach Positive Values. Hamilton, MA: Project Adventure. Bennett, William J. (1993). The Book of Virtues: A Treasury of Great Moral Stories. New York: Simon & Schuster Trade. Boatwright, Becki H., Ph.D., Mathis, Teresea A., Ed.S., and Smith-Rex, Susan, Ed.D. Getting Equipped to Stop Bullying. Bredemeier, J.J., & Shields, D.L. (1995). Character Development and Physical Activity. Champaign, II: Human Kinetics Press. Boyer, Ernest L.(1997). The Basic School: A Community for Learning. San Francisco, CA.: Jossey-Bass. Brooks, Dr. David, Ph.D. Lessons in Character, K-12 Curriculum. Young People’s Press, 800-231-9774. Castillo, Sara, Ph.D., Mathis, Teresea A., Ed.S., and Smith-Rex, Susan, Ed.D. Getting Face to Face with Your Fears. Clifford, Craig & Feezell, Randolph M. (1997). Coaching for Character – Reclaiming the Principles of Sportsmanship. Champaign, II: Human Kinetics. Covey, Sean (1998). Seven Habits of Highly Effective Teens: The Ultimate Teenage Success Guide. Craft, William & Craft, Ellen (1999). Running a Thousand Miles for Freedom: The Escape of William and Ellen Craft. Athens, GA: University of Georgia Press. Developmental Studies Center (1994). At Home in Our Schools: A Guide to Schoolwide Activities that Build Community. Oakland, CA: Developmental Studies Center. Developmental Studies Center (1996). Ways We Want Our Class to Be: Class Meetings that Build Commitment to Kindness and Learning. Oakland, CA: Developmental Studies Center. Frank, Kim “Tip”, Ed. S. and Smith-Rex, Susan, Ed.D., Getting A Grip on ADD. Frank, Kim “Tip”, Ed. S. and Smith-Rex, Susan, Ed.D., Getting A Life of Your Own. Frank, Kim “Tip”, Ed. S. and Smith-Rex, Susan, Ed.D., Getting Over the Blues. Frank, Kim “Tip”, Ed. S. and Smith-Rex, Susan, Ed.D., Getting With It: A Kid’s Guide to Forming Good Relationships and “Fitting In”. Gauld, Joseph W (1993). Character First: The Hyde School Difference. Bath, ME: Hyde School. Glasser, William A. (1998). The Quality School: Managing Students Without Coercion. New York: Harper Collins Publishers. Gough, R. (1997). Character Is Everything: Promoting Ethical Excellence in Sports. Forth Worth, TX: Harcourt Brace. Kreidler, William J. & Furlong, Lisa (1996). Adventures in Peacemaking: A Conflict Resolution Guide for School-Age Children. Cambridge, MA: Educators for Social Responsibility. Lumpkin, Angela; Stoll, Sharon Kay; and Beller, Jennifer, M. (1999). Sport Ethics: Applications for Fair Play. Second edition. Dubuque, IA; McGraw-Hill. Mathis, Teresea A., Ed.S., and Smith-Rex, Susan, Ed.D. Getting Ahead: Strategies to Motivate and Assist Students with Classroom Learning. Mathis, Teresea A., Ed.S., and Smith-Rex, Susan, Ed.D. Getting Your Life on Track: A Female Teen’s Guide to Saying No to Sex. Mathis, Teresea A., Ed.S., and Smith-Rex, Susan, Ed.D. Getting Your Second Wind: Living a Smoke-Free Life, A Kid’s Guide to Saying No to Smoking. McNamee, M.J. & Parry, S.J., (eds.) (1998). Ethics and Sport. New York: Routledge. Murphy, Shane. (1999). The Cheers and Tears – A Healthy Alternative to the Dark Side of Youth Sports Today. San Francisco: Jossey-Bass. Power, Clark F., Higgins, A. & Kohlberg, L. (1991). Lawrence Kohlberg’s Approach to Moral Education. New York: Columbia University Press. Romain, Trevor and Verdick, Elizabeth (1997). Bullies Are a Pain in the Brain. Minneapolis, MN: Free Spirit Publishing. Ryan, Kevin and Bohlin, Karen. Building Character in Schools. Jossey-Bass Publishers, 350 Sansome Street, San Francisco, CA 94104, tel: 800-956-7739, fax: 800-605-2665. 447 Shields, David Lyle Light, & Bredemeier, Brenda Jo Light (1995). Character Development and Physical Activity. Champaign, II: Human Kinetics. Steele, Eden & Schilling, Dianne (1994). Peace Patrol: Creating a New Generation of Problem Solvers and Peacemakers. Carson:CA: Jalmar Press/Innerchoice Publishing. Thompson, J. (1995). Positive Coaching: Building Character and Self-Esteem Through Sports. Portola Valley, CA: Warde Publishing Co., Inc. Wolff, R. (1997). Good Sports: The Concerned Parent’s Guide to Competitive Youth Sports. Champaign, II: Sports Publishing, Inc.

Videos

Resource Kits – Books & Videos

448 Perlstein, Ruth & Thrall, Gloria. Ready-to-Use Conflict Resolution Activities for Secondary Students. West Nyack, NY: Center for Applied Research in Education, 1996. $29.95 Pert, Candace. Emotion: Gatekeeper to Performance – The Mind/Body Connection (Video). Port Chester, NY: National Professional Resources, 1999. $99.00 Pollack, William. Real Boys. New York, NY: Henry Holt & Co., 1999. $13.95 Renzulli, Joseph. Developing the Gifts & Talents of ALL Students (Video). Port Chester, NY: National Professional Resources, 1999. $99.95 Salovey, Peter et al. Optimizing Intelligences: Thinking, Emotion & Creativity (Video). Port Chester, NY: National Professional Resources, 1998. $99.95 Scully, Jennifer. The Power of Social Skills in Character Development: Helping Diverse Learners Succeed. Port Chester, NY: National Professional Resources, 2000. $29.95 Sizer, Ted. Crafting of America’s Schools (Video). Port Chester, NY: National Professional Resources, 1997. $99.95 Stirling, Diane, Archibald, Georgia, McKay, Linda & Berg, Shelley. Character Education Connections for School, Home and Community. Port Chester, NY: National Professional Resources, 2000. $39.95 Teele, Sue. Rainbows of Intelligence: Raising Student Performance Through Multiple Intelligence (video). Port Chester, NY: National Professional Resources, 1999. $99.95 Teolis, Beth. Ready-to-Use Conflict Resolution Activities, Elementary Edition. West Nyack, NY: Center for Applied Research in Education, 1998. $29.95

All books and videos available for purchase from National Professional Resources, 1-800-453-7461. For additional current resources, see the web site: www.nprinc.com

Building Character Schoolwide-Creating a Caring Community in Your School (Guide) 6 copies* Wise Skills Curriculum for Building Character Education: Wisdom for Life 9-12* *Available at Student Support Services, Waverley Building, 1225 Oak St., Columbia, SC 29204

Articles

Character and Sport Organizations

Best Practices, Activities, and Ideas

Below are ideas for supporting Character Education, based on best practices.

100 Ways to Bring Character Education to Life

Building a Community of Virtue

450 3. Promote school-wide or intraclass service clubs with real missions to serve the school, class, or external community. 4. Encourage students to identify a charity or in-school need, collect donation, and help administer the distribution of funds. 5. Ensure that the schools’ recognition systems cover both character and academics. 6. Recognize a variety of achievements, e.g., surpassing past personal achievements or meeting a predetermined goal. 7. Consistently prohibit gossip and, when appropriate, address/discuss its damaging consequences. 8. Enforce a zero-tolerance policy on swearing. Prohibit vulgar and obscene language in the classroom and on school property. 9. Use morning announcements, school/classroom bulletin boards, and/or the school newsletter to highlight the various accomplishments-particularly character oriented ones-of students and faculty members. 10. When conflicts arise around the school or class, teach about discretion, tact, and privacy, and about discreetly informing appropriate adults of the conflict. 11. Have students in self-contained classrooms take turns caring for class pets and taking them home over weekends and holidays. Discuss and demonstrate the responsibility required to care for living creatures. 12. Invite student volunteers to clean up their community. With parental support, encourage students to build a community playground, pick up litter, rake leaves, plant trees, paint a mural, remove graffiti, or clean up a local park or beach. 13. What is the significance behind your school’s traditions? Find out, and emphasize the traditions which build school unity. 14. Display the school flag. Learn the school song. If you don’t have either, have a contest! 15. Does your school have ceremonies to mark the beginning and end of the school year? A farewell ceremony for teachers and staff members? 16. Examine school assemblies. Do a minority of students control the majority of assemblies? How could more students be involved? Are the chants at pep assemblies appropriate? Do they build school spirit without demeaning other schools? 17. Ensure students behave responsibly and respectfully when watching athletic competitions. 18. In physical education and sports programs, place a premium on good sportsmanship. Participation in sports should provide good habits for the life beyond sports. 19. Hang pictures of heroes and heroines in classrooms and halls. Include appropriate explanatory text. 20. Is the school a welcoming place for teachers? Can people walking through the school halls get a good idea of what is happening in classrooms? Is the principal frequently visible to students? Are there clear welcome signs prominently placed near the school’s main door? 21. Start a school scrapbook with photos, news stories, and memorabilia reflecting the school’s history and accomplishments. Involve school members in contributing to and maintaining the collection. Show it off to visitors and new families. 22. Publicly recognize the work of the school’s “unsung heroes” who keep the school running: The custodians, repairmen, secretaries, cafeteria workers, and volunteers. 23. Develop a system of welcoming and orienting new students to the school. 24. Prohibit the display of any gang symbols or paraphernalia on school property. Remove graffiti immediately – including in student bathrooms. 25. Let students take some responsibility for the maintenance and beautification of the school. Classes could “adopt a hallway,” shelve misplaced books, plant flowers, etc. Post signs identifying the caretakers.

Mining the Curriculum

451 33. Choose the finest children’s and adult literature to read with your students – literature rich with meaning and imagery. Don’t waste time with mediocre or unmemorable texts. 34. Don’t underestimate the power of stories to build a child’s moral imagination. Read aloud to students daily. 35. Conduct literature discussions-even in the youngest grades. Ask questions which encourage reflection. Don’t immediately jump to the “moral of the story” while ignoring the richness, beauty or complexity of the texts. General questions could include: What did this book make you think about or feel? Tell me about [a character’s name]-what kind of person was he? Why do you think the author wrote this book-what did she want to say to the reader? Don’t leave a story, however, without having students grapple with its moral message. 36. Build empathy in literature and social studies classes by teaching children to “put themselves in the shoes” of the people they are reading about/studying. 37. Read and discuss biographies from all subject areas. Help students identify the person’s core or defining characteristics. 38. While studying about great men and women, do not consistently avoid the subject of personal weakness-especially in the upper grades. A study of a person’s “whole” character can provide a powerful lesson in discernment and compassion. Consider a thoughtful discussion of the following question: Can a person be “great” (and good) and still have some character flaws? 39. Teach students to write thoughtful letters: thank you notes, letters to public officials, letters to the editor, etc. 40. Assign homework that stimulates and challenges students. Engaging and demanding assignments will give rise to self-discipline and perseverance. 41. Set up a buddy reading system between an older and younger class. Carefully teach the older students techniques that will help make their teaching experience successful. Impress upon them the responsibility and patience required when helping those who are both younger and less skilled in a subject than they are. 42. Have students memorize poetry and important prose selections such as the Preamble or the Gettysburg Address. In the process, make sure they understand the ideas that make these works worthy of committing to memory. 43. In science, address with each unit (when appropriate) the ethical considerations of that field of study. Students need to see that morality and ethics are not confined to the humanities. 44. In math classes, specifically address the habits-such as courage, perseverance and hard work-required to be a successful math student. Class rules and homework policies should reflect and support these habits. 45. In social studies, examine-and reexamine yearly, if the curriculum affords opportunities-the responsibilities of the citizen. What can students do right now to build the habits of a responsible citizenship?

Teachers, Administrators, and Staff

452

Parents, the Primary Moral Educators

Helping Students Take Their Own Character Building Seriously

453 94. Use the language of virtue with students: responsibility, respect, integrity, diligence, etc. and teach them to use this language. 95. In large middle and high schools, what is being done to keep students from “falling through the cracks?” Every student needs at least one teacher or counselor to take specific interest in them. 96. In middle and high school, consider instituting (or strengthening) an advising program. Advisors should do more than provide job/college information-they should take an interest in the intellectual and character development of their advisees. 97. Hold students accountable to a strict attendance and tardiness policy. 98. Through story, discussion, and example, teach students about true friendship. Help them recognize the characteristics of true friends and the potentially destructive power of false friendships. 99. Doing the “right thing” is not always an easy choice-especially in the face of peer pressure. Students, both individually and as a class, may need help seeing long-term consequences-and may need the support of a responsible adult both before and after choices are made. 100. Remind students-and yourself-that character building is not an easy or one-time project. Fashioning our character is the work of a lifetime.

Center for the Advancement of Ethics and Character Boston, MA

Classroom strategies for Individual Teachers

In his book, Educating for Character, Thomas Lickona discusses classroom strategies that individual teachers can use. These strategies are listed below along with three school-wide strategies.

Classroom Strategies

In classroom practice, a comprehensive approach to character building calls upon the individual teacher to:

School-wide Strategies

Besides making full use of the moral life of classrooms, a comprehensive approach calls upon the school as a whole to: 10. Foster service learning beyond the classroom: Use positive role models to inspire altruistic behavior and provide opportunities at every grade level for service learning. 11. Create a positive moral culture in the school: Develop a total moral environment (through the leadership of the principal, schoolwide discipline, a schoolwide sense of community, meaningful student government, a 454 moral community among adults, and making time for discussing moral concerns) that supports and amplifies the virtues taught in classrooms. 12. Recruit parents and the community as partners in Character Education: Inform parents that the school considers them their child’s first and most important moral teacher, give parents specific ways they can reinforce the character expectations the school is trying to promote, and seek the help of the community (including faith communities, businesses, local government, and the media) in promoting the core traits.

Integrating Character and Academics By Dr. Helen Legette

English and Language Arts

History and Social Studies

Science and Math

Music and Fine Arts

Health, P.E., and Athletics

455 Vocational and Business Education

Student Government

All Subjects

Guidelines for Effective Character Education Through Sports By Jeffrey P. Beedy, Ed.D., and Russell W. Gough, Ph.D.

456 PARALLEL READING LIST Grade 9-12

Name of Book/Author TRAITS

Respect Honesty Cooperation Good Responsibility Self- Caring Kindness Fairness Dependability Citizenship discipline

All Creatures Great and Small (Herriot) * * Animal Farm (Orwell) * Antigone (Sophocles) * * Beowolf (Unknown) * (The) Count of Monte Cristo (Dumas) * (The) Crucible (Miller) * * * Fahrenheit 451 (Bradbury) * * (A) Farewell to Arms (Hemingway) * Frankenstein (Shelley) * * For Whom The Bell Tolls (Hemingway) * Great Expectations (Dickens) * (The) Great Gatsby (Fitzgerald) * * Hamlet (Shakespeare) * * Jane Eyre (Bronte) * * (The) Joy Luck Club (Tan) * *

457 Name of Book/Author TRAITS

Respect Honesty Cooperation Good Responsibility Self- Caring Kindness Fairness Dependability Citizenship discipline

Julius Caesar (Shakespeare) * Last of the Mohicans (Cooper) * Lord of the Flies (Golding) * (A) Man For All Seasons (Bolt) * Miracle Worker (Gibson) * Moby Dick (Melville) * Native Son (Wright) * * Old Man and the Sea (Hemingway) * Oedipus Rex (Sophocles) * Our Town (Wilder) * Paradise Lost (Milton) * (The) Piano Lesson (Wilson) * Pilgrim’s Progress (Bunyan) * Pride and Prejudice (Austen) * Red Badge of Courage (Crane) * Romeo and Juliet (Shakespeare) * *

458 Name of Book/Author TRAITS

Respect Honesty Cooperation Good Responsibility Self- Caring Kindness Fairness Dependability Citizenship discipline

(The) Scarlet Letter (Hawthorne) * (A) Separate Peace (Knowles) * Shane (Shaefer) * * Silas Marner (Eliot) * (A) Streetcar Named Desire (Williams) * To Kill a Mockingbird (Lee) * * To Sir, With Love (Braithwaite) * * Walden (Thoreau) * * (The) Water Is Wide (Conroy) * * Wise Blood (O’Connor) * *

459

Songs That Emphasize Character Traits Grades PK – 12

CHARACTER TRAIT SONG MUSICIAN

Kindness/Respect Don’t Laugh at Me Mark Wills Respect Respect Yourself Staple Singers Kindness/Caring Because You Loved Me Celine Dion Caring/Kindness Stand For What Is Right Lauren Vision Caring/Kindness Don’t Save It All For Christmas Day Celine Dion Respect Smile Vitamin C Caring What About Your Friends Respect Rudolph the Red-Nosed Reindeer Jackson Five Caring/Kindness Helping Hands Amy Grant Caring/Respect Got to Care Lauren Vision Respect Hero Mariah Carey Caring/Kindness Lean on Me Caring/Kindness The Things We Do Yolanda Adams Good Citizenship God Bless the USA Lee Greenwood Self-discipline Born to Fly Sara Evans Cooperation/Respect Pay Attention Valeria Andrews/Ryan Tody Self-discipline Stronger Brittany Spears Caring/Kindness We Need Love The McClurkin Project Caring/Kindness Too Much Heaven Winans Self-discipline Independent Women Destiny’s Child Honesty Victim of the Game Garth Brooks Respect Everyday Dave Matthews Band Respect Do What You Want To Do Vitamin C Respect Who I Am Jessica Andrews Caring/Kindness The Perfect Fan Backstreet Boys Caring/Kindness That’s the Way It Is Celine Dion Respect One-Syllable Words Carolyn Arends Responsibility Burn JoDee Messina Good Citizenship/Responsibility All or Nothing Anthena Cage Good Citizenship/Responsibility Reach Gloria Estefan Respect/Cooperation One Voice Billy Gillman Caring Fly Like An Eagle Seal Fairness/caring/Kindness What If Reba McIntyre

460 VI. Evaluating the effectiveness of integrating character education into the curriculum

461 Character Education Evaluation

School______Date______

Name of Person Completing Evaluation______

_____5______4______3______2______1___

3. How frequently is character education incorporated into the classroom curriculum? (check one) ____Daily ____Monthly ____Weekly ____Other (Please explain)

5. How did you inform your parent community about your character education program? ____Newsletter ____PTSA ____Other Please explain

462

Richland One Character Education Evaluation

463

VI. Evaluating the effectiveness of integrating character education into the curriculum

464

Character Education Evaluation

School______Date______

Name of Person Completing Evaluation______

_____5______4______3______2______1___

3. How frequently is character education incorporated into the classroom curriculum? (check one) ____Daily ____Monthly ____Weekly ____Other (Please explain)

5. How did you inform your parent community about your character education program? ____Newsletter ____PTSA ____Other Please explain

465

Berkeley’s Health Standards for Character Education

2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Berkeley’s Health Standards for Education

RESPECT SEPTEMBER

Subject Suggestions for Integration Standards The student will… ELA ▪ make responsible decisions and choices ▪ Communication ▪ identify examples of consequences and behavior ▪ Citizenship ▪ recognize families, schools, and communities’ rules and responsibilities Social Studies ▪ describe the similarities and differences among others Social Studies Standards 2005 ▪ explain and exhibit appropriate types of communication ▪ K-1.2 & K-2.1 ▪ identify and model skills for conflict resolution Math ▪ See SOCIAL STUDIES Mathematics – Process Standards ▪ Connections ▪ Communication Science ▪ brainstorm ways to treat the earth and its environment with more Science – Process Standards respect. ▪ Observe ▪ create a list of recommendations, and place them in school ▪ Communicate newspaper or on a poster. Health ▪ recognize individual differences Health & Safety Standards 2009 ▪ demonstrate ways to communicate care, consideration, respect for ▪ I-K.2.1, M-K.4.1, I-K.4.1, I-K.4.2 self, for parents and family, and for the diversity of others 2009 HEALTH STANDARDS 467 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Connections: S. S., ELA Related Arts ▪ make a class contract in which the kids lay out a set of rules for having a respectful classroom. What will be the penalties for ▪ Students will understand and respect others. violating the rules? Guidance ▪ See SOCIAL STUDIES ▪ The students acquire the attitudes, ▪ identify different types of feelings knowledge, and interpersonal skills ▪ identify jobs in the classroom and share in the responsibility of to help them understand and respect completing the task assigned self and others. ▪ develop social skills for getting involved in making good choices ▪ The student makes decisions, sets at home and school goals, and takes necessary action to ▪ list ways personal hygiene can help prevent illness and keep their achieve goals. bodies special ▪ The student understands safety. ▪ create a banner highlighting important personal information

2009 HEALTH STANDARDS 468 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

RESPONSIBILITY OCTOBER

Subject Suggestions for Integration Standards The student will… ELA ▪ define the term “responsibility” ▪ Reading ▪ identify examples of responsible actions in selected literary works ▪ Writing and activities ▪ Communication

Social Studies ▪ identify and recognize family roles and responsibilities Social Studies Standards 2005 ▪ identify appropriate skills for positive family relationships

Math ▪ See SOCIAL STUDIES Mathematics Process Standards ▪ Connections

Science ▪ list ways they are responsible for the earth Science – Process Standards ▪ Observe ▪ Communicate Health ▪ demonstrate appropriate ways to express emotion Health & Safety Standards 2009 ▪ demonstrate strategies for reducing or avoiding unsafe situations ▪ I-K.2.1, M-K.4.1, I-K.4.1, I-K.4.2 ▪ practice safe behaviors when finding unknown substances objects Connections: S. S., ELA Related Arts ▪ draw a picture of a responsible act they have done ▪ sing a song about responsible acts ▪ Students will understand and respect others.

2009 HEALTH STANDARDS 469 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Guidance ▪ See SOCIAL STUDIES ▪ Students will understand and appreciate home and family.

2009 HEALTH STANDARDS 470 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

GOOD CITIZENSHIP NOVEMBER

Subject Suggestions for Integration Standards The student will… ELA ▪ identify actions of characters who demonstrate good citizenship in ▪ Reading selected stories and poems ▪ Writing ▪ Communication Social Studies ▪ participate in large group discussion Social Studies Standards ▪ identify traits of a viable neighborhood or community ▪ K-2.1, K-5.2, K-5.1 & K-4.1 ▪ identify positive actions which will contribute to their neighborhood or community ▪ compare and contrast traits of a good citizen and a bad citizen Math ▪ define “punctuality” Mathematics Process Standards ▪ contribute to discussion of importance of punctuality in school: ▪ Connections o How does coming to class late or leaving early upset the school ▪ Representation day? ▪ identify habits they can develop that encourage punctuality Science ▪ list needs in the school or community Science – Process Standards ▪ participate in discussion to plan a class service project to meet ▪ Observe those needs. ▪ Communicate Health ▪ identify and develop safety strategies to avoid violence and injury Health & Safety Standards 2009 to self and others ▪ I-K.2.1 Connections: Physical Education

2009 HEALTH STANDARDS 471 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

▪ draw a picture about a problem in the community that needs to be Related Arts fixed ▪ Students will develop a sense of ▪ listen to a song about citizenship or someone who demonstrated community. good citizenship.

Guidance ▪ identify activities they like and do not like to do ▪ Students complete school with the ▪ identify jobs in the classroom and share in the responsibility of academic preparation essential to completing the task assigned choose from a wide range of ▪ demonstrate knowledge of the physical layout of the school occupations

▪ Students acquire attitudes, knowledge, and skills that contribute to effective learning in school and across the life span.

2009 HEALTH STANDARDS 472 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

GENEROSITY DECEMBER

Grade: K Trait: GENEROSITY –a willingness to give to others. Focus points: * How do we share with each other every day? * What are ways that we can give or share at school, home, and our community? * How does it feel when you share with others? How does it feel when other share with you?

Subject Suggestions for Integration Standards The student will… ELA ▪ identify examples of sharing in selected stories ▪ Communication ▪ make a card for someone for the holidays ▪ Citizenship ▪ recognize times when sharing occurs ▪ describe times sharing and giving occur Social Studies ▪ describe ways we give to each other at school, home and in the Social Studies Standards 2005 community ▪ demonstrate good citizenship in classroom behaviors Math ▪ brainstorm acts of sharing/giving during center time Mathematics- Process Strands ▪ graph types of sharing that occurs ▪ Connections ▪ Communication

2009 HEALTH STANDARDS 473 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Science ▪ identify acts of sharing in the classroom Science – Process Strands ▪ maintain visual record of acts of sharing that are observed ▪ Observe ▪ Communicate

Health ▪ tell how sharing and giving occur Health and Safety Standards 2009 ▪ tell how it feels when they are generous and share ▪ Students use interpersonal communication skills to enhance health

Related Arts ▪ make a drawing or card for someone ▪ explore holiday customs of sharing ▪ Students will develop a sense of community. Guidance ▪ participate in school-wide community service learning project (food ▪ Learning to Live drive, angel trees, etc.) ▪ participate in discussion to answer the following questions: o What are ways we can give to others? o What are ways we share at school and at home? o How does it feel when someone shares with you? o How does it feel when you share with someone?

2009 HEALTH STANDARDS 474 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

SELF-DISCIPLINE JANUARY

Subject Suggestions for Integration Standards The student will… ELA ▪ follow the class and school rules ▪ Reading ▪ participate in class activities ▪ Writing ▪ make “good” or responsible choices ▪ Communication Social Studies ▪ demonstrate the ability to locate community resources and Social Studies Standards 2005 services that contribute to a safe and healthy environment

Math ▪ See Health Mathematics Process Standards ▪ Connections

Science ▪ practice organizational and teamwork skills in maintenance of Science – Process Standards classroom ▪ Observe ▪ complete assigned “housekeeping” tasks in classroom ▪ Communicate ▪ exhibit correct manners and behaviors in cafeteria ▪ identify examples of safe behavior in selected stories ▪ identify examples of healthy lifestyle choices in selected stories

2009 HEALTH STANDARDS 475 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Health ▪ identify and describe feelings and actions Health & Safety Standards 2009 ▪ explain the importance of a positive self-image ▪ M-K1.1, M-K1.2, M-K.3.1, M- ▪ exhibit self-control & individual responsibility K.4.1, D-K.4.1, I-K.5.1, N-K.6.1 ▪ identify strategies for managing stress and emotions ▪ demonstrate use of positive self-management skills Connections: Fine Arts: Dance, Drama, ▪ demonstrate positive strategies to reduce stress and anger in relation to identified stressors Music, Visual Arts, Related Arts ▪ contribute to class discussion similar to the following: o Who decides where our hands and feet go? ▪ Students will develop safety and o Who controls what we say? survival skills. o How do we develop self-control? Guidance ▪ See Health ▪ Students will understand and appreciate self.

2009 HEALTH STANDARDS 476 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

KINDNESS & CARING FEBRUARY

Trait: CARING – to demonstrate concern through kindness and acceptance while meeting the needs of self and others Focus points: *Have you ever felt like one of the characters in the story? Explain. *If you had written the story, what changes might you have made? *Do any of the characters remind you of anyone you know? Explain. *Identify behaviors of a caring person.

Subject Suggestions for Integration Standards The student will… ELA ▪ identify acts of kindness performed by characters in selected ▪ Reading stories ▪ Writing ▪ create alternate endings for selected stories based on characters ▪ Communication performing, or not performing, acts of kindness ▪ make a card for someone he/she cares about ▪ listen to Kids’ Random Acts of Kindness, by Dawna Markova ▪ share ideas about how you can be kind at school and at home ▪ maintain a kindness journal Social Studies Social Studies Standards 2005 ▪ read My Friend at School, by Patricia Tefft Cousin, Claudette C. ▪ K-4.2 Mitchell, and Gracie Porter ▪ discuss what you can do to make a new student in your class feel welcome Math ▪ brainstorm acts of caring from Recess Mathematics Process Standards ▪ count the number of students who witnessed each act on the ▪ Communication playground ▪ Representation 2009 HEALTH STANDARDS 477 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Science ▪ identify examples of kind acts Science – Process Standards ▪ maintain visual record of acts of kindness done and/or observed ▪ Observe ▪ Communicate Health ▪ tell how to demonstrate kindness and encourage Health and Safety Standards 2009 ▪ list ways to take care of our bodies and prevent the spread of ▪ P-K.1.1, P-K.1.4, P-K.3.1 disease at school and at home ▪ N-K.1.1, N-K.1.3, I-K.5.1 Related Arts ▪ make a card for someone he/she cares about ▪ Writing ▪ complete a service project from teacher provided choices ▪ Students will develop a sense of ▪ demonstrate respect when performing a dance, listening to or community singing songs from other cultures. Guidance ▪ compose a thank-you note to a classroom partner ▪ Students will understand and respect ▪ participate in discussion to answer questions: others. o What things could you do (or, have you done) that would help somebody who needs it? o How do you feel when people show that they really care about you? o Do you consider yourself a caring person? In what ways are you a caring person?

2009 HEALTH STANDARDS 478 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

PERSEVERANCE MARCH

Grade K Trait: PERSEVERANCE—being persistent in one’s efforts to accomplish a purpose or goal despite difficulty or obstacles; willingness to try again despite mistakes and failures (Commitment, hard work, patience, endurance; Trying again and again) Focus points: * We all need to have an “I Can” attitude and try our best. * Read The Little Engine That Could and discuss what helped the little engine. * There were many things they didn’t know how to do when they were babies, but now they can. * Trying to do new things and practicing are the only way to learn something. * Asking a friend or grown up for help when frustrated is ok.

Subject Suggestions for Integration Standards The student will… ELA ▪ identify examples of perseverance by characters in selected stories ▪ Reading ▪ describe how a story would have ended differently if a character had ▪ Writing not kept trying ▪ Communication

Social Studies ▪ See Guidance Social Studies Standards 2005

Math ▪ practice sequencing skills by correctly ordering events in selected Mathematics – Process Standards stories ▪ Connections ▪ Communication Science ▪ identify examples of perseverance by characters in selected stories Science – Process Standards ▪ identify the cause and effect of character’s actions in selected stories ▪ Observe ▪ Communicate Health ▪ Discuss the story of “The Little Engine that Could” and how trying Health and Safety Standards 2009 2009 HEALTH STANDARDS 479 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

your best can make you a better person. ▪ Students will demonstrate the ability to advocate for self. ▪ work on art project from start to finish Related Arts ▪ practice playing a new instrument ▪ Students will understand and ▪ practice a new skill until mastered in PE appreciate self. ▪ listen to song about someone who demonstrated honesty ▪ Students will understand and respect others.

▪ share their feelings about how it feels to blame others for something ▪ Students will understand and Guidance they did wrong appreciate self. ▪ identify reasons why honesty is always the best policy ▪ Students will understand and respect others.

2009 HEALTH STANDARDS 480 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

HONESTY & INTEGRITY APRIL

Grade: K Trait: HONESTY/INTEGRITY –to be truthful; fair and straightforward in conduct Focus points: *Identify examples of honesty displayed by characters in stories. *Compare and contrast behaviors of famous people who demonstrated honesty r and those who did not. *Select a character and describe how the story would have ended differently if the person had not demonstrated honesty.

Subject Suggestions for Integration Standards The student will… ELA ▪ identify examples of honest behavior by characters in selected stories ▪ Reading ▪ describe how a story would have ended differently if a character had ▪ Writing not exhibited honesty ▪ Communication Social Studies ▪ share feelings about children that take things that do not belong to Social Studies Standards 2005 them ▪ K-4.2 and K-4.1 ▪ state why it is important to tell the truth Math ▪ practice sequencing skills by correctly ordering events in selected Mathematics – Process Standards stories ▪ Connections ▪ Communication Science ▪ identify examples of honest behavior by characters in selected stories Science – Process Standards ▪ Observe ▪ Communicate

2009 HEALTH STANDARDS 481 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Health ▪ See Guidance Health and Safety Standards 2009 ▪ #3 Students will demonstrate the ability to advocate for personal, family and community health. Related Arts ▪ draw a picture depicting characters that made honest decisions ▪ Students will understand and appreciate self. ▪ Students will understand and respect others. Guidance ▪ share their feelings about how it feels to blame others for something ▪ Students will understand and they did wrong appreciate self. ▪ identify reasons why honesty is always the best policy ▪ Students will understand and respect others.

2009 HEALTH STANDARDS 482 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

FAIRNESS & COOPERATION MAY

Grade: K Trait: FAIRNESS-- to play by the rules, to be open minded to the viewpoints of others Focus points: *Identify a character and explain how he/she demonstrated fairness? *Select a story and write a different ending, with the main character acting unfairly. *What do you consider heroic deeds? *Do you want to associate with peers who are not fair? Why? *Describe features of the legal system that are in place to ensure fairness.

COOPERATION –to play together or work well with others to accomplish a common goal Focus points: *Explain why cooperation is important in your workplace, the school environment. *Why is cooperation important in appreciating cultural diversity? *Explain why cooperation is critical for working on a team.

Subject Suggestions for Integration Standards The student will… ELA ▪ review classroom and school rules ▪ Reading ▪ discuss how rules help us get along at school and at home ▪ Writing ▪ explain why cooperation is important in the school and classroom ▪ Communication ▪ practice working as a team member in teacher selected activities Connections: Health, Physical Educations

2009 HEALTH STANDARDS 483 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Social Studies ▪ Discuss how it feels to be included in a group Social Studies Standards 2005 o How can we make someone feel included? What does it feel like ▪ K-4.1, K-4.2 & K-2.1 when you want to be included in a group, but are not? ▪ identify and model skills for conflict resolution ▪ describe the similarities and differences among individuals ▪ describe the process of making and keeping a friend ▪ explain and exhibit appropriate types of communication ▪ demonstrate steps to solve problems and conflicts peacefully in his/her everyday life. ▪ identify reasons people need to communicate with others. The students will list ways to communicate.. ▪ discuss how families and communities cooperate to get what they need. ▪ discuss how members of a family work together Math ▪ practice measuring and recording heights Mathematics Process Standards ▪ compare and contrast objects of different heights work cooperatively ▪ Communication on a task ▪ Reasoning and Proof ▪ list examples of cooperative behaviors ▪ with teacher assistance, rate self on level of cooperation with others.

Science ▪ practice cooperative teamwork skills on selected projects Science – Process Standards ▪ use teamwork skills to make oral presentation to classmates ▪ Classify ▪ Communicate Health ▪ talk about safety rules in team sports Health & Safety Standards 2009 ▪ demonstrate non-violent strategies to resolve conflicts ▪ I-K.2.1 and I-K.5.1 ▪ See SOCIAL STUDIES

2009 HEALTH STANDARDS 484 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

RESPECT SEPTEMBER

Grade: 1 Trait: RESPECT - to show high regard for authority, other people, self, and country Focus points: *What did the main character do that demonstrated respect? *Do you respect the main character and why or why not? *Who is a figure in your life that you respect and what characteristics do they exhibit? *Give examples in your life when you demonstrated respect.

Subject Suggestions for Integration Standards The student will… ELA ▪ See Guidance ▪ Reading ▪ describe the similarities and differences among others ▪ Communication ▪ explain and exhibit appropriate types of communication ▪ identify and model skills for conflict resolution Social Studies ▪ demonstrate an understanding of the role of human Social Studies Standards 2005 systems on the Earth ▪ 1-1.2 ▪ define culture and realize that different places have different cultures Math ▪ See ELA Mathematics Process Standards ▪ Communication Science ▪ participate in a group discussion about how to treat the Science – Process Standards earth with respect ▪ Observe ▪ Communicate Health ▪ demonstrate the ability to use positive communication Health and safety Standards 2009 skills with parents, family members, and peers ▪ I-1.4.3, P-1.4.2 Connections: ELA, Fine Arts: Visual Arts, Dance, Music, S..S.

Related Arts ▪ identify real-life examples of respectful and disrespectful ▪ Students will develop a sense of community. behavior ▪ analyze elements of respectful and disrespectful behavior

2009 HEALTH STANDARDS 485 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Guidance ▪ See ELA ▪ The student acquires the attitudes, knowledge, ▪ practice effective friendship skills and interpersonal skills to help them understand ▪ identify a goal to be accomplished and respect self and others. ▪ organize a plan to accomplish chosen goal ▪ The student makes decisions, sets goals, and ▪ brainstorm effective ways to deal with aggressive students takes necessary action to achieve goals. ▪ participate in a discussion about school and community resource people ▪ complete a mapping exercise which supports the discussion and acts as a visual reinforcer ▪ list ways he/she is alike and different from peers

2009 HEALTH STANDARDS 486 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

RESPONSIBILITY OCTOBER

Subject Suggestions for Integration Standards The student will… ELA ▪ identify and recognize family roles and responsibilities ▪ Communication ▪ identify appropriate skills for positive family relationships

Social Studies ▪ See ELA Social Studies Standards 2005 ▪ 1-1.4-roles

Math ▪ See ELA Mathematics Process Standards ▪ Communication ▪ Connections Science ▪ identify things students can do together to take more responsibility Science – Process Standards for the environment (recycling, using less water and energy, ▪ Observe buying non-polluting products, etc.) ▪ Communicate ▪ make a plan and implement it ▪ share results in an oral report to class Health ▪ describe characteristics needed to be a responsible friend and Health and Safety Standards 2009 family member ▪ demonstrate positive strategies to reduce stress and anger in ▪ P-1.5.1 relation to identified stressors ▪ tell how to make healthy (wise, responsible) decisions Connections: Physical Education, Fine Arts: ▪ tell when to ask a grown-up for help when making a decision Dance, Drama, Visual Arts, Music

2009 HEALTH STANDARDS 487 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

▪ describe ways to get along with and show respect for your family and friends Related Arts ▪ design a "Being Responsible" poster illustrating the six ▪ Students will understand and respect responsible behaviors others. ▪ display poster in classroom ▪ Students will understand and appreciate self. Guidance ▪ See ELA ▪ Students will understand and appreciate home and family.

2009 HEALTH STANDARDS 488 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

GOOD CITIZENSHIP NOVEMBER

Subject Suggestions for Integration Standards The student will… ELA ▪ obtain pen pals directly affected from 9/11 and correspond through ▪ Writing letters, pictures and gifts

Social Studies ▪ discuss ways to be a good citizen in the classroom, in school, the Social Studies Standards 2005 home, and in the community ▪ 1-6.3

Math ▪ brainstorm types of volunteer work young students can do Mathematics Process Standards ▪ use analytical skills to choose a particular volunteer activity he/she ▪ Communication could do ▪ Problem Solving Science ▪ identify things students can do together to take more responsibility Science – Process Standards for the environment (recycling, using less water and energy, ▪ Observe buying non-polluting products, etc.). ▪ Communicate ▪ make a plan and implement it. Health ▪ identify a problem in community that needs to be fixed. Health and Safety Standards 2009 ▪ Standard 8: The students will demonstrate the ability to advocate for personal, family and consumer health.

2009 HEALTH STANDARDS 489 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Related Arts ▪ identify examples of people demonstrating good citizenship from a ▪ Students will develop a sense of newspaper, magazine, TV show, or movie. community. ▪ listen to or sing a song about someone who demonstrated good citizenship. Guidance ▪ identify careers in the community ▪ The student acquires the attitudes, ▪ distinguish which work activities in the school environment are knowledge, and skills that done by specific people contribute to effective learning in ▪ describe what they do and why school and across the life span. ▪ listen to and discuss a literary work ▪ illustrate and write about an important lesson learned from the selection ▪ practice speaking, listening, and inquiry skills during “Show and Tell” sessions ▪ explain reasons why mistakes are learning experiences ▪ list uses of math outside the classroom ▪ verbalize examples of his/her niche within the family, school, and community after listening to and discussing selected stories

2009 HEALTH STANDARDS 490 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

GENEROSITY DECEMBER

Grade: 1 Trait: GENEROSITY –a willingness to give to others

Focus points: * How do we share with each other every day? * What are ways that we can give or share at school, home, and our community? * How does it feel when you share with others? How does it feel when other share with you?

Subject Suggestions for Integration Standards The student will… ELA ▪ identify examples of sharing/giving in selected stories ▪ Writing ▪ create an alternate ending for selected stories based on characters ▪ Communication sharing and giving or not sharing or giving. ▪ Connections ▪ maintain a sharing/giving journal

Social Studies ▪ describe how sharing and giving effects friendships Social Studies Standards 2005 ▪ describe the process of sharing or giving ▪ explore different holiday customs for giving and sharing in other cultures Math ▪ keep a tally of different acts of sharing observed at recess Mathematics Process Standards ▪ create a graph of acts of sharing or giving observed in the ▪ Communication classroom or at holiday times ▪ Representation

2009 HEALTH STANDARDS 491 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Science ▪ identify examples of sharing Science – Process Standards ▪ maintain a visual classroom record of sharing during a given time ▪ Observe ▪ Communicate Health ▪ See S.S Health and Safety Standards 2009 ▪ Students will demonstrate the ability to use interpersonal communication skills to enhance health. Related Arts ▪ create drawings for giving at the holidays – to be donated to ▪ Students will understand and respect nursing home or taken home for someone special others. ▪ participate in songs of sharing and giving ▪ demonstrate sharing when participating in related arts activities Guidance ▪ participate in school-wide community service learning project ▪ Learning to Live (food drive, angel trees, etc.) ▪ Students will understand and respect ▪ participate in discussion to answer the following questions: others. o What are ways we can give to others? o What are ways we share at school and at home? o How does it feel when someone shares with you? o How does it feel when you share with someone?

2009 HEALTH STANDARDS 492 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

SELF-DISCIPLINE JANUARY

Subject Suggestions for Integration Standards The student will… ELA ▪ follow the class and school rules ▪ Communication ▪ participate in class activities ▪ define “healthy choices” Social Studies ▪ identify positive ways of handling anger Social Studies Standards 2005 ▪ list these positive behaviors on a chart ▪ post the chart in the classroom and refer to it when situations arise. Math ▪ See Health Mathematics Process Standards ▪ Communication ▪ Connections Science ▪ practice organizational skills in maintenance of classroom Science – Process Standards ▪ complete assigned “housekeeping” tasks in classroom ▪ Observe ▪ exhibit correct manners and behaviors in cafeteria ▪ Communicate ▪ identify examples of safe behavior in stories ▪ identify examples of healthy lifestyle choices in selected stories

Health ▪ demonstrate use of positive self-management skills Health & Safety Standards 2009 ▪ demonstrate strategies for reducing or avoiding unsafe situations ▪ I-1.4.3, P-1.5.1, P-1.6.1 ▪ identify and describe feelings and actions ▪ explain the importance of a positive self-image Connections: ELA, ▪ exhibit self-control and individual responsibility SOCIAL STUDIES

2009 HEALTH STANDARDS 493 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Related Arts ▪ practice listening skill of following multi-step directions ▪ Students will understand and respect ▪ share drawings with classmates others. ▪ participate in discussion of importance of following directions carefully Guidance ▪ See Health ▪ Students will understand and appreciate self.

2009 HEALTH STANDARDS 494 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

KINDNESS & CARING FEBRUARY

Grade: 1 Trait: CARING – to demonstrate concern through kindness and acceptance while meeting the needs of self and others Trait: KINDNESS – to be considerate, courteous, helpful, and understanding of others’ feelings and beliefs Focus points: *Identify at least one person in your family or community that displays acts of kindness and explain how you know that. *Select a story or poem and explain how it would have ended if the person had demonstrated acts of kindness. *What are some messages related to character and kindness being expressed in the lyrics of some hard rock and rap music? *How does the character trait of kindness fit into your school setting? *Identify behaviors of a caring person.

Subject Suggestions for Integration Standards The student will… ELA ▪ maintain a journal to record acts of kindness observed, received, or ▪ Writing given to other Connections: Science ▪ list careers that involve caring ▪ identify traits of “caring professions” ▪ identify acts of kindness performed by characters in selected stories ▪ create alternate endings for selected stories based on characters performing, or not performing, acts of kindness Social Studies ▪ describe similarities and differences among individuals Social Studies Standards 2005 ▪ describe the process of making and keeping a friend ▪ 1-1.1 ▪ explain and exhibit appropriate types of communication ▪ describe similarities and differences among others ▪ describe the process of making and keeping a friend ▪ explain and exhibit appropriate types of communication ▪ demonstrate an understanding of the role of human systems on the Earth. ▪ define culture ▪ be able to explain that different places have different cultures

2009 HEALTH STANDARDS 495 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Math ▪ list on board acts of caring observed at Recess Mathematics Process Standards ▪ list acts of kindness from Recess ▪ Communication ▪ count and record the number of students who witnessed each act ▪ Representation during recess ▪ count and record number of students who witnessed each act on the playground Science ▪ identify examples of kind acts Science – Process Standards ▪ maintain a visual classroom record of acts of kindness done or ▪ Observe received ▪ Communicate ▪ identify examples of kind acts ▪ maintain a visual classroom record of acts of ▪ done or received Health ▪ demonstrate the ability to influence and support others in making Health and Safety Standards 2009 positive mental health choices ▪ P-1.2.1, I-1.4.3, P-1.5.1 ▪ See SOCIAL STUDIES ▪ Live by the ‘golden rule’, treat others the way you want to be treated Related Arts ▪ participate in class discussion of importance of individual action ▪ Students will understand and respect in making the world a better place to live others. ▪ brainstorm ideas of actions children can to make the world a better place ▪ display posters in selected public places ▪ publish a class book on how to be a caring person. ▪ draw pictures of caring behaviors ▪ write a description of each caring behavior Guidance ▪ See SOCIAL STUDIES ▪ Students will understand and respect ▪ Live by the ‘golden rule’, treat others the way you want to be others. treated

2009 HEALTH STANDARDS 496 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

PERSEVERANCE MARCH Grade 1

Trait: PERSEVERANCE---being persistent in one’s efforts to accomplish a purpose or goal despite difficulty or obstacles; willingness to try again despite mistakes and failures (Commitment, hard work, patience, endurance; Trying again and again) Focus points: * We all need to have an “I Can” attitude and try our best. * Read Stand Tall Molloy Lou Melon and how she was successful. * There were many things they didn’t know how to do when they were babies, but now they can. * Trying to do new things and practicing are the only way to learn something. * Asking a friend or grown up for help when frustrated is ok.

Subject Suggestions for Integration Standards The student will… ELA ▪ read selected stories about characters who persevere English Language Arts – Strands ▪ identify ways character persevered ▪ The student will write effectively for ▪ write alternate ending for story showing what would happen if the different audiences and purposes character had given up ▪ use non-print media to illustrate written ideas

Social Studies ▪ See Guidance Social Studies Standards 2005

Math ▪ practice sequencing skills by correctly ordering events in selected Mathematics Process Standards stories ▪ Communication

Science ▪ identify examples of perseverance by characters in selected stories Science – Process Standards ▪ identify the cause and effect of character’s actions in selected stories ▪ Observe ▪ Communicate

2009 HEALTH STANDARDS 497 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Health ▪ reflect back to younger years and list times when perseverance Health and Safety Standards 2009 helped them learn a new skill (riding a bike, tying shoes, etc.) M-1.1.1 ▪ practice asking for help when frustrated by obstacles Related Arts ▪ try a new skill in PE and practice until mastered. ▪ learn to play an instrument ▪ Students will understand and appreciate ▪ work on a multi-step art project to completion self. Guidance ▪ learn problem solving skills (see 2nd Step) Students will understand and appreciate ▪ learn to effectively use an I-message to express frustration self. ▪ identify “self talk” phrases (I can, etc.) to encourage self ▪ learn ways to ask for assistance from adults and peers

2009 HEALTH STANDARDS 498 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

HONESTY & INTEGRITY APRIL

Grade: 1 Trait: HONESTY/INTEGRITY- to be truthful; fair and straightforward in conduct Focus points: *Identify examples of honesty displayed by characters in stories. *Compare and contrast behaviors of famous people who demonstrated honesty and those who did not. *Select a character and describe how the story would have ended differently if the person had not demonstrated honesty.

Subject Suggestions for Integration Standards The student will… ELA ▪ identify examples of honest behavior by characters in selected ▪ Reading stories ▪ Writing ▪ compare and contrast examples of honest and dishonest behavior ▪ Communication − Connections: Health Social Studies ▪ conduct a survey in your school or community regarding Social Studies Standards 2005 perceptions of honest and dishonest behavior ▪ compile survey results into a scrapbook or other graphic record Math ▪ complete sequencing activities related to plot events in selected Mathematics Process Standards stories ▪ Communication ▪ Reasoning and Proof Science ▪ conduct a survey in your school or community regarding Science – Process Standards perceptions of honest and dishonest behavior ▪ Observe ▪ compile survey results into a scrapbook or other graphic record ▪ Communicate Health ▪ write an essay about a situation in which you were dishonest (lied, Health and Safety Standards 2009 cheated, or stole). ▪ I-1.4.3, P-1.5.1

Related Arts ▪ role-play or use puppets to act out various situations where one or ▪ Students will understand and respect more students are under pressure to be dishonest others. ▪ videotape presentation and share with other classes

2009 HEALTH STANDARDS 499 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Guidance ▪ keep an "Honesty-Dishonesty" journal for one week. ▪ Students will understand and respect ▪ write a summary of journal entries others. ▪ share findings in oral presentation to classmates

2009 HEALTH STANDARDS 500 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

FAIRNESS & COOPERATION MAY

Grade: 1 Trait: FAIRNESS-- to play by the rules, to be open minded to the viewpoints of others Focus points: *Identify a character and explain how he/she demonstrated fairness? *Select a story and write a different ending, with the main character acting unfairly. *What do you consider heroic deeds? *Do you want to associate with peers who are not fair? Why? *Describe features of the legal system that are in place to ensure fairness.

2009 HEALTH STANDARDS 501 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Social Studies ▪ discuss how it feels to be included in a group Social Studies Standards 2005 o How can we make someone feel included? What does it feel like ▪ 1-1.1, 1-3.4, 1-1.5, 1-6.3 when you want to be included in a group, but are not? ▪ identify and model skills for conflict resolution ▪ describe the similarities and differences among individuals ▪ describe the process of making and keeping a friend ▪ explain and exhibit appropriate types of communication ▪ demonstrate steps to solve problems and conflicts peacefully in his/her everyday life. ▪ identify reasons people need to communicate with others. The students will list ways to communicate.. ▪ discuss how families and communities cooperate to get what they need. ▪ discuss how members of a family work together Math ▪ practice measuring and recording heights Mathematics Process Standards ▪ compare and contrast objects of different heights ▪ Communication ▪ work cooperatively on a task ▪ Reasoning and Proof ▪ list examples of cooperative behaviors ▪ with teacher assistance, rate self on level of cooperation with others

Science ▪ practice cooperative teamwork skills on selected projects Science – Process Standards ▪ use teamwork skills to make oral presentation to classmates ▪ Classify ▪ Communicate Health ▪ talk about safety rules in team sports Health and Safety standards 2009 ▪ demonstrate non-violent strategies to resolve conflicts ▪ I-1.4.3 ▪ See SOCIAL STUDIES ▪ Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health

Connections: Fine Arts: Drama, SOCIAL STUDIES, ELA 2009 HEALTH STANDARDS 502 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Related Arts ▪ create a skit about the first day of school, include ideas and lessons ▪ Students will understand and that might help friends in school respect others. ▪ sing selected songs related to friendship ▪ design and display a "How to Cooperate" poster or drawing that illustrates the cooperative behaviors listed at the top of this column. ▪ display posters on a wall. Guidance ▪ use books that relate to fairness and cooperation. Discuss the ▪ Students will understand and character’s behavior, both positive and negative. respect others. ▪ Students will understand and appreciate self. ▪ The student makes decisions, sets goals, and takes necessary action to achieve goals.

2009 HEALTH STANDARDS 503 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

RESPECT SEPTEMBER

Grade: 2 Trait: RESPECT - to show high regard for authority, other people, self, and country Focus points: *What did the main character do that demonstrated respect? *Do you respect the main character and why or why not? *Who is a figure in your life that you respect and what characteristics do they exhibit? *Give examples in your life when you demonstrated respect.

Subject Suggestions for Integration Standards The student will… ELA ▪ describe similarities and differences among others English Language Arts – Strands ▪ explain and exhibit appropriate types of communication – The student will draw upon a variety of ▪ identify and model skills for conflict resolution strategies to comprehend, interpret, ▪ See Guidance for the following: analyze, and evaluate what he or she ▪ If You’re Happy! , My Family, Ups and Downs, Choices, Target reads. Practice – The student will recognize, demonstrate, and analyze the qualities of effective communication Social Studies ▪ identify likenesses and differences in the population of different Social Studies Standards 2005 places ▪ 2-1.3 Math ▪ See ELA Mathematics Process Standards ▪ Communication

2009 HEALTH STANDARDS 504 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Health ▪ show how to address adults respectfully Health and Safety Standards 2009 ▪ See Guidance for the following: ▪ Standard 4: Students will ▪ If You’re Happy!, My Family, Ups and Downs, Choices, Target demonstrate the ability to use Practice interpersonal communication skills to enhance health ▪ See Guidance

Connections: ELA, Fine Arts - Drama Related Arts ▪ make a class contract to lay out a set of rules for having a ▪ Students will understand and respect respectful classroom. What will be the penalties for violating the others. rules? ▪ brainstorm ways to make your school environment more respectful. ▪ create a list of recommendations; place them in your school newspaper or on a poster. Guidance ▪ See ELA ▪ Students acquire the attitudes, If You’re Happy! knowledge, and interpersonal skills to ▪ be able to identify several familiar emotions, help them understand self and others ▪ relate specific events to these emotions, and consider ▪ Students make decisions, set goals, consequences of emotions and take necessary action to achieve My Family goals ▪ be able to recognize family roles and identify the individual in their family who fulfills each role Ups and Downs ▪ be able to identify a given prompt as a positive or negative statement and will be able to describe the feelings it creates Choices ▪ be able to recognize and create alternatives for specific situations Target practice ▪ identify a goal, relate it to a target shape, and discuss personal qualities which would help achieve the targeted goal

2009 HEALTH STANDARDS 505 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

RESPONSIBILITY OCTOBER

Subject Suggestions for Integration Standards The student will… ELA ▪ identify and recognize family roles and responsibilities English Language Arts – Strands ▪ identify appropriate skills for positive family relationships – The student will draw upon a variety of strategies to comprehend, interpret, analyze, and evaluate what he or she reads. Social Studies ▪ See ELA Social Studies Standards 2005 ▪ 1-1.4

Math ▪ See ELA Mathematics Process Standards ▪ Communication

2009 HEALTH STANDARDS 506 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Science ▪ practice organizational skills in maintenance of classroom Science – Process Standards ▪ complete assigned “housekeeping” tasks in classroom ▪ Observe ▪ exhibit correct manners and behaviors in cafeteria ▪ Communicate ▪ identify examples of safe behavior in stories ▪ identify examples of healthy lifestyle choices in selected stories Health ▪ describe characteristics needed to be a responsible friend and Health and Safety Standards 2009: family member ▪ M-2.1.2, N-2.1.4, M-2.4.1, I-2.4.1, I- ▪ show how to express joy, sadness, frustration, and fear in healthy 2.4.2, P-2.5.1, I-2.6.1, M-2.7.1, I- ways 2.7.1, N-2.7.1, I-2.8.1, D-2.8.1, P- ▪ demonstrate strategies for reducing and avoiding unsafe situations 2.8.1, N-2.8.1 ▪ set a goal and develop a plan for personal responsibility within the family and track its progress Connections: Fine Arts – Dance, Visual Arts, Music, Drama, and S. S., ELA, Physical Education, Math Related Arts ▪ contribute to a discussion about classroom responsibility: ▪ Students will make decisions, set ▪ What are the kids' responsibilities, and what are the teacher’s goals, and take actions. responsibilities? What are the consequences of being ▪ Students will understand and respect irresponsible? others. ▪ What are the rewards of being responsible? ▪ Make a chart of these responsibilities on the board Guidance ▪ identify and recognize family roles and responsibilities ▪ Students will understand and ▪ identify appropriate skills for positive family appreciate home and family. ▪ relationships ▪ Students will employ strategies to ▪ describe why school is important achieve school success. ▪ describe how he/she learns something ▪ describe the tools needed to do schoolwork ▪ describe how they plan to do a school ▪ assignment

2009 HEALTH STANDARDS 507 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

GOOD CITIZENSHIP NOVEMBER

Subject Suggestions for Integration Standards The student will… ELA ▪ See Guidance ▪ Reading ▪ Communication

Social Studies ▪ define citizenship Social Studies Standards 2005 ▪ identify ways to demonstrate good citizenship ▪ K-4.1

Math ▪ brainstorm types of volunteer work young students can do Mathematics Process Standards ▪ use analytical skills to choose a particular volunteer activity he/she ▪ Communication could do ▪ Problem Solving Science ▪ identify things students can do together to take more responsibility Science – Process Standards for the environment (recycling, using less water and energy, buying ▪ Observe non-polluting products, etc.). ▪ Communicate ▪ make a plan and implement it. ▪ See www.goodcharacter.com ▪ share results in an oral report to class

2009 HEALTH STANDARDS 508 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Health ▪ recognize the influences of peers and family on behaviors related to Health and Safety Standards 2009 ATOD use ▪ M-2.1.1, D-2.1.1, I-2.2.1, D-2.2.1, P- 2.2.1, N-2.2.1, N-2.2.2, D-2.3.1, I- 2.4.1, I-2.7.1, I-2.8.1, D-2.8.1, P-2.8.1, N-2.8.1 ▪ See Guidance Related Arts ▪ identify needs in the school or community ▪ Students will develop a sense of ▪ plan a service project to meet those needs community ▪ demonstrate respect for other students’ work in related arts classes ▪ Students will understand and respect others. ▪ For guidance in planning a service project, visit www.goodcharacter.com and click on "service learning." Guidance ▪ Building a Community ▪ Students will develop a sense of o identify Careers in the community community o distinguish which work activities in the school ▪ Students will understand and respect environment are done by specific people others. o describe what they do and why ▪ Baking Up School Success o describe why school is important o describe how they learn something o describe the tools needed to do school work o describe how they plan to do a school assignment ▪ Big Green Ball o independently create a green ball of their own after listening to and discussing the Steven Kellogg story, The Mystery of the Magic Green Ball ▪ Teacher Says o practice listening to and following one, two, and three step directions ▪ Decisions! o evaluate choices made by characters in story and will apply some of these skills to personal situations

2009 HEALTH STANDARDS 509 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

▪ I Can! o realize some of the skills which they have mastered, and will also indicate a skill on which they can work during the year ▪ Work Out! o be able to indicate at least one way in which schoolwork relates to a specific job

2009 HEALTH STANDARDS 510 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

GENEROSITY DECEMBER

Grade: 2 Trait: GENEROSITY –a willingness to give to others Focus points : * How do we share with each other every day? * What are ways that we can give or share at school, home, and our community? * How does it feel when you share with others? How does it feel when other share with you? * How does the character trait of generosity fit into your school setting? * How does generosity effect friendships? * How does generosity effect our community?

Subject Suggestions for Integration Standards The student will… ELA ▪ read selected stories and answer the following: English Language Arts – Strands o How did giving effect characters in the story/ ▪ The student will recognize, demonstrate, o If you had written the story, what changes would you have and analyze the qualities of effective made to demonstrate more generosity? Why? communication o Explain how the story would have ended if generosity had ▪ The student will write effectively for taken place or had not taken place. different audiences and purposes ▪ use non-print media to illustrate written ideas ▪ generate a list of ways we can be generous with during the holidays Social Studies ▪ describe the process of sharing/giving Social Studies Standards 2005 ▪ recognize the similarities and differences in various cultures and generosity during the holidays ▪ state examples of generosity in various holiday customs Math ▪ brainstorm lists of ways to share and give both with and without Mathematics Process Standards material objects ▪ Communication ▪ make a chart showing the ways to give ▪ Reasoning and Proof ▪ measure and weigh food for the food fight ▪ estimate pounds of food collected 2009 HEALTH STANDARDS 511 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Science ▪ keep a tally of different acts of sharing observed at recess Science – Process Standards ▪ create a graph of acts of sharing or giving observed in the ▪ Observe classroom or at holiday times ▪ Communicate ▪ make a plan for giving and implement it Health ▪ tell how sharing and giving occur Health and Safety Standards 2009 ▪ tell how it feels when they are generous and share ▪ M-2.4.1 ▪ write about how it felt when someone share with you and how it ▪ Students will demonstrate the ability felt when you shared with another to use interpersonal communication skills to enhance health Related Arts ▪ create drawings for giving at the holidays – to be donated to ▪ Students will develop a sense of nursing home or taken home for someone special community. ▪ participate in songs of sharing and giving ▪ Students will understand and respect others.

Guidance ▪ participate in school-wide community service learning project ▪ Learning to Live (food drive, angel trees, etc.) ▪ Students will develop a sense of ▪ participate in discussion to answer the following questions: community. o What are ways we can give to others? ▪ Students will understand and respect o What are ways we share at school and at home? others. o How does it feel when someone shares with you? o How does it feel when you share with someone?

2009 HEALTH STANDARDS 512 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

SELF-DISCIPLINE JANUARY

Grade: 2 Trait: SELF-DISCIPLINE – to demonstrate the ability to control yourself in all situations Focus points: *If you were asked to be on a student committee, working on school safety issues, what would be your advice? *Describe how you organize your school and home responsibilities. *Explain why self-discipline is important in maintaining a healthy lifestyle.

Subject Suggestions for Integration Standards The student will… ELA ▪ identify ways in which they handle their anger in positive ways English Language Arts – Strands ▪ list these anger management techniques on a chart ▪ The student will write effectively for ▪ post the chart in the classroom and refer to it when situations arise. different audiences and purposes ▪ design a "Saying No" poster ▪ display poster in classroom Social Studies ▪ understand and appreciate self Social Studies Standards 2005

Math ▪ See Health Mathematics Process Standards ▪ Communication

2009 HEALTH STANDARDS 513 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Health ▪ Finding Beauty Health and Safety Standards 2009 o identify and describe feelings and actions ▪ N-2.1.1, N-2.1.2, N-2.1.3, N-2.1.4, o explain the importance of a positive self-image M-2.4.1, I-2.4.1, I-2.4.2, P-2.5.1, I- o exhibit self-control and individual responsibility 2.6.1, P-2.6.1, P-2.6.2, N-2.6.1, N- ▪ The M&M Experiment 2.6.2, M-2.7.1, N-2.8.1 o understand and appreciate self identify strategies for managing stress and emotions Connections: Physical Education, Fine Arts - ▪ tell what things cause stress, depression, and anger and explain how Visual Arts, Music, Drama, Dance, Math, ELA, to cope ▪ show how to sleep, good nutritional choices and exercise can reduce stress, depression and anger Related Arts ▪ identify and describe feelings and causes of ▪ Students will understand and respect ▪ anger others. ▪ identify situational stressors that can trigger anger and other negative emotions ▪ select examples of anger in real-life situations

Guidance ▪ See Health ▪ Students will understand and appreciate self.

2009 HEALTH STANDARDS 514 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

KINDNESS & CARING FEBRUARY

Grade: 2 Trait: KINDNESS – to be considerate, courteous, helpful, and understanding of others’ feelings and beliefs CARING – to demonstrate concern through kindness and acceptance while meeting the needs of self and others Focus points: *Have you ever felt like one of the characters in the story? Explain. *If you had written the story, what changes might you have made? *Do any of the characters remind you of anyone you know? Explain. *Identify behaviors of a caring person. *Identify at least one person in your family or community that displays acts of kindness and explain how you know that. *Select a story or poem and explain how it would have ended if the person had demonstrated acts of kindness. *What are some messages related to character and kindness being expressed in the lyrics of some hard rock and rap music? *How does the character trait of kindness fit into your school setting?

Subject Suggestions for Integration Standards The student will… ELA ▪ identify behaviors of a caring person English Language Arts – Strands ▪ write a response to a print or non-print medium that analyzes the The student will recognize, demonstrate, work and supports judgments with specific references to the text and analyze the qualities of ▪ write effectively for a specific purpose effective communication ▪ generate variety of examples of acts of kindness The student will write effectively ▪ use non-print media to illustrate written ideas for different audiences and purposes

2009 HEALTH STANDARDS 515 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Social Studies ▪ describe the similarity and differences among others Social Studies Standards 2005 ▪ describe the process of making and keeping a friend ▪ 2-1.2, 2-1.4 ▪ explain and exhibit appropriate types of communication ▪ recognize that the U.S. is made up of a diverse population that reflects specific cultural beliefs ▪ relate folktales to people from regions through the world ▪ state examples of ways that a nation’s heritage is formed by customs and beliefs of people from many cultures. Math ▪ contribute to group discussion by practicing appropriate speaking Mathematics Process Standards and listening skills ▪ Communication ▪ brainstorm list of caring and altruistic behaviors ▪ Reasoning and Proof ▪ evaluate consequences and effects of various actions ▪ contribute to group discussion by practicing appropriate speaking and listening skills Science ▪ identify things students can do together to take more responsibility Science – Process Standards for the environment (recycling, using less water and energy, buying ▪ Observe non-polluting products, etc.). ▪ Communicate ▪ make a plan and implement it. ▪ use appropriate speaking skills to share results in an oral report to the class ▪ generate examples of kind acts ▪ maintain a visual classroom record of acts of kindness done or received Health ▪ show how to help a friend experiencing stress to feel better Health and Safety Standards 2009 ▪ Explain why it is not nice to label people because of race, gender, or ▪ M-2.1.1, M-2.4.1, I-2.4.2, M-2.5.1, disability P-2.8.1

▪ See S.S. Connections: Physical Education, ELA, Fine Arts Visual Arts, Drama

2009 HEALTH STANDARDS 516 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Related Arts ▪ identify needs in the school or community ▪ Students will understand and ▪ plan a service project to meet those needs. respect others. ▪ develop a sense of community ▪ verbalize connections between all class members ▪ state cause and effect relationship between acts of kindness and sense of community ▪ identify how to help younger children at play Guidance ▪ See S.S. ▪ Students will understand and respect others.

2009 HEALTH STANDARDS 517 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

PERSEVERANCE MARCH Grade 2

Trait: PERSEVERANCE---being persistent in one’s efforts to accomplish a purpose or goal despite difficulty or obstacles; willingness to try again despite mistakes and failures (Commitment, hard work, patience, endurance; Trying again and again) Focus points: * Persistence pays off, examples of famous people who had to keep trying to succeed. * From selected stories reflect on how perseverance led the character to success. * Discuss phrases used to encourage perseverance such as “stick to it”, “keep trying,” “I can,” “practice makes perfect,” “I think I can,” etc. • Identify ways to persevere, list ways you can show perseverance. •

Subject Suggestions for Integration Standards The student will… ELA ▪ read biographies of people who overcame obstacles to be English Language Arts – Strands successful. ▪ The student will write effectively for ▪ identify ways character persevered. different audiences and purposes ▪ make posters for the classroom of phrases or quotes to encourage perseverance ▪ using non-print media, illustrate written ideas

▪ recognize historical figures who persevered to succeed Social Studies Standards 2005 Social Studies ▪ -state examples of ways our nation’s heritage was formed by perseverance ▪ -See ELA and SS Mathematics Process Standards Math ▪ Communication ▪ Chart progress of skill being practiced Science – Process Standards Science ▪ Observe ▪ Communicate ▪ reflect back to younger years and list times when perseverance Health and Safety Standards 2009 helped them learn a new skill (riding a bike, tying shoes, etc.) ▪ Demonstrate ability to use 2009 HEALTH STANDARDS 518 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Health ▪ Practice asking for help when frustrated by obstacles interpersonal skills to enhance health. ▪ draw about a time they succeeded by practicing ▪ Students will understand and respect Related Arts ▪ learn a new instrument and practice others. ▪ sing songs about perseverance ▪ practice new skills in PE until successful ▪ encourage others trying new skills ▪ learn problem solving skills (see 2nd Step) ▪ Students will understand and Guidance ▪ learn to effectively use an I-message to express frustration appreciate self. ▪ identify “self talk” phrases (I can, etc.) to encourage self ▪ learn ways to ask for assistance from adults and peers

2009 HEALTH STANDARDS 519 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

HONESTY & INTEGRITY APRIL

Grade: 2 Trait: HONESTY/INTEGRITY –to be truthful; fair and straightforward in conduct Focus points: *Identify examples of honesty displayed by characters in stories. *Compare and contrast behaviors of famous people who demonstrated honesty r and those who did not. *Select a character and describe how the story would have ended differently if the person had not demonstrated honesty.

Subject Suggestions for Integration Standards The student will… ELA ▪ identify examples of honesty displayed by characters in selected English Language Arts – Strands stories − The student will draw upon a variety of strategies to comprehend, interpret, analyze, and evaluate what he or she reads. Social Studies ▪ conduct a survey in your school or community asking questions like Social Studies Standards 2005 the following: Do you think people are honest enough? What are some examples of dishonesty you really dislike? What are some examples of honesty that you especially appreciate? ▪ compile the results into a scrapbook. Math ▪ correctly sequence plot events in selected stories Mathematics Process Standards ▪ Communication ▪ Reasoning and Proof Science ▪ study the biographies of outstanding persons such as Benjamin Science – Process Standards Franklin, Alexander Graham Bell, the Wright brothers, Thomas ▪ Observe Edison or others ▪ Communicate ▪ identify examples of honest behavior in their lives Health ▪ Participate in the following discussion: Health and Safety Standards 2009 o Talk about a time somebody broke a promise to you. How did ▪ M-2.4.1, I-2.4.1, I-2.4.2, M-2.5.1 that make you feel? Have you ever broken a promise to someone? How do you think it made that person feel?

2009 HEALTH STANDARDS 520 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Related Arts ▪ role-play or use puppets to act out various situations where one or ▪ Students will understand and respect more students are under pressure to be dishonest. Example: lying to others. cover up for a friend ▪ videotape activity and share it with other classes. Guidance ▪ keep a daily record of choices made that involve honesty for a week. ▪ Students will understand and respect ▪ analyze choices at the end of the week: How do you feel about the others. choices you made? How could you do better? ▪ Students will understand and appreciate self.

2009 HEALTH STANDARDS 521 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

FAIRNESS & COOPERATION MAY

Grade: 2 Trait: FAIRNESS – to play by the rules, to be open minded to the viewpoints of others Focus points:*Identify a character and explain how he/she demonstrated fairness? *Select a story and write a different ending, with the main character acting unfairly. *What do you consider heroic deeds? *Do you want to associate with peers who are not fair? Why? *Describe features of the legal system that are in place to ensure fairness.

Subject Suggestions for Integration Standards The student will… ELA ▪ Identify ways characters in selected stories acted in ways that were English Language Arts – Strands fair and just ▪ The student will write effectively for ▪ imagine that you get out of bed one morning in a rotten mood feel different audiences and purposes. like being totally uncooperative for the whole day. Write about all the things you could do that would make your friends and teachers look at you and say, "Boy, are you being uncooperative today!"

2009 HEALTH STANDARDS 522 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Social Studies Problem Solving Stepping Stones Social Studies Standards 2005 ▪ identify and model skills for conflict resolution ▪ Review K-2.1, and 1-3.4 Friendship Flowers ▪ 2-1.1, 2-1.3, 1-1.4 ▪ describe the similarities and differences among others ▪ describe the process of making and keeping a friend ▪ recognize the reason rules and laws exist ▪ examine consequences of breaking rules ▪ explain and exhibit appropriate types of communication ▪ identify ways people in America work together as a nation ▪ list major principles and ideals of American democracy. ▪ recognize the importance of citizens working together for a common goal Math ▪ design a "How to Cooperate" poster that illustrates cooperative Mathematics Process Standards behaviors ▪ Communication ▪ display it on a wall ▪ Representation

Science ▪ practice cooperative teamwork skills on selected projects Science – Process Standards ▪ use teamwork skills to make oral presentation to classmates ▪ Classify ▪ classify classmates according to given categories ▪ Communicate ▪ generate examples of fair and unfair behaviors ▪ observe connections between concept of fairness and real-life situations Health ▪ analyze elements of fairness and unfairness, of justice and injustice, Health and safety Standards 2009 in given situations ▪ M-2.1.2, M-2.4.1, I-2.4.1, I-2.4.2, I- ▪ contribute to class discussion in appropriate ways 2.7.1, P-2.2.1, P-2.6.2 ▪ make a health plan to help with family chores ▪ describe questions to ask when making decisions with friends Connections: ELA ▪ demonstrate how to respond to an angry classmate ▪ See SOCIAL STUDIES

2009 HEALTH STANDARDS 523 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Related Arts ▪ work cooperatively in teams to create music ▪ Students will understand and respect ▪ list cooperative behaviors that were necessary to make the music others.

Guidance ▪ See SOCIAL STUDIES ▪ Students will develop a sense of community ▪ Students will understand and respect others. RESPECT SEPTEMBER

Subject Suggestions for Integration Standards The student will… ELA ABCs of Feelings ▪ Reading ▪ describe personal feelings ▪ Communication ▪ practice self-control and individual responsibility ▪ apply conflict resolution skills ▪ describe and demonstrate ways to listen and express feelings that enhance effective communication ▪ identify possible solutions to a problem ▪ explain effective coping skills for dealing with problems ▪ identify and outline consequences of decisions and choices

2009 HEALTH STANDARDS 524 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Social Studies ▪ Hands and Mouths Social Studies standards 2005 ▪ practice self-control and individual responsibility ▪ 2-3.2, 2-1.4, 2-2.4 ▪ recognize and explain personal boundaries, rights, and needs ▪ model effective communication skills ▪ identify and explain appropriate and inappropriate touching ▪ identify and understand the role of resource people in the school and community ▪ understand how to seek the help of resource people in the community ▪ practice personal safety habits ▪ give examples of people who exhibited leadership skills in public service ▪ describe how South Carolinians use folklore to perpetuate their ideas and values ▪ explain why people must respect the environment Math ▪ record data in appropriate format Mathematics Process Standards ▪ represent findings in appropriate format and share with others ▪ Communication ▪ Reasoning and Proof ▪ Representation Science ▪ See ELA Science – Process Standards ▪ Observe ▪ Communicate Health ▪ See ELA Health & Safety Standards 2009 ▪ See SOCIAL STUDIES ▪ M-3.1.3, D-3.1.4, M-3.2.1, I-3.2.2, ▪ define culture and explain how cultures differ M-3.4.1, I-3.4.1, M-3.7.1, M-3.7.2 ▪ explain how to be a loving family member ▪ describe ways to show respect for self and others and what to do if Connections: ELA, SOCIAL STUDIES, Fine someone does not show respect Arts: Drama, Visual Arts,

526 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Related Arts ▪ identify and analyze real-life examples of respectful and ▪ Students will understand and respect ▪ disrespectful behavior others. ▪ analyze elements of respectful and disrespectful behavior Guidance ▪ identify his/her positive characteristics and understand that others ▪ The student acquires the attitudes, recognize them too knowledge, aptitudes and ▪ work together to complete a task interpersonal skills to help them ▪ work daily on assigned classroom jobs and indicate on posted understand and respect self and chart when the job is completed others ▪ recognize and choose consequences for good and bad decisions ▪ The student makes decisions, sets ▪ distinguish between situations which require the help of peers and goals, and takes necessary action to those which require the help of adults achieve goals

527 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

RESPONSIBILITY OCTOBER

Subject Suggestions for Integration Standards The student will… ELA ▪ write a narrative composition about responsible or irresponsible English Language Arts – Strands behavior ▪ The student will write effectively for ▪ write a composition describing someone you think is very different audiences and purposes. responsible. What do you like about that person? Social Studies ▪ list examples of people who exhibited leadership skills in public Social Studies standards 2005 service ▪ 3-3.4 Math ▪ explain why found money should be turned in regardless of the Mathematics Process Standards amount [move the decimal to the right and add zeros 1.00, 10.00, ▪ Communication etc.] ▪ Problem Solving ▪ Reasoning and Proof Science ▪ list appropriate steps in decision-making, problem-solving, and Science – Process Standards goal-setting processes ▪ Observe ▪ identify possible solutions to a problem ▪ Communicate ▪ identify and recognize consequences of decisions grow plants from seeds and record results of project in a journal ▪ identify behaviors of cooperation and responsibility required for success 528 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Health ▪ explain what to do if a friend plans to do something wrong Health and Safety Standards 2009 ▪ explain responsible ways to manage anger ▪ M-3.1.3, _-3.1.2, P-3.1.1, P-3.1.2, P- ▪ discuss the need to follow rules, laws, and obey authority 3.1.3, M-3.4.1, I-3.4.1, _3.5.1, P-3.5.1 ▪ describe the steps of responsible decision-making with peers and within the family Connections: ELA, SOCIAL STUDIES, Fine Arts: Drama, Visual Arts Related Arts ▪ See Guidance ▪ Students will understand and respect others.

Guidance ▪ design a "Being Responsible" poster illustrating the six responsible Students will understand and respect behaviors others. ▪ display poster on classroom wall Students will develop a sense of ▪ contribute to a discussion about classroom responsibility: What are community the kids' responsibilities, and what are the teacher's responsibilities? What are the consequences of being irresponsible? What are the rewards of being responsible? ▪ make a chart of these responsibilities on the board

529 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

GOOD CITIZENSHIP NOVEMBER

Subject Suggestions for Integration Standards The student will… ELA ▪ write about the consequences of Garbage vs. Recycling English Language Arts – Strands ▪ explain effective coping skills for dealing with problems ▪ The student will draw upon a ▪ describe types of situations that make learning easy and/or difficult variety of strategies to comprehend, ▪ develop effective coping skills for dealing with problems interpret, analyze, and evaluate ▪ describe why listening is important to learning what he or she reads. ▪ describe their responsibilities as students ▪ The student will recognize, ▪ describe situations that make learning easy and/or difficult demonstrate, and analyze the ▪ develop and apply listening, speaking, and writing skills necessary qualities of effective for academic success communication. ▪ tell about school and community roles ▪ explain how the personal qualities of responsibility, dependability, punctuality, and integrity contribute to success in the work place Social Studies ▪ See ELA Social Studies standards 2005 ▪ explain why people must respect the environment ▪ 3-1.4

530 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Math ▪ identify reasons for giving unselfishly of yourself to help others Mathematics Process Standards ▪ agree or disagree to statement “it is better to give than receive” ▪ Communication ▪ Reasoning and Proof Science ▪ See Health Science – Process Standards ▪ Observe ▪ Communicate Health ▪ explain effective coping skills for dealing with problems Health and Safety Standards 2009 ▪ describe types of situations that make learning easy and/or difficult ▪ Good Citizenship ▪ develop effective coping skills for dealing with problems ▪ I-3.1.2, P-3.1.3, P-3.2.2, I-3.2.1, I- ▪ describe personal feelings 3.2.2, I-3.3.1, M-3.4.1, I-3.4.1, I- ▪ practice self-control and individual responsibility 3.5.1, P-3.5.1, P-3.5.2, P-3.8.1, P- ▪ apply conflict resolution skills 3.8.2 ▪ describe and demonstrate ways to listen and express feelings that ▪ Students will demonstrate the enhance effective communication ability to practice behaviors that ▪ identify possible solutions to a problem enhance health and reduce risks. ▪ explain effective coping skills for dealing with problems ▪ identify and outline consequences of decisions and choices Related Arts ▪ identify needs in the school or community ▪ Students will develop a sense of ▪ plan a service project to meet those needs community.

Guidance ▪ learn how to set goals ▪ The student acquires the attitudes, ▪ distinguish between good and bad study habits knowledge, aptitudes and skills that ▪ identify and categorize rights and responsibilities contribute to effective learning in ▪ identify effective ways to prepare for tests school and across the life span ▪ recognize and demonstrate responsible behaviors ▪ The student completes school with the academic preparation essential to choose from a wide variety of 531 2009 HEALTH STANDARDS substantial occupations D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

GENEROSITY DECEMBER

Grade 3 Trait: GENEROSITY—a willingness to give to others; unselfishness Focus points: *What do you consider an act of generosity? *Identify characters in literature that have demonstrated generosity. *Identify real-life examples of those who have demonstrated generosity. *Write about times you have been generous and the rewards of generosity.

Subject Suggestions for Integration Standards The student will… ELA ▪ identify ways characters in selected stories acted in ways that English Language Arts—Strands were generous ▪ The student will draw upon a variety of strategies to comprehend, interpret, analyze, and evaluate what he or she reads.

Social Studies ▪ describe similarities and differences among others Social Studies Standards 2005 ▪ examine rewards of generous behaviors • Native Americans help European settlers in South Carolina Math ▪ brainstorm “dos and don’ts” of generosity Mathematics process Standards ▪ identify real-life examples of generosity • Communication ▪ post lists of generous behaviors in classroom; integrate data • Reasoning and Proof collection and graphing • Representation Science ▪ classify classmates according to acts of generosity Science—Process Standards ▪ generate examples of generous and selfish behaviors • Observe ▪ observe connections between concepts of generosity and real-life • Classify situations • Communicate

532 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Health ▪ See S.S. Health and Safety Standards 2009 ▪ role play generous acts ▪ role play how to respond top a selfish classmate Second Step Curriculum

Connections: ELA, Fine Arts-Visual Arts, Drama Related Arts ▪ identify real-life examples of generous and selfish behavior ▪ Students will understand and respect ▪ analyze elements of generosity and selfishness in given situations others. ▪ contribute to class discussions in appropriate ways Guidance ▪ describe similarities and differences among others ▪ Students will understand and respect ▪ describe the process of making and keeping a friend others. ▪ explain and exhibit appropriate types of communication ▪ examine rewards of generous behaviors

533 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

SELF-DISCIPLINE JANUARY

Grade: 3 Trait: SELF-DISCIPLINE – to demonstrate the ability to control yourself in all situations Focus points: *If you were asked to be on a student committee, working on school safety issues, what would be your advice? *Describe how you organize your school and home responsibilities. *Explain why self-discipline is important in maintaining a healthy lifestyle.

Subject Suggestions for Integration Standards The student will… ELA ▪ analyze feelings and coping strategies English Language Arts – Strands ▪ write for different audiences and purposes ▪ The student will write effectively for different audiences and purposes. Social Studies ▪ identify real-life examples of angry behavior Social Studies standards 2005 ▪ list alternative behaviors related to anger management ▪ write for various audiences and purposes ▪ identify positive and negative results of anger Math ▪ calculate the amount of time spent watching TV in a week Mathematics Process Standards ▪ create a color bar graph to record data ▪ Communication ▪ discuss how too much TV affects self-discipline. ▪ Representation Science ▪ practice organizational and teamwork skills in maintenance of Science – Process Standards classroom ▪ Observe ▪ complete assigned “housekeeping” tasks in classroom ▪ Communicate ▪ exhibit correct manners and behaviors in cafeteria ▪ explain why self-discipline is important in maintaining a healthy lifestyle

534 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Health ▪ describe characteristics and behaviors that promote positive Health and Safety Standards 2009 mental health ▪ M-3.1.1, M-3.1.3, I-3.1.2, P-3.1.1, ▪ demonstrate use of positive self-management skills. (e.g. ways to P-3.1.2, N-3.1.3, M-3.4.1, I-3.4.1, I- manage frustration and emotions such as fear, anger, sadness, 3.5.1, P-3.5.1, P-3.5.2, N-3.6.1, G- disappointment, happiness) 3.7.1, P-3.7.1 ▪ show how to handle disappointment and success (e.g., journal entries, etc.)

▪ demonstrate strategies to resist negative peer pressure Connections: Fine Arts – Dance, ▪ show how to practice self-talk that helps prevent giving in to peer Visual Arts, Music and Drama pressure

Related Arts ▪ brainstorm examples of situations that trigger angry behaviors ▪ Students will understand and respect ▪ represent graphically alternative behaviors related to anger others. management ▪ identify positive and negative results of anger Guidance ▪ practice coping skills by identifying alternative behaviors in ▪ Students will understand and response to negative emotions and experiences appreciate self.

535 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

KINDNESS & CARING FEBRUARY

Grade: 3 Trait: KINDNESS – to be considerate, courteous, helpful, and understanding of others’ feelings and beliefs Trait: CARING – to demonstrate concern through kindness and acceptance while meeting the needs of self and others Focus points: *Identify at least one person in your family or community that displays acts of kindness and explain how you know that. *Select a story or poem and explain how it would have ended if the person had demonstrated acts of kindness. *What are some messages related to character and kindness being expressed in the lyrics of some hard rock and rap music? *How does the character trait of kindness fit into your school setting? *Have you ever felt like one of the characters in the story? Explain. *If you had written the story, what changes might you have made? *Do any of the characters remind you of anyone you know? Explain. *Identify behaviors of a caring person.

Subject Suggestions for Integration Standards The student will… ELA ▪ list examples of caring actions English Language Arts – Strands ▪ identify behaviors of a caring person ▪ The student will write effectively for ▪ write effectively for a specific purpose different audiences and purposes. ▪ generate variety of examples of acts of kindness ▪ use non-print media to illustrate written ideas Social Studies ▪ identify real-life examples of caring and uncaring behaviors Social Studies standards 2005 ▪ write for various audiences and purposes ▪ practice writing a friendly letter ▪ identify ways children can be kind to each other in a school setting ▪ work in teams to create illustrations of accepting behaviors

536 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Math ▪ practice appropriate group discussion skills Mathematics Process Standards ▪ brainstorm alternate solutions to given problem ▪ Communication ▪ evaluate consequences and effects of various behaviors ▪ Problem Solving ▪ contribute to group discussion by practicing appropriate speaking and listening skills ▪ brainstorm list of caring and altruistic behaviors ▪ evaluate consequences and effects of various actions

537 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Science ▪ identify actions that affect environment positively and negatively Science – Process Standards ▪ brainstorm actions which enhance the environment ▪ Observe ▪ evaluate validity of suggested behaviors ▪ Communicate ▪ generate examples of kind acts ▪ maintain a visual classroom record of acts of kindness done or received Health ▪ explain what to do if a friend plans to do something wrong Health and Safety Standards 2009 ▪ define cultures and explain how cultures differ ▪ M-3.1.3, M-3.1.4, M-3.4.1, I-3.4.1, I- 3.5.1, P-3.5.1, I-3.6.1, M-3.7.1 Related Arts ▪ identify needs in the school or community ▪ Students will develop a sense of ▪ plan a volunteer project to meet those needs, i.e. singing at nursing community. home or making gifts for those in hospital ▪ demonstrate respect for various cultures studied ▪ dramatize situations Guidance ▪ answer the following: ▪ Students will understand and respect o What things could you do (or, have you done) that would others. help somebody who needs it? o How do you feel when people show that they really care about you? o Do you consider yourself a caring person? In what ways are you a caring person? ▪ See Related Arts ▪ role-play situations related to kindness and acceptance of others o identify coping skills related to making friends

538 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

PERSEVERANCE MARCH Grade 3

Trait: PERSEVERANCE---being persistent in one’s efforts to accomplish a purpose or goal despite difficulty or obstacles; willingness to try again despite mistakes and failure Focus Points: *Identify characters in literature that have persevered. *Identify real-life examples of those who have persevered. *Compare and contrast characters in literature/real life who have persevered and those who have not. *Write about times you have persevered and the rewards of perseverance.

Subject Suggestions for Integration Standards The student will… ELA ▪ identify ways characters in selected stories demonstrated English language Arts Strands perseverance – The student will draw upon a variety of strategies to comprehend, interpret, analyze, and evaluate what he or she reads. Social Studies ▪ describe similarities and differences among others Social Studies Standards 2005 ▪ examine rewards of perseverance ▪ European settlers in New World ▪ Slaves ▪ Revolutionary War ▪ Writing of the U.S. Constitution ▪ Civil Rights Math ▪ identify real-life examples of perseverance Mathematics Process Standards ▪ identify rewards of perseverance ▪ Communication ▪ post lists of persevering behaviors in classroom ▪ Reasoning and Proof Representation

539 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Science ▪ generate examples of perseverance Science Process Standards ▪ classify classmates according to acts of perseverance ▪ Observe ▪ observe connections between concepts of perseverance and real-life ▪ Classify situations ▪ Communicate Health ▪ See SOCIAL STUDIES Second Step Curriculum ▪ role play acts of perseverance ▪ role play how to respond to a classmate who gives up Connections: Fine Arts – Dance, Visual Arts, Music d Drama

Related Arts ▪ identify real-life examples of perseverance ▪ Students will understand and respect ▪ analyze elements of perseverance in given situations others. ▪ contribute to class discussions in appropriate ways Guidance ▪ describe similarities and differences among others ▪ Students will understand and respect ▪ describe the process of making and keeping a friend others. ▪ explain and exhibit appropriate types of communication ▪ examine rewards pf persevering

540 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

HONESTY & INTEGRITY APRIL

Grade: 3 Trait: HONESTY/ INTEGRITY – to be truthful; fair and straightforward in conduct Focus points: *Identify examples of honesty displayed by characters in stories. *Compare and contrast behaviors of famous people who demonstrated honesty r and those who did not. *Select a character and describe how the story would have ended differently if the person had not demonstrated honesty.

Subject Suggestions for Integration Standards The student will… ELA ▪ write at least five things you can say to yourself when English Language Arts – Strands you're tempted be dishonest. Post them near your bed so ▪ The student will draw upon a variety of you can read them from time to time. strategies to comprehend, interpret, analyze, ▪ write a short story about someone who told the truth when and evaluate what he or she reads. friends wanted him or her to do the opposite. ▪ The student will recognize, demonstrate, and analyze the qualities of effective communication. Social Studies ▪ write a letter to someone in the news who did something Social Studies Standards 2005 that they don't think was right. Say why they don't think it ▪ 2-3.2, 2-1.4, 2-2.4 was right, and why they think the person is setting a bad example for kids their age. Mail the letter. Math ▪ explain why found money should be turned in regardless of Mathematics Process Standards the amount [move the decimal to the right and add zeros ▪ Communication 1.00, 10.00, etc.] ▪ Reasoning and Proof Science ▪ discuss why it is important to tell the truth Science – Process Standards ▪ discuss their views about children who cheat to get good ▪ Observe grades ▪ Communicate

541 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Health ▪ write about the following: Health and Safety Standards 2009 o How can simply being honest make life a lot easier. Have ▪ M-3.1.4, M-3.7.1, M-3.4.1, I-3.5.1, P-3.5.1, you ever experienced this in your own life? P-3.5.2 o Do you think that lying can ruin a friendship? Explain. Has that ever happened to you? Related Arts ▪ practice recordkeeping skills ▪ Students will understand and respect others. ▪ write journal entries according to given subject and format ▪ analyze media excerpts to identify examples of honest and dishonest behavior ▪ make conclusions based on data accumulated ▪ share findings with classmates Guidance ▪ contribute to discussion of following: ▪ Students will understand and respect others. o Have you ever found something that belonged to someone else and wanted to keep it? What did you do and how did you decide? o What's wrong with "finders keepers, losers weepers"? o * Have you ever heard of the Golden Rule? Who can recite it and say what it means?

542 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

FAIRNESS & COOPERATION MAY

Grade: 3 Trait: FAIRNESS – to play by the rules, to be open minded to the viewpoints of others Focus points: *Identify a character and explain how he/she demonstrated fairness? *Select a story and write a different ending, with the main character acting unfairly. *What do you consider heroic deeds? *Do you want to associate with peers who are not fair? Why? *Describe features of the legal system that are in place to ensure fairness. Trait: COOPERATION –to play together or work well with others to accomplish a common goal Focus points: *Explain why cooperation is important in your workplace, the school environment. *Why is cooperation important in appreciating cultural diversity? *Explain why cooperation is critical for working on a team.

Subject Suggestions for Integration Standards The student will… ELA ▪ list examples of “good deeds that children can accomplish English Language Arts – Strands ▪ practice goal-setting by planning to do good deeds ▪ The student will draw upon a ▪ experience attitudes of caring and compassion through the variety of strategies to comprehend, completion of good deeds interpret, analyze, and evaluate ▪ maintain written records of good deeds through journal writing what he or she reads. ▪ think of a really good experience as a member of a group ▪ write about the good group experience: What made it good? Think of a bad experience. What made it bad? What can you learn from the comparison? ▪ write about a problem in the world that might be solved if people would cooperate more. Why aren't they cooperating now? How could they do a better job of cooperating?

543 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Social Studies ▪ list examples of the ways communities work together to solve Social Studies Standards 2005 problems and to celebrate the community ▪ 3-1.4 ▪ explain how countries depend on one another economically ▪ discuss issues such as honor code, student ethics, cheating, and responsible behavior Math ▪ keep a daily record of all the things you do that require Mathematics Process Standards cooperation for one week(at home, at school, and everywhere ▪ Communication else) ▪ Reasoning and Proof ▪ draw a chart at the end of the week ▪ Representation ▪ evaluate your actions with a grade on how cooperative you have been ▪ discuss ethical issues such as the manipulation of data, the human issues in various research projects, and “online” concerns Science ▪ grow plants from seeds Science – Process Standards ▪ record results of project in a journal ▪ Observe ▪ identify behaviors of cooperation and responsibility required for ▪ Communicate success ▪ discuss ethical issues such as the manipulation of data, the human issues in various research projects, and “online” concerns Health ▪ tell how to work things out if angry with someone Health and Safety Standards 2009 ▪ write an I message to say angry feelings ▪ I-3.2.2, M-3.4.1, I-3.4.1, I-3.6.1, M- ▪ recognize verbal and non-verbal communication skills from 3.7.1, I-3.1.2, M-3.7.2, P-3.8.2 examples ▪ demonstrate cooperative learning and team building Connections: ELA, Fine Arts: Music, ▪ become involved in service projects Drama

544 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Related Arts ▪ design a “How to Cooperate” poster that illustrates the ▪ Students will understand and cooperative behaviors listed at the top of this column. appreciate self. ▪ display on a wall ▪ Students will understand and respect ▪ recognize verbal and non-verbal communication skills from others. examples ▪ demonstrate cooperative learning and team building in class activities ▪ become involved in service projects Guidance ▪ practice cooperative teamwork skills on selected projects ▪ Students will understand and ▪ practice creativity and synthesis skills to invent appreciate self. ▪ make oral presentation to classmates ▪ Students will understand and respect ▪ develop leadership skills others. ▪ practice responsible behavior ▪ develop attitudes of caring, compassion and fair play ▪ develop respect for others

545 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

RESPECT SEPTEMBER

Grade: 4 Trait: RESPECT – to show high regard for authority, other people, self, and country Focus points: *What did the main character do that demonstrated respect? *Do you respect the main character and why or why not? *Who is a figure in your life that you respect and what characteristics do they exhibit? *Give examples in your life when you demonstrated respect.

Subject Suggestions for Integration Standards The student will…

546 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

ELA ▪ explore career interests and related occupations English Language Arts – Strands ▪ explore nontraditional career choices ▪ The student will draw upon a ▪ explore personal skills and talents variety of strategies to ▪ identify career clusters comprehend, interpret, analyze, ▪ identify and describe skills learned in school that are applied at and evaluate what he or she reads. home and in the community ▪ The student will recognize, ▪ identify resources for career planning demonstrate, and analyze the ▪ identify how personal activities and interests influence career qualities of effective choices communication. ▪ describe personal feelings ▪ describe personal characteristics about self ▪ relate skills and hobbies to career choices ▪ explain and respect similarities and differences among others ▪ relate the process of making and keeping a friend ▪ model effective communication skills ▪ apply conflict resolution skills ▪ describe and demonstrate ways to listen and express feelings that enhance effective communication ▪ list steps to use decision-making, problem-solving, and goal-setting processes ▪ identify and outline consequences of decisions and choices ▪ describe personal feelings ▪ describe positive characteristics about self ▪ explain and respect similarities and differences among others ▪ model effective communication skills ▪ describe the responsibility of family members ▪ tell about school and community roles ▪ describe and demonstrate ways to listen and express feelings that enhance effective communication

547 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Social Studies ▪ See ELA Social Studies Standards 2005 ▪ analyze the dilemma Robert E. Lee faced ▪ 4-6.5, 4-6.4, 3-4.4 ▪ research Lincoln’s words on writing an order to free slaves ▪ analyze Sherman’s march to the sea Math ▪ research life of a respected individual Mathematics Process Standards ▪ identify reasons this person deserves respect ▪ Communication ▪ summarize key biographical events and reasons for respect ▪ use oral presentation skills to share findings with class Science ▪ See ELA Science – Process Standards ▪ Observe ▪ Communicate Health ▪ See ELA Health and Safety Standards 2009 ▪ discuss ways to develop and exhibit self-respect ▪ M-4.1.1, I-4.2.1, I-4.2.2, P-4.2.2, I- 4.4.1, D-4.4.1, G-4.4.1, I-4.6.1, M- 4.7.1, P-4.8.2

Connections: SOCIAL STUDIES Related Arts ▪ create a class contract in which the kids lay out a set of rules for ▪ Students will develop a sense of having a respectful classroom community. ▪ use collaboration skills to determine the penalties for violating the rules ▪ brainstorm ways to make school environment more respectful ▪ evaluate ideas to create a list recommendations ▪ publish suggestions in school newspaper or on a poster.

548 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Guidance ▪ demonstrate how education relates to the world of work ▪ Students will understand and ▪ identify a problem, the solution chosen and the outcomes of respect others. conflict during the Civil War ▪ Students will understand and ▪ identify ways to give and receive positive reinforcement appreciate self. ▪ practice using effective verbal and non-verbal communication ▪ discuss and role play ways to deal with people experiencing a variety of feelings ▪ identify responsible behaviors at school

549 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

RESPONSIBILITY OCTOBER

Subject Suggestions for Integration Standards The student will… ELA ▪ write for different audiences and purposes English Language Arts – Strands ▪ analyze consequences of irresponsible and/or responsible behavior ▪ The student will write effectively for different audiences and purposes. Social Studies ▪ identify personal strengths and weaknesses Social Studies Standards 2005 ▪ set specific goal for self-improvement ▪ work cooperatively with partner to achieve goals Math ▪ explain why found money should be Mathematics Process Standards ▪ turned in regardless of the amount [move ▪ Communication ▪ the decimal to the right and add zeros ▪ Problem Solving ▪ 1.00, 10.00, etc.] Science ▪ talk about what things you can do together to take responsibility Science – Process Standards for the environment (recycling, using less water and energy, ▪ Observe buying non-polluting products, etc.) ▪ Communicate ▪ make a plan to improve environment and do it ▪ report on outcomes in class

550 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Health ▪ demonstrate appropriate responses (first-aid) to emergency Health and Safety Standards 2009 situations, including first-aid procedures ▪ I-4.1.1, I-4.2.1, M-4.3.1, G-4.3.1, ▪ recognize peer influences on strategies for dealing with conflict P-4.3.1, I-4.4.1, P-4.1.1, I-4.5.1, D- ▪ demonstrate refusal skills to enhance health and reduce exposure 4.5.1, P-4.5.1, I-4.7.1, N-4.7.1, N- to risks 4.7.2, D-4.8.1, P-4.8.1, P-4.8.2, N- ▪ recognize the influences of culture and media on behaviors related 4.8.1 to ATOD use (media literacy) Connections: Fine Arts: Visual Arts, Dance, Drama, Music Related Arts ▪ design and display "Being Responsible" poster illustrating the six ▪ Students will develop a sense of responsible behaviors community. ▪ contribute to a discussion about classroom responsibility: o What are the kids' responsibilities, what are the teacher’s responsibilities? ▪ create a chart of responsibilities identified and post in classroom ▪ identify consequences of being irresponsible and responsible Guidance ▪ contribute to a class discussion about issues of responsibility: ▪ Students will understand and o Tell about a time somebody broke a promise to you. How did appreciate self. that make you feel? Have you ever broken a promise to someone? How do you think it made that person feel?

551 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

GOOD CITIZENSHIP NOVEMBER

Grade: 4 Trait: GOOD CITIZENSHIP – to be actively engaged in demonstrating pride and responsibility in self, school, community, and country

Focus points: *Identify behaviors of a person who demonstrates good citizenship in the poems and stories. *What are the messages regarding responsible citizenship? *If you could write a class/school constitution, what important information would you include? *How did a particular document affect the lives of citizens in certain countries? *Identify your behaviors that demonstrate good citizenship.

Subject Suggestions for Integration Standards The student will… ELA ▪ explore career interests and related occupations English Language Arts – Strands ▪ explore nontraditional career choices ▪ The student will recognize, ▪ explore personal skills and talents demonstrate, and analyze the ▪ identify career clusters qualities of effective communication. ▪ identify and describe skills learned in school that are applied at home and in the community ▪ identify resources for career planning ▪ identify how personal activities and interests influence career choices ▪ describe personal feelings ▪ describe personal characteristics about self ▪ relate skills and hobbies to career choices

552 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Social Studies ▪ See ELA Social Studies Standards 2005 ▪ summarize the provisions of the Bill of Rights and the ▪ 4-4 Constitution ▪ evaluate the responsibilities of citizens in a democracy ▪ describe and explain the rights and responsibilities of a citizen in the U.S. Constitution. ▪ synthesize ways in which rights and responsibilities meet together for a democracy to succeed. ▪ Explain why, in a democracy, it is the role of a citizen to protect his/her rights ▪ explain ways citizens can protect their rights ▪ explain that citizens need themes: community, diversity, conflict, cooperation, and interaction within different environments, individualism, interdependence, continuity, and change in order to make effective and healthy decisions Math ▪ discuss giving unselfishly of yourself to help others Mathematics Process Standards ▪ discuss why it is better to give than receive ▪ Communication

Science ▪ discuss ethical issues such as the manipulation of data, the human Science – Process Standards issues in various research projects, and “online” concerns ▪ Classify ▪ identify natural resources that need to be protected ▪ Communicate ▪ identify actions students need to take to help preserve them

553 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

▪ develop sense of community ▪ Students will develop a sense of Related Arts ▪ apply internet skills to research assigned topics community ▪ contribute to class discussion re students who have “made a difference” in their communities ▪ identify volunteer activities appropriate for children Guidance ▪ use the decision-making model to work through problems and ▪ The student acquires the attitudes, come up with alternative solutions knowledge, aptitudes and skills that ▪ rate personal classroom citizenship skills contribute to effective learning in ▪ set an appropriate goal for improving an academic skill and work school and across the life span toward achieving it ▪ The student completes school with ▪ identify their own intellectual strengths the academic preparation essential to ▪ evaluate their personal use of study skills choose from a wide variety of substantial occupations

554 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

GENEROSITY DECEMBER

Grade 4 Trait: GENEROSITY—a willingness to give to others Focus points: *What do you consider an act of generosity? *Identify characters in literature that have demonstrated generosity. *Identify real-life examples of those who have demonstrated generosity. *Write about times you have been generous and the rewards of generosity.

Subject Suggestions for Integration Standards The student will… ELA ▪ write effectively for a specific audience on generosity topics ELA Standards ▪ generate a variety of examples of generous acts ▪ The students will write effectively for ▪ use non-print media to illustrate written ideas different audiences and purposes. ▪ write effectively for different audiences and purposes ▪ describe behaviors of a generous person Social Studies ▪ describe similarities and differences among others Social Studies Standards 2005 ▪ examine rewards of generous behaviors ▪ Native Americans helping European settlers in New World ▪ Harriet Tubman and the Underground Railroad ▪ US Foreign Aid to third world countries ▪ “We Are the World” concert proceeds

555 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Math ▪ practice appropriate group discussion skills Mathematics process Standards ▪ brainstorm alternate solutions to given problem ▪ Communication ▪ evaluate rewards of generous behaviors in group activities ▪ Problem Solving Science ▪ generate examples of generosity Science Process Standards ▪ maintain a visual classroom record of acts of generosity done or ▪ Observe received ▪ Communicate ▪ practice appropriate group discussion skills in experiments ▪ brainstorm alternate solutions to a given experiment ▪ evaluate rewards of generous behaviors in group activities Health ▪ role play situations of generosity Health and Safety Standards 2009 ▪ understand the perspective of others ▪ develop empathy and practice generous acts Second Step Curriculum ▪ tell how to encourage family members and friends to be generous Connections: ELA, Fine Arts-Visual Arts, Drama Related Arts ▪ practice cooperation and teamwork skills ▪ Students will understand and respect each ▪ role-play selected situations featuring acceptance and generosity other. ▪ analyze emotions and behaviors related to acceptance or non- acceptance in a group activity ▪ identify needs in the community for generosity ▪ plan a service project to meet the identified needs ▪ demonstrate respect for others’ work

556 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

▪ brainstorm ideas for increasing tolerance among students ▪ Students will understand and respect each Guidance ▪ practice cooperation and teamwork skills other. ▪ create visual representations of accepting behaviors ▪ display work in hallways or classroom ▪ answer the following: o What things could you do (or have you done) that would help someone who needs it? o How do you feel when people show that they really care about you?

557 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

SELF-DISCIPLINE JANUARY

Grade: 4 Trait: SELF-DISCIPLINE – to demonstrate the ability to control yourself in all situations Focus points: *If you were asked to be on a student committee, working on school safety issues, what would be your advice? *Describe how you organize your school and home responsibilities. *Explain why self-discipline is important in maintaining a healthy lifestyle.

Subject Suggestions for Integration Standards The student will… ELA ▪ list at least five things you can say to yourself when you're English Language Arts – Strands tempted to do something wrong ▪ The student will write effectively for ▪ post lists near your bed so you can read them from time to time. different audiences and purposes. Social Studies Social Studies Standards 2005 ▪ Identify and describe feelings and causes of anger ▪ identify situational stressors that can trigger anger and other negative emotions ▪ select examples of anger in real-life situations ▪ identify appropriate coping skills for dealing with anger ▪ write effectively for different audiences and purposes Math ▪ calculate the amount of time spent watching TV in a week Mathematics Process Standards ▪ create a color bar graph representing findings by day ▪ Communication ▪ discuss how too much TV affects self-discipline. ▪ Representation Science ▪ identify natural resources that need to be protected and what Science – Process Standards students need to do to help preserve them ▪ Classify ▪ Communicate

558 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Health ▪ demonstrate strategies for exercising self-control, managing Health and Safety Standards 2009 angry feelings, and keeping from fights ▪ M-4.1.1, N-4.1.5, I-4.4.1, I-4.5.1, D- 4.5.1, M-4.6.1, I-4.6.1, P-4.6.1, N- 4.6.1, N-4.6.2, M4.7.1, N-4.7.1, N- 4.7.2, D-4.8.1

Connections: Fine Arts: Drama, Visual Arts, Music Related Arts ▪ brainstorm examples of situations that trigger angry behaviors ▪ Students will understand and respect ▪ represent graphically alternative behaviors related to anger others. management ▪ identify positive and negative results of anger

Guidance ▪ practice coping skills by identifying alternative behaviors in ▪ Students will understand and respect response to negative emotions and experiences others.

559 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

KINDNESS & CARING FEBRUARY

Grade: 4 Trait: KINDNESS – to be considerate, courteous, helpful, and understanding of others’ feelings and beliefs Trait: CARING – to demonstrate concern through kindness and acceptance while meeting the needs of self and others Focus points: *Identify at least one person in your family or community that displays acts of kindness and explain how you know that. *Select a story or poem and explain how it would have ended if the person had demonstrated acts of kindness. *What are some messages related to character and kindness being expressed in the lyrics of some hard rock and rap music? *How does the character trait of kindness fit into your school setting? *Have you ever felt like one of the characters in the story? Explain. *If you had written the story, what changes might you have made? *Do any of the characters remind you of anyone you know? Explain. *Identify behaviors of a caring person.

Subject Suggestions for Integration Standards The student will… ELA ▪ write effectively for a specific purpose English Language Arts – Strands ▪ generate variety of examples of acts of kindness ▪ The student will write effectively for ▪ use non-print media to illustrate written ideas different audiences and purposes. ▪ write effectively for different audiences and purposes ▪ describe behaviors of a caring person

560 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Social Studies ▪ analyze the dilemma Robert E. Lee faced Social Studies Standards 2005 ▪ research Lincoln’s words on writing an order to free slaves ▪ analyze Sherman’s march to the sea ▪ explain that in a democracy, it is the role of a citizen to protect their rights ▪ list ways citizens can protect rights ▪ understand that citizens need themes: community, diversity, conflict, cooperation, and interaction within different environments, individualism, interdependence, continuity, and change in order to make effective and healthy decisions Math ▪ practice appropriate group discussion skills Mathematics Process Standards ▪ brainstorm alternate solutions to given problem ▪ Communication ▪ evaluate consequences and effects of various behaviors ▪ Problem Solving Science ▪ generate examples of kind acts Science – Process Standards ▪ maintain a visual classroom record of acts of kindness done or ▪ Observe received ▪ Communicate ▪ list different things that kids at your school do which are either caring or uncaring for the environment ▪ discuss how they feel about these things ▪ brainstorm ways to care more for the environment more ▪ evaluate ideas and create a list of best recommendations ▪ design a poster that lists these ideas

561 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Health ▪ dramatize situations Health and Safety Standards 2009 ▪ understand the perspectives of others ▪ M-4.1.1, M-4.1.2, G-4.1.4, I-4.2.1, G- ▪ develop empathy and practice acts of kindness 4.2.1, M-4.3.1, G-4.3.1, I-4.4.1, P- ▪ tell how to encourage family and friends to make healthy choices 4.5.1, M-4.6.1, M-4.7.1, P-4.8.1, P- 4.8.2 Related Arts ▪ practice cooperation and teamwork skills ▪ Students will understand and respect ▪ role-play selected situations re acceptance others. ▪ identify coping skills for making new friends ▪ analyze emotions and behaviors related to acceptance or non- acceptance in a group ▪ identify needs in the school or community ▪ plan a service project to meet those needs Guidance ▪ brainstorm ideas for increasing tolerance among students ▪ Students will understand and respect ▪ practice cooperation and teamwork skills others. ▪ create visual representation of accepting behaviors ▪ display work in hall or classroom ▪ answer the following: o What things could you do (or, have you done) that would help somebody who needs it? o How do you feel when people show that they really care about you? o Do you consider yourself a caring person? In what ways are you a caring person?

562 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

PERSEVERANCE MARCH

Grade 4 Trait: PERSEVERANCE---being persistent in one’s efforts to accomplish a purpose or goal despite difficulty or obstacles; willingness to try again despite mistakes and failures Focus Points: *Identify characters in literature that have persevered. *Identify real-life examples of those who have persevered. *Compare and contrast characters in literature/real life who have persevered and those who have not. *Write about times you have persevered and the rewards of perseverance.

Subject Suggestions for Integration Standards The student will… ELA ▪ write effectively for a specific audience ELA Standards ▪ generate a variety of examples of perseverance ▪ The students will write effectively for ▪ use non-print media to illustrate written ideas different audiences and purposes. ▪ write effectively for different audiences and purposes ▪ describe behaviors of people who have persevered Social Studies ▪ describe similarities and differences among others Social Studies Standards 2005 ▪ examine rewards of persevering ▪ European settlers in New World ▪ Slaves ▪ Revolutionary War ▪ Writing of the U.S. Constitution ▪ Civil Rights Math ▪ practice appropriate group discussion skills Mathematics Process Standards ▪ brainstorm alternate solutions to a given problem ▪ Communication ▪ evaluate rewards of persevering in group activities ▪ Problem Solving

563 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Science ▪ generate examples of perseverance Science Process Standards ▪ maintain a visual classroom record of persevering ▪ Observe ▪ practice appropriate group discussion skills in experiments ▪ Communicate ▪ brainstorm alternate solutions to a given problem ▪ evaluate rewards of persevering in group activities Health ▪ role play situations of persevering Health and Safety Standards 2009 ▪ understand the perspective of others ▪ develop empathy Second Step Curriculum ▪ practice perseverance ▪ tell how to encourage family members and friends to persevere Connections: Fine Arts – Dance, Visual Arts, Music d Drama

Related Arts ▪ practice cooperation and teamwork skills ▪ Students will understand and respect ▪ role-play selected situations featuring perseverance others. ▪ identify community needs regarding perseverance Guidance ▪ brainstorm ideas for increasing tolerance among students ▪ Students will understand and respect ▪ practice cooperation and teamwork skills others. ▪ create visual representations of accepting behaviors ▪ display work in hallways or classroom

564 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

HONESTY & INTEGRITY APRIL

Grade: 4 Trait: HONESTY/ INTEGRITY –to be truthful; fair and straightforward in conduct Focus points: *Identify examples of honesty displayed by characters in stories. *Compare and contrast behaviors of famous people who demonstrated honesty and those who did not. *Select a character and describe how the story would have ended differently if the person had not demonstrated honesty.

Subject Suggestions for Integration Standards The student will… ELA ▪ write effectively for different audiences and purposes English Language Arts – Strands ▪ The student will write effectively for different audiences and purposes. Social Studies ▪ summarize Thomas Jefferson’s organization and purpose for each Social Studies Standards 2005 part of the Declaration of Independence ▪ 4-4 ▪ summarize the Preamble of the U.S. Constitution ▪ explain the purpose of the Declaration of Independence and the Preamble of the Constitution ▪ list reasons why, in a democracy, it is the role of a citizen to protect their rights ▪ explain ways citizens can protect their rights ▪ explain that citizens need themes: community, diversity, conflict, cooperation, and interaction within different environments, individualism, interdependence, continuity, and change in order to make effective and healthy decisions

565 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Math ▪ explain why found money should be turned in regardless of the Mathematics Process Standards amount [move the decimal to the right and add zeros 1.00, 10.00, ▪ Communication etc.] ▪ Problem Solving ▪ Representation Science ▪ discuss ethical issues such as the manipulation of data, the human Science – Process Standards issues in various research projects, and “online” concerns ▪ Observe ▪ Communicate

Health ▪ write effectively for different purposes and audiences Health and Safety Standards 2009 ▪ analyze and evaluate personal behaviors ▪ M-4.1.1, I-4.1.1, G-4.2.1, I-4.4.1, D- 4.4.1, P-4.4.1, M-4.7.1 Related Arts ▪ role-play various situations related to peer pressure to act ▪ Students will understand and respect dishonestly others.

Guidance ▪ practice recordkeeping skills ▪ Students will understand and respect ▪ write journal entries according to given subject and format others. ▪ analyze media excerpts to identify examples of honest and dishonest behavior ▪ make conclusions based on data accumulated ▪ share findings with classmates

566 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

FAIRNESS & COOPERATION MAY

Grade: 4 Trait: FAIRNESS – to play by the rules, to be open minded to the viewpoints of others Focus points: *Identify a character and explain how he/she demonstrated fairness? *Select a story and write a different ending, with the main character acting unfairly. *What do you consider heroic deeds? *Do you want to associate with peers who are not fair? Why? *Describe features of the legal system that are in place to ensure fairness. Trait: COOPERATION –to play together or work well with others to accomplish a common goal Focus points: *Explain why cooperation is important in your workplace, the school environment. *Why is cooperation important in appreciating cultural diversity? *Explain why cooperation is critical for working on a team.

Subject Suggestions for Integration Standards The student will… ELA ▪ write effectively for different audiences and purposes English Language Arts – Strands ▪ analyze and define in writing selected character traits ▪ The student will write effectively for ▪ think of a really good experience as a member of a group different audiences and purposes. ▪ write the good group experience. What made it good? Think of a ▪ The student will draw upon a variety bad experience. What made it bad? What can you learn from the of strategies to comprehend, comparison? interpret, analyze, and evaluate what ▪ write about a problem in the world that might be solved if people he or she reads. would cooperate more. Why aren't they cooperating now? How ▪ The student will recognize, could they do a better job of cooperating? demonstrate, and analyze the qualities of effective communication.

567 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Social Studies ▪ summarize Thomas Jefferson’s organization and purpose for each Social Studies Standards 2005 part of the Declaration of Independence ▪ 4-4 and 4-6.6 ▪ summarize the preamble of the constitution ▪ explain the purpose of the Declaration of Independence & Preamble ▪ explain why, in a democracy, it is the role of a citizen to protect their rights ▪ explain ways citizens can protect rights ▪ understand that citizens need themes: community, diversity, conflict, cooperation, and interaction within different environments, individualism, interdependence, continuity, and change in order to make effective and healthy decisions ▪ describe the art, ceremonies, holidays, dance, music, handcrafts, medicines, science, technology, and inventions; of different regions in the U.S. ▪ explain the significance of regional differences in forming a national heritage. Math ▪ discuss ethical issues such as the manipulation of data, the human Mathematics Process Standards issues in various research projects, and “online” concerns ▪ Communication ▪ keep a daily record of all the things you do that require ▪ Representation cooperation for one week(at home, at school, and everywhere else) ▪ draw a chart at the end of the week ▪ evaluate your actions with a grade on how cooperative you have been Science ▪ discuss ethical issues such as the manipulation of data, the human Science – Process Standards issues in various research projects, and “online” concerns ▪ Classify ▪ practice cooperative teamwork skills on selected projects ▪ Communicate ▪ verbalize teamwork skills used to complete project ▪ use teamwork skills to make oral presentation to classmates

568 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Health ▪ distinguish actions of true friends and coping strategies for Health and Safety Standards 2009 feeling left out ▪ Fairness/cooperation ▪ promote positive conflict resolution with peers and family ▪ M-4.1.1, I-4.2.1, I-4.4.1, D-4.4.1, P-4.4.1, I-4.5.1, P-4.5.1, M-4.7.1, P-4.8.1 Related Arts ▪ practice cooperation and teamwork skills ▪ Students will develop a sense of ▪ in selected music and/or art activities community

Guidance ▪ contribute in appropriate ways to class discussion of the ▪ Students will understand and respect following: others. o Think of a time when you've taken unfair advantage of ▪ Students will develop a sense of a person or situation, or when someone has taken community o unfair advantage of you. Describe it. ▪ Students will understand and appreciate o What was unfair about it? How did it make you feel? self. o What did you learn from the experience? ▪ design a "How to Cooperate" poster that illustrates the cooperative behaviors listed at the top of this column ▪ display the poster on a wall.

569 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

RESPECT SEPTEMBER

Subject Suggestions for Integration Standards The student will… ELA ▪ describe personal feelings English Language Arts – Strands ▪ describe positive characteristics about self ▪ The student will recognize, ▪ recognize and explain personal boundaries, rights, and needs demonstrate, and analyze the qualities ▪ explain and respect similarities and differences among others of effective communication.

Social Studies ▪ explain the benefits and challenges of having diversity in the U.S. Social Studies Standards 2005 ▪ 5-6.4 Math ▪ discuss ethical issues such as the manipulation of data, the human Mathematics Process Standards issues in various research projects, and “online” concerns ▪ Communication ▪ Problem Solving Science ▪ See Math Science – Process Standards ▪ Observe ▪ Communicate

570 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Health ▪ demonstrate skills for resolving conflicts with peers Health and Safety Standards 2009 ▪ describe their responsibilities within the home, school, and ▪ I-5.4.1, G-5.4.1, M-5.7.1, M-5.7.2, I- community settings 5.7.2 ▪ demonstrate an understanding of decision-making/problem-solving process ▪ apply good health and safety practices ▪ state the emotional and physical effects of substance use and abuse

Related Arts ▪ practice cooperation and teamwork skills ▪ Students will understand and respect ▪ role-play selected situations re respect and acceptance of people others. who are “different” ▪ analyze emotions and behaviors related to acceptance or non- acceptance in a group activity Guidance ▪ See Health ▪ Students will understand and respect others. ▪ Students will make decisions, set goals, and take actions. ▪ Students will develop safety and survival skills.

571 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

RESPONSIBILITY OCTOBER

Subject Suggestions for Integration Standards The student will… ELA ▪ write effectively for different audiences and purposes English Language Arts – Strands

Social Studies ▪ identify real-life examples of responsible and irresponsible actions Social Studies Standards 2005 ▪ practice reading skills: skimming and scanning ▪ evaluate impact and consequences of various responsible and irresponsible behaviors Math ▪ explain why found money should be turned in regardless of the Mathematics Process Standards amount ▪ Communication ▪ [move the decimal to the right and add zeros 1.00, 10.00, etc.] ▪ Problem Solving Science ▪ contribute to class discussion about what things you can do together Science – Process Standards to take responsibility for the environment (recycling, using less ▪ Observe water and energy, buying non-polluting products, etc.) ▪ Communicate ▪ make a plan and do it ▪ report on your project in class.

572 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Health ▪ describe characteristics needed to be a responsible friend and Health and Safety Standards 2009 family member ▪ G-5.4.1, G-5.4.2, P-5.4.1, P-5.6.1, ▪ demonstrate strategies to resist negative peer pressure M-5.7.1, I-5.7.3, D-5.7.1, P-5.8.1, ▪ demonstrate positive strategies to reduce stress and anger in N-5.8.1 relation to identified stressors Connections: Fine Arts: Drama, Dance, Music, ▪ identify violent and risk behaviors and situations in mass media Visual Arts samples ▪ describe mass media influences on behaviors associated with risk- taking and violence Related Arts ▪ design and display a "Being Responsible" poster illustrating the six ▪ Students will understand and respect responsible behaviors others. ▪ display it on your classroom wall ▪ Students will make decisions, set ▪ demonstrate respect for other students’ work goals, and take actions. Guidance ▪ write effectively for different audiences and purposes ▪ Students will understand and respect ▪ evaluate consequences of responsible and irresponsible behavior others. ▪ Students will make decisions, set goals, and take actions.

573 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

GOOD CITIZENSHIP NOVEMBER

Subject Suggestions for Integration Standards The student will… ELA ▪ write effectively for different audiences and purposes English Language Arts – Strands ▪ identify behaviors and character traits of a hero/heroine ▪ The student will write effectively for different audiences and purposes. Social Studies ▪ explain events that demonstrate and promote Social Studies Standards 2005 ▪ principles of American democracy ▪ discuss how technology can positively affect citizenship Math ▪ create and participate in a tutoring program for younger students Mathematics Process Standards ▪ Communication ▪ Problem Solving Science ▪ explore career interests and related occupations Science – Process Standards ▪ identify career clusters ▪ Observe ▪ demonstrate cooperative work habits in a group ▪ Communicate ▪ demonstrate being a positive team member

574 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Health ▪ This is Your LIfe Health and Safety Standards 2009 ▪ recognize the value of life long learning ▪ Students will demonstrate the ability ▪ Middle School is Great to advocate for personal, family, and ▪ be aware of middle school challenges and possible solutions for community health. dealing with those challenges ▪ Students will demonstrate the ability ▪ Setting My Short Term Goals to practice behaviors that enhance ▪ formulate short-term goals health and reduce risks. ▪ Choices! Choices! Choices! ▪ I-5.8.1, P-5.8.1, N-5.8.1 ▪ realize that choices are made based on personal interests and abilities ▪ Learning Happens Everywhere ▪ realize that learning takes place at school and other places ▪ Responsible Me ▪ accept that learning is a personal responsibility Related Arts ▪ identify needs in the school or community ▪ Students will understand and respect ▪ plan a service project to meet those needs others. ▪ Students will develop a sense of community. Guidance ▪ See Health ▪ Students will understand and respect others. ▪ Students will make decisions, set goals, and take actions. ▪ Students will develop safety and survival skills.

575 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

GENEROSITY DECEMBER

Grade 5 Trait: GENEROSITY—a willingness to give to others Focus points: *What do you consider an act of generosity? *Identify characters in literature that have demonstrated generosity. *Identify real-life examples of those who have demonstrated generosity. *Write about times you have been generous and the rewards of generosity.

Subject Suggestions for Integration Standards The student will… ELA ▪ read stories related to issues of generosity ELA Strands ▪ contribute to class discussions regarding characters and events in ▪ The students will draw upon a variety of stories where generosity is demonstrated strategies to comprehend, interpret, ▪ identify behaviors of generous people analyze, and evaluate what he or she ▪ identify consequences of generous and ungenerous behaviors reads. Social Studies ▪ identify and describe generous actions Social Studies Standards 2005 ▪ select examples of generous and ungenerous actions in real-life ▪ People, Places and Environments situations ▪ Power, Authority, and Governance ▪ identify appropriate coping skills for dealing with anger ▪ write effectively for different audiences and purposes using the theme of generosity Math ▪ contribute appropriately to group discussions Mathematics process Standards ▪ list generous and ungenerous actions ▪ Communication ▪ identify possible consequences of generous and ungenerous ▪ Problem Solving actions ▪ sort types of generous behavior exhibited and graph data

576 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Science ▪ practice listening skills Science Process Standards ▪ identify examples of generous actions ▪ Observe ▪ identify consequences of ungenerous behaviors ▪ Communicate ▪ analyze and share emotions related to story ▪ Classify ▪ observe and compare reactions of classmates when generous and ungenerous behaviors are exhibited

Health ▪ demonstrate ways to communicate generosity, consideration, Health and Safety Standards 2009 respect for self, for parents and family, and for the diversity of others Second Step Curriculum ▪ role play situations of generosity

Connections: ELA, Fine Arts-Visual Arts, Drama Related Arts ▪ See Science ▪ Students will understand and respect each other. ▪ Students will make decisions, set goals, and take actions Guidance ▪ practice appropriate listening and speaking in group discussions ▪ Students will understand and respect each ▪ list generous and ungenerous actions other. ▪ identify possible consequences of generous and ungenerous ▪ Students will develop a sense of behaviors community

577 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

SELF-DISCIPLINE JANUARY

Grade: 5 Trait: SELF-DISCIPLINE – to demonstrate the ability to control yourself in all situations Focus points: *If you were asked to be on a student committee, working on school safety issues, what would be your advice? *Describe how you organize your school and home responsibilities. *Explain why self-discipline is important in maintaining a healthy lifestyle.

Subject Suggestions for Integration Standards The student will… ELA ▪ write effectively for various purposes English Language Arts – Strands ▪ and audiences ▪ The student will write effectively for ▪ practice listening skills different audiences and purposes. ▪ practice interviewing skills ▪ The student will recognize, ▪ follow multi-step directions demonstrate, and analyze the ▪ evaluate strengths and weaknesses of work on project qualities of effective communication. ▪ The student will draw upon a variety of strategies to comprehend, interpret, analyze, and evaluate what he or she reads. Social Studies ▪ list types of conflicts that occur in everyday life Social Studies Standards 2005 ▪ identify methods of coping with conflict ▪ evaluate consequences of various methods ▪ role-play typical school and home conflict situations Math ▪ calculate the amount of time spent watching TV in a week Mathematics Process Standards ▪ create a color bar graph representing data by day ▪ Communication ▪ discuss how too much TV affects self-discipline. ▪ Representation

578 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Science ▪ discuss the importance of putting trash in its proper place and Science – Process Standards recycling ▪ Observe ▪ explain how proper handling of trash affects our environment ▪ Communicate Health ▪ demonstrate use of positive self-management skills Health and Safety Standards 2009 ▪ explain why self-medication with ATOD is an unhealthy way to M-5.2.1, I-5.4.1, D-5.4.1, G-5.4.2, P- cope with unpleasant emotions 5.4.1, N-5.4.1, N-5.4.2, M-5.5.1, I- ▪ develop an action plan for dealing positively with difficult 5.5.1, D-5.5.1, G-5.5.1, N-5.5.1, N- emotional situations 5.5.2, M-5.7.1, M-5.7.2, I-5.7.3, D- ▪ demonstrate the ability to use self-management skills in family 5.7.1, N-5.7.1, I-5.8.1, P-5.8.1, N-5.8.1 relationships Connections: ELA Related Arts ▪ demonstrate self –control while participating in class activities. ▪ Students will understand and respect others. ▪ Students will make decisions, set goals, and take actions.

Guidance ▪ identify coping strategies for dealing ▪ Students will understand and ▪ with unpleasant emotions appreciate self. ▪ practice coping strategies ▪ Students will make decisions, set goals, and take actions. ▪ Students will develop safety and survival skills.

579 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

KINDNESS &CARING FEBRUARY

Subject Suggestions for Integration Standards The student will… ELA ▪ read stories related to issues of caring and kindness English Language Arts – Strands ▪ contribute to class discussion regarding characters and event in ▪ The student will draw upon a variety story of strategies to comprehend, interpret, ▪ identify behaviors of a caring person analyze, and evaluate what he or she ▪ identify consequences of caring and uncaring behavior reads. ▪ write effectively for different audiences and purposes ▪ The student will write for different ▪ observe and discuss bullying behaviors audiences and purposes effectively. ▪ list kind and unkind behaviors ▪ identify possible consequences of kind and unkind actions

580 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Social Studies ▪ identify and describe caring and uncaring actions Social Studies Standards 2005 ▪ select examples of caring and uncaring actions in real-life situations ▪ 5-1.2 ▪ identify appropriate coping skills for dealing with anger ▪ write effectively for different audiences and purposes ▪ identify and describe representative government, the rule of the law, majority rule, minority rights, and popular sovereignty Math ▪ contribute appropriately to group discussion Mathematics Process Standards ▪ list caring and uncaring actions ▪ Communication ▪ identify possible consequences of caring and uncaring behaviors ▪ Problem Solving ▪ contribute to class discussion re ways to help others ▪ identify possible consequences of helping others Science ▪ practice listening skills Science – Process Standards ▪ identify examples of caring actions ▪ Observe ▪ identify consequences of uncaring behaviors ▪ Communicate ▪ analyze and share emotions related to story ▪ Classify ▪ write letter in appropriate format ▪ work cooperatively with classmates to plan ▪ a recycling project ▪ implement project and share results Health ▪ demonstrate ways to care communicate care, consideration, Health and Safety Standards 2009 respect for self, for parents and family, and for the diversity of ▪ M-5.2.1, I-5.2.1, P-5.3.1, I-5.4.1, M- others 5.5.1, I-5.5.1, M-5.7.1, P-5.8.1

Related Arts ▪ observe, record, and tabulate instances of bullying behaviors ▪ Students will understand and respect ▪ report findings to classmates others. ▪ contribute to class discussion re observations ▪ Students will make decisions, set ▪ identify actions to reduce bullying goals, and take actions. 581 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Guidance ▪ practice appropriate listening and speaking group discussion ▪ Students will understand and skills respect others. ▪ list caring and uncaring actions ▪ Students will develop a sense of ▪ identify possible consequences of caring and uncaring behaviors community. ▪ list examples of kind behaviors ▪ act with kindness toward another person ▪ analyze feelings and results related to kind actions

582 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

PERSEVERANCE MARCH

Grade 5 Trait: PERSEVERANCE---being persistent in one’s efforts to accomplish a purpose or goal despite difficulty or obstacles; willingness to try again despite mistakes and failures Focus Points: *Identify characters in literature that have persevered. *Identify real-life examples of those who have persevered. *Compare and contrast characters in literature/real life who have persevered and those who have not. *Write about times you have persevered and the rewards of perseverance.

Subject Suggestions for Integration Standards The student will… ELA ▪ read stories related to issues of perseverance ELA Standards ▪ contribute to class discussions regarding characters and events in ▪ The students will draw upon a variety stories of strategies to comprehend, interpret, ▪ identify behaviors of people who have persevered analyze and evaluate what he or she ▪ identify consequences of persevering and giving up reads ▪ identify and describe acts of perseverance Social Studies Standards 2005 Social Studies ▪ select examples of perseverance from real life ▪ European settlers in New World ▪ Slaves ▪ Revolutionary War ▪ Writing of the U.S. Constitution ▪ Civil Rights

583 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

▪ contribute appropriately to group discussions Mathematics Process Standards Math ▪ compare/contrast persevering and giving up actions ▪ Communication ▪ identify consequences of persevering and giving up ▪ Problem Solving ▪ practice listening skills Science Process Standards Science ▪ identify examples of persevering actions ▪ Observe ▪ identify consequences of perseverance ▪ Communicate ▪ analyze and share emotions related to story ▪ Classify ▪ write a letter encouraging someone to persevere ▪ demonstrate ways to communicate perseverance, consideration, Health and Safety Standards 2009 Health respect for self, for parents and family and for the diversity of others ▪ role play situations of persevering Second Step Curriculum

Connections: Fine Arts – Dance, Visual Arts, Music and Drama

▪ See Science ▪ Students will understand and Related Arts respect others. ▪ Students will make decisions, set goals, and take actions. ▪ practice appropriate listening and speaking skills during group ▪ Students will understand and Guidance discussions respect others. ▪ compare/contrast persevering and giving up ▪ Students will develop a sense of ▪ identify the consequences of persevering versus giving up community.

584 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

HONESTY & INTEGRITY APRIL

Grade: 5 Trait: HONESTY/INTEGRITY – to always be truthful; fair and straightforward in conduct Focus points: *Identify examples of honesty displayed by characters in stories. *Compare and contrast behaviors of famous people who demonstrated honesty and those who did not. *Select a character and describe how the story would have ended differently if the person had not demonstrated honesty.

Subject Suggestions for Integration Standards The student will… ELA ▪ write effectively for different audiences and purposes English Language Arts – Strands

Social Studies ▪ use research and interview skills to conduct survey regarding Social Studies Standards 2005 attitudes toward honest and dishonest behaviors ▪ represent findings in graphic format ▪ share findings with classmates

Math ▪ explain why found money should be turned in regardless of the Mathematics process Skills amount [move the decimal to the right and add zeros 1.00, 10.00, ▪ Communication etc.] ▪ Problem Solving Science ▪ discuss ethical issues such as the manipulation of data, the human Science Process Skills issues in various research projects, and “online” concerns ▪ Observe ▪ Communicate

585 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Health ▪ identify ways that qualities of good character enhance emotional Health and Safety Standards 2009 and social health ▪ M-5.2.1, I-5.2.2, P-5.4.1, N-5.4.2, D-5.5.1, G-5.5.1, M-5.7.1

Related Arts ▪ practice cooperation and teamwork skills ▪ Students will understand and respect ▪ role-play selected situations re honest and dishonest behaviors others. ▪ identify coping skills for dealing with peer pressure ▪ create multimedia method of sharing role-play situations with other students

586 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

FAIRNESS & COOPERATION MAY

Grade: 5 Trait: FAIRNESS – to play by the rules, to be open minded to the viewpoints of others Focus points: *Identify a character and explain how he/she demonstrated fairness? *Select a story and write a different ending, with the main character acting unfairly. *What do you consider heroic deeds? *Do you want to associate with peers who are not fair? Why? *Describe features of the legal system that are in place to ensure fairness. Trait: COOPERATION –to play together or work well with others to accomplish a common goal Focus points: *Explain why cooperation is important in your workplace, the school environment. *Why is cooperation important in appreciating cultural diversity? *Explain why cooperation is critical for working on a team.

Subject Suggestions for Integration Standards The student will… ELA ▪ list examples of fair and unfair behaviors English Language Arts Strands ▪ analyze feelings and results related to fair and unfair actions ▪ The student will recognize, ▪ write effectively for various audiences and purposes demonstrate, and analyze the ▪ explain why cooperation is important at school and at home qualities of effective communication. ▪ The student will write effectively for different audiences and purposes.

587 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Social Studies ▪ explain how appreciation for one’s own culture and the culture of Social Studies Standards 2005 others enhances mental/emotional and social health ▪ 5-1.2 and 5-4.5 ▪ demonstrate ways to care, communicate care, consideration, respect for self, for parents and family, and for the diversity of others ▪ identify and describe representative government, the rule of the law, majority rule, minority rights, and popular sovereignty ▪ explain events that demonstrate and promote principles of American democracy ▪ research how various cultural groups have an impact on the decisions and development of people and their civilization ▪ list events, people, and various cultures that made an impact on the U.S. during the W.W. II era ▪ brainstorm and research various ways people can work together to follow the principles and ideas of American democracy ▪ research current events for examples of conflict and cooperation

Math ▪ discuss ethical issues such as the manipulation of data, the human Mathematics Process Standards issues in various research projects, and “online” concerns ▪ Communication ▪ practice recordkeeping skills ▪ Representation ▪ identify reasons that cooperation is critical for effective work in a team ▪ create visual representation of findings ▪ evaluate level of cooperation indicated by data Science ▪ See Math Science – Process Standards ▪ Classify ▪ Communicate

588 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Health ▪ Demonstrate ways to care, communicate care, consideration, Health and Safety Standards 2009 respect for self, for parents and family, and for the diversity of ▪ I-5.2.1, I-5.2.2, I-5.4.1, D-5.4.1, G- others 5.4.1, M-5.5.1, I-5.5.1, D-5.5.1, G- ▪ Explain how appreciation for one’s own culture and the culture of 5.5.1, M-5.7.1, M-5.7.2, I-5.7.3, D- others enhances mental/emotional and social health 5.7.1

Related Arts ▪ design and display a "How to Cooperate" poster that illustrates the ▪ Students will understand and respect cooperative behaviors listed at the top of this column others.

Guidance ▪ list examples of fair and unfair behaviors ▪ Students will understand and respect ▪ identify character traits of a fair person others. ▪ practice cooperative teamwork skills on selected projects ▪ apply creative thinking skills to given task ▪ analyze cooperative teamwork process used to complete project ▪ make oral presentation to class

589 2009 HEALTH STANDARDS D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

RESPECT SEPTEMBER

Subject Suggestions for Integration Standards The student will… ELA ▪ discuss tolerance of religious or cultural differences in world English Language Arts – Strands religions: Buddhism, Christianity, and Islam. ▪ The student will draw upon a variety ▪ discuss or study artifacts, oral history, primary and secondary of strategies to comprehend, sources interpret, analyze, and evaluate what ▪ identify ways to relate to and show respect for the elderly – he or she reads. including parents and grandparents ▪ The student will access and use ▪ interview parents and grandparents about childhood memories, information from a variety of school, toys, and holidays etc., make a scrapbook, and share with appropriately selected sources to the class. extend his or her knowledge. ▪ Who Am I? Where am I going? ▪ recognize and explain the relationship of physical, emotional, and intellectual changes and the effects on self-concept and control ▪ relate an awareness, understanding, and respect for others ▪ define and explain the influence of attitudes and behaviors on interpersonal and peer relationships ▪ identify roadblocks to communication and model ways to overcome them ▪ recognize and respect individual differences ▪ “We all live with the objective of being happy; our lives are all different but yet the same.” Cultural Diversity: Sharing Planet Earth

2009 HEALTH STANDARDS 590 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

▪ demonstrate an understanding of different cultures, attitudes and abilities ▪ “Effective communication is the foundation of a healthy relationship.” Communication Skills: Did I Hear What You Said? ▪ increase effective communication skills with peers and adults ▪ explain and interpret interactions between peers and adults ▪ demonstrate a positive attitude toward work and the ability to work together ▪ translate the importance of interpersonal relationships and demonstrate positive interaction with others Social Studies ▪ “We all live with the objective of being happy; our lives are all Social Studies Standards 2005 different but yet the same.” Cultural Diversity: Sharing Planet ▪ South Carolina Social Studies Earth Standards that relate to different, ▪ demonstrate an understanding of different cultures, attitudes, and countries, cultures, religions, etc. abilities

▪ See ELA Curriculum Guide Math ▪ discuss ethical issues such as the manipulation of data Mathematics Process Standards ▪ Communication Science ▪ identify character traits that contribute to work ethic and career Science – Process Standards choices ▪ Observe ▪ Communicate

2009 HEALTH STANDARDS 591 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Health ▪ demonstrate ways to communicate care, consideration, and respect Health and Safety Standards 2009 for self, for parents, and family, and for the diversity of others. ▪ M-6.1.2, G-6.4.1, G-6.4.2

Related Arts ▪ recognize and explain the relationship of physical, emotional, and intellectual changes and the effects on self-concept and control ▪ Students will understand and appreciate self Guidance ▪ See ELA ▪ Students will understand and ▪ recognize and respect individual differences appreciate self. ▪ demonstrate an understanding of different cultures, attitudes, and ▪ Students will understand and respect abilities others. ▪ Students will understand how community awareness relates to work.

2009 HEALTH STANDARDS 592 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

RESPONSIBILITY OCTOBER

Subject Suggestions for Integration Standards The student will… ELA ▪ listen for specific information (details, sequence, definition, English Language Arts – Strands inference, predict outcomes, draw conclusions, and distinguish ▪ The student will draw upon a variety informative from persuasive messages of strategies to comprehend, ▪ analyze the changing responsibilities of an adolescent in an interpret, analyze, and evaluate what independent writing assignment to reinforce responsible behavior he or she reads. ▪ practice decision-making process: Step-by-Step Solution ▪ The student will access and use ▪ write a multi-paragraph essay on the topic: “Using the Problem- information from a variety of Solving model in My Life” appropriately selected sources to ▪ identify and participate in activities that demonstrate good extend his or her knowledge. citizenship ▪ The student will recognize, ▪ See S.S. demonstrate, and analyze the qualities of effective communication.

2009 HEALTH STANDARDS 593 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Social Studies ▪ “What we have done for ourselves alone dies with us. What we Social Studies Standards 2005 have done for others and the world remains immortal.” Interpersonal Relationships: Serving Our Community ▪ See ELA ▪ answer the following questions orally or in writing: o What were the responsibilities of the Ancient Romans? What were the roles of the plebeians, patricians, senators, and slaves in the Roman society? What is republic? How does Rome’s republic work? What is the Pax Romana? How did Rome build up and govern its empire? Math ▪ identify character traits that contribute to work ethic and career Mathematics Process Standards choices ▪ Communication

Science ▪ explain the importance of ethics and character to science Science – Process Standards ▪ write reflective journal entries and compositions which consider ▪ Observe the consequences of scientific inquiries done without a ▪ Communicate commitment to principles such as responsibility Health ▪ demonstrate basic first aid for common injuries such as burns, Health and Safety Standards, 2009 cuts, bruises and abrasions ▪ G-6.1.1, G-6.1.5, G-6.5.1, G-6.7.2, I- 6.1.1, I-6.5.1, I-6.7.3, I-6.8.1, M-6.3.1, P-6.2.1, P-6.6.1, P-6.7.1, P-6.7.2, P- 6.8.1 Related Arts ▪ Students will understand the ▪ identify character traits which contribute to work ethic and career relationships among personal choices qualities, education and training, and the world of work. Guidance ▪ write journal entries in response to following quote: ▪ Students will understand the ▪ “What we have done for ourselves alone dies with us. What we relationships among personal have done for others and the world remains immortal.” qualities, education and training, and ▪ Interpersonal Relationships: Serving Our Community the world of work. ▪ See ELA ▪ Students will understand how community awareness relates to work. 2009 HEALTH STANDARDS 594 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

GOOD CITIZENSHIP NOVEMBER

Subject Suggestions for Integration Standards The student will… ELA ▪ “Reaching your goals and dreams in life depends on activity. This English Language Arts – Strands means work!” Goal Setting: School Success: How do I get there? ▪ The student will draw upon a variety ▪ demonstrate decision-making and goal-setting skills of strategies to comprehend, interpret, o explain how studying influences learning and how attitudes analyze, and evaluate what he or she influence achievement reads. o explain and develop personal capabilities and cooperation in ▪ The student will access and use learning with others information from a variety of ▪ “What we have done for ourselves alone dies with us. What we have appropriately selected sources to done for others and the world remains immortal.” Interpersonal extend his or her knowledge. Relationships: Serving Our Community ▪ The student will recognize, ▪ identify opportunities to participate in community service demonstrate, and analyze the qualities ▪ explain the value of teamwork and display the ability to work in teams as of effective communication. well as independently identify and participate in activities that demonstrate good citizenship Social ▪ See ELA Social Studies Standards 2005 Studies ▪ South Carolina Social Studies standards that relate to different, countries, cultures, religions, etc. Math ▪ identify character traits that contribute to work ethic and career choices Mathematics Process Standards 2009 HEALTH STANDARDS 595 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

▪ Communication Science ▪ read the biographies of scientists who have modeled good character and Science – Process Standards made a difference in the world ▪ Observe ▪ Communicate Health ▪ demonstrate the ability to advocate for Personal, Family and Community Health and Safety Standards, 2009 Health ▪ I-6.8.1, M-6.3.1, M-6.5.1, N-6.8.1, ▪ list ways to be an advocate for fairness and justice P-6.8.1 ▪ advocate for needs and rights of others Related Arts ▪ discuss copyright laws pertaining to musicians’ and artists’ work ▪ Students will understand the ▪ identify character traits that contribute to work ethic and career choices relationships among personal qualities, education and training, and the world of work. Guidance ▪ See ELA ▪ Students will understand the relationships among personal qualities, education and training, and the world of work. ▪ Students will demonstrate decision making, goal setting, problem solving, and communication skills. ▪ Students will understand how community awareness relates to work.

2009 HEALTH STANDARDS 596 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

GENEROSITY DECEMBER

Grade: 6 Trait: GENEROSITY –a willingness to give to others Focus points: *What do you consider an act of generosity? *Identify characters in literature that have demonstrated generosity. *Identify real-life examples of those who have demonstrated generosity. *Write about times you have been generous and the rewards of generosity.

Subject Suggestions for Integration Standards The student will… ELA ▪ Summarize author bias based on the omission of relevant facts and English Language Arts Strands statements of unsupported opinions. ▪ 6-2.3, 6-6.1, 6-4.1

▪ Interview parents, grandparents, and other students and determine whether attitudes about generosity have changed over time.

Social Studies ▪ Participate in a community service project such as a canned food Social Studies Standards 2005 and clothing drive or a Toys for Tots campaign to demonstrate generous behavior to those less fortunate. ▪ Compare the origins, founding leaders, basic principles, and diffusion of major religions and philosophies as they emerged and expanded, including Judaism, Christianity, Islam, Buddhism, Hinduism, Confucianism, and Taoism. (H, G) Part of what we teach when we cover Hinduism is the Hindu Caste System. This is a social class system in which Hindus are born into a particular social level, or caste. The lowest level of this caste is known as untouchables. The Hindu religion believes in reincarnation, or the

2009 HEALTH STANDARDS 597 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

idea that when you die, you are reborn into another living being. This can vary from insect to human, depending on your previous life. If you have done "good" deeds, then you will be reborn into a higher caste. If you have been a "bad" person in the previous life, or bad karma, then you will be reborn into a lower level. The goal is to keep doing good karmic deeds so you can eventually end the cycle of rebirths and enjoy an eternity in the Hindu version of heaven. (basically)

▪ For class, each student will be assigned into a particular caste level. They are also given a Karma chart in which they will keep track of their Karma points. To receive karma points, the students will need to do good deeds in school. When a student performs a good karma deed, (being generous, holding the door for someone, anything positive) a teacher or administrator will acknowledge and sign the karma chart. When the student reaches 5 karma points, they have made it to the next level, and have completed the assignment.

Math ▪ The student will research a non-profit organization of their ▪ 6-2.1- Understand whole number choosing on the web. The student will put together a presentation percentages through 100. on the “generosity” of other countries and/or states to this organization by dollars donated. In the presentation the student ▪ 6-6.2- Organize data in frequency will include the following: a summary of the organization’s tables, histograms or stem-and-leaf purpose, a graph, fraction form, decimal form, percentage form of plots as appropriate dollars donated.

2009 HEALTH STANDARDS 598 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Science ▪ Discuss how generosity influences the lives or organ recipients and Science Standards donors

Health ▪ Take an inventory of toys you have outgrown and look for a place Health and Safety Standards, 2009 in the community where you can donate to someone less fortunate. M-6.1.2

Related Arts ▪ Use small group peer tutoring to help students who are behind. ▪ National Standard #7

Guidance ▪ Model generosity with students by being open, honest and willing American School Counselor Assoc. to share knowledge and time. Cover generosity through goal- ▪ A:A 5.5, PS:A 1.3, 1.6, 1.9, 2.7, 2.8 setting lesson.

2009 HEALTH STANDARDS 599 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

SELF-DISCIPLINE JANUARY

Grade: 6 Trait: SELF-DISCIPLINE – to demonstrate the ability to control yourself in all situations Focus points: *If you were asked to be on a student committee, working on school safety issues, what would be your advice? *Describe how you organize your school and home responsibilities. *Explain why self-discipline is important in maintaining a healthy lifestyle.

Subject Suggestions for Integration Standards The student will… ELA ▪ examine the impact of peer pressure and explain its impact on an English Language Arts – Strands individual ▪ The student will write effectively ▪ contribute to class discussion of prevalent situations and support for different audiences and purposes ideas with examples related to students and academic situations ▪ The student will recognize, ▪ write a multi-paragraph essay on the topic: “Peer Pressure – How demonstrate, and analyze the to Say No” qualities of effective communication. Social Studies ▪ participate in a Good Manners Club (GMC) Social Studies Standards 2005 ▪ observe and discuss examples of acceptable verbal and nonverbal behavior ▪ observe and discuss consequences of unacceptable verbal and nonverbal behavior Math ▪ read biographies of famous mathematicians Mathematics Process Standards ▪ discuss the self-discipline required to make a difference in the ▪ Communication world Science ▪ read biographies of famous scientists Science – Process Standards ▪ discuss the self-discipline required to make a difference in the ▪ Observe world ▪ Communicate

2009 HEALTH STANDARDS 600 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Health ▪ demonstrate healthful strategies to assess and manage conflict Health and Safety Standards 2009 and stress: ▪ D-6.6.1, G-6.1.5, I-6.5.1, I-6.7.1, M- ▪ organize school materials to make finding them less stressful 6.1.2, N-6.7.1, N-6.7.2, P-6.5.1, P- ▪ allow extra time to find and change classes 6.6.1, P-6.7.1

Related Arts ▪ discuss copyright laws relating to musicians’ and artists’ work ▪ Students will understand the ▪ identify character traits that contribute to work ethic and career relationships among personal choices qualities, education and training, and the world of work. Guidance ▪ identify character traits that contribute to work ethic and career ▪ Students will understand the choices relationships among personal qualities, education and training, and the world of work.

2009 HEALTH STANDARDS 601 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

KINDNESS & CARING FEBRUARY

Subject Suggestions for Integration Standards The student will… ELA ▪ identify acts of kindness and explain their importance in various ELA Strands literary works ▪ Reading ▪ utilize a variety of strategies to comprehend, interpret, analyze, ▪ Writing and evaluate what he/she reads ▪ Communication

Social Studies ▪ participate in a Good Manners Club (GMC) Social Studies Standards 2005 ▪ observe and discuss examples of acceptable verbal and nonverbal behavior ▪ observe and discuss consequences of unacceptable verbal and nonverbal behavior Math ▪ identify character traits that contribute to Mathematics Process Standards ▪ work ethic and career choices ▪ Communication Science ▪ practice and encourage safety in projects and lab activities Science – Process Standards ▪ explain the importance of ethics to science ▪ Observe ▪ Communicate 2009 HEALTH STANDARDS 602 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Health ▪ demonstrate ways to communicate care, consideration, and Mathematics Process Skills respect for self, for parents, and family, and for the diversity of ▪ M-6.1.4, G-6.2.1, G-6.4.1, G-6.7.1, I- others. 6.1.2 ▪ demonstrate appropriate ways to end an unhealthy friendship Related Arts ▪ Students will understand the ▪ identify character traits that contribute to work ethic and career relationships among personal choices qualities, education and training, and the world of work. Guidance ▪ seek opportunities to participate in community service ▪ Students will understand the ▪ explain the value of teamwork and display the ability to work in relationships among personal teams as well as independently qualities, education and training, and ▪ identify and participate in activities that demonstrate good the world of work. citizenship

2009 HEALTH STANDARDS 603 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

PERSEVERANCE MARCH

Grade 6 Trait: PERSEVERANCE –being persistent in one’s efforts to accomplish a purpose or goal despite difficulty or obstacles; willingness to try again despite mistakes and failures Focus points: *Identify characters in literature that have persevered. *Identify real-life examples of those who have persevered. *Compare and contrast characters in literature/real life who have persevered and those who have not. *Write about times you have persevered and the rewards of perseverance.

Subject Suggestions for Integration Standards The student will… ELA ▪ Write a multi-paragraph personal essay about a time in their ▪ 6-4.3 (create multi-paragraph compositions) life when they used perseverance to meet a challenge ▪ 6-6.1, 6-6.2, 6-6.5, 6.6-8

▪ Read The Diary of Anne Frank and do a research paper on the Holocaust and concentration camps. The Jews are perfect examples of people with perseverance

▪ Research an athlete who overcame obstacles and persevered to achieve greatness. Write an article summary or develop a poster on the topic of perseverance, showcasing that athlete.

Social Studies ▪ Illustrate the correct concept of perseverance (with a poster, Social Studies Standards 2005 collage, or original art work) in ancient hunter-gatherer ▪ 6-1.1, 6-1.2,6-1.3,6-1.4 societies. Math ▪ Share personal stories in math class about the significance ▪ Problem Solving of perseverance to be successful in math.

▪ The student will research a mathematician from a given list. ▪ 6.1-7 Generalize connections among a The student will write at least a page summary of the major variety or representational forms and real- 2009 HEALTH STANDARDS 604 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

contribution(s) the mathematician made to society. world situations. Included in the summary, the student will explain how the person used “perseverance” at some point in his/her life to achieve success. Science ▪ The student will research animals that are known for their Science Standards perseverance and will explain how these animals defend ▪ 6.3-1 (Compare structures of invertebrate and themselves, get their food, and obtain resources. vertebrate animals.) ▪ 6.3-2 (Summarize the basic functions of the ▪ Use peer tutoring during lab activities (pair students of structures of animals) different abilities). ▪ 6-1.1 Use appropriate tools and instruments safely and accurately when conducting a controlled scientific investigation. Health ▪ Define resiliency and think of a time when you didn’t meet Health and Safety Standards 2009 your goal. What did you do to meet the challenge? ▪ M-6.1.3, P-6.5.1, P-6.6.1, P-6.7.1

Related Arts ▪ Write a multi-paragraph personal essay about how a piece of ▪ National Standard #6 music helped them persevere.

Guidance ▪ Learn how to apply the concept of perseverance through a ▪ American School Counselor Assoc. A:A1.1, goal setting lesson focused on prioritizing as well as value of 1.4, 1.5, 2.2, 2.2, 2.4, 3.1, 3.4 persistence and hard work.

2009 HEALTH STANDARDS 605 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

HONESTY & INTEGRITY APRIL

Grade: 6 Trait: HONESTY/ INTEGRITY – to be truthful; fair and straightforward in conduct Focus points: *Identify examples of honesty displayed by characters in stories. *Compare and contrast behaviors of famous people who demonstrated honesty and those who did not. *Select a character and describe how the story would have ended differently if the person had not demonstrated honesty.

Subject Suggestions for Integration Standards The student will… ELA ▪ discuss freedom in government and religion, etc. in early Greek English Language Arts – Strands democracy and dictatorships of W.W. I and W.W. II ▪ The student will draw upon a variety of strategies to comprehend, interpret, analyze, and evaluate what he or she reads. ▪ The student will recognize, demonstrate, and analyze the qualities of effective communication. Social Studies ▪ review current events and analyze various political and social Social Studies Standards 2005 actions in relation to honesty Math ▪ Stress Honesty and Integrity--cite the importance of these virtues Mathematics Process Standards in applying math and science to real-world problems and in ▪ Communication completing classwork ▪ A Classroom Code of Ethics--create a code of ethics for their classroom ▪ explain key concepts in “primary documents: - the ethics statements of scientific and mathematical organizations and the core values of the school’s Character Education program ▪ shape a series of principles or guidelines that are suited to their work as young scientists and mathematicians 2009 HEALTH STANDARDS 606 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Science ▪ See Math Science – Process Standards ▪ Observe ▪ Communicate Health ▪ explain why concerns about someone’s potential to harm self or Health and Safety Standards, 2009 others must always be reported to the appropriate adults ▪ D-6.3.1,D-6.8.1, G-6.1.1, G-6.1.5, ▪ explain why knowledge of weapons on school property must G-6.4.1, G-6.5.1, M-6.1.2, P- always be reported to the appropriate adults 6.6.1 Related Arts ▪ discuss copyright laws relating to musicians’ and artists’ work ▪ Students will understand the ▪ identify character traits that contribute to work ethic and career relationships among personal choices qualities, education and training, and the world of work. Guidance ▪ identify character traits that contribute to work ethic and career ▪ Students will understand the choices relationships among personal qualities, education and training, and the world of work. ▪ Students will understand and respect others.

2009 HEALTH STANDARDS 607 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

FAIRNESS & COOPERATION MAY

Trait: COOPERATION –to play together or work well with others to accomplish a common goal Focus points: *Explain why cooperation is important in your workplace, the school environment. *Why is cooperation important in appreciating cultural diversity? *Explain why cooperation is critical for working on a team.

Subject Suggestions for Integration Standards The student will… ELA ▪ identify behaviors associated with fairness English Language Arts – Strands ▪ explain why fairness is important in our lives ▪ The student will draw upon a variety ▪ utilize a variety of strategies to comprehend, interpret, analyze, and of strategies to comprehend, evaluate what he/she reads interpret, analyze, and evaluate what ▪ identify examples of fair and unfair actions by characters in various he or she reads. literary works ▪ The student will recognize, ▪ discuss perseverance or overcoming hardships as early settlers make demonstrate, and analyze the their way through drought, flooding, and unsettled land in the study qualities of effective of ancient civilizations (Greece, Rome, Indus River Valley) communication. ▪ “We all live with the objective of being happy; our lives are all different but yet the same.” Cultural Diversity: Sharing Planet Earth ▪ demonstrate an understanding of different cultures, attitudes, and abilities ▪ “If we want our children to possess the traits of character we most

2009 HEALTH STANDARDS 608 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

admire, we need to teach them what those traits are and why the deserve both admiration and allegiance. Children must learn the forms and content of those traits.” Career Awareness: Showing Good Character in the Workplace ▪ define the importance of responsibility, punctuality, and integrity in the workplace Social Studies ▪ discuss topics such as ethics in politics, trade agreements, business, Social Studies Standards 2005 and social agenda ▪ “We all live with the objective of being happy; our lives are all ▪ Asian Culture: how people interact different but yet the same.” Cultural Diversity: Sharing Planet Earth ▪ River Valley Civilizations: Ancient ▪ demonstrate an understanding of different cultures, attitudes, and Egypt, Mesopotamia, India, and abilities China – Relationships Math ▪ explain the importance of the virtues of honesty and integrity in Mathematics Process Standards applying math and science to real-world problems and in completing ▪ Communication class work ▪ work cooperatively with classmates to create a Code of Ethics for classroom ▪ examine and discuss “primary documents” – the ethics statements of scientific and mathematical organizations and the core values of the school’s Character Education program ▪ work with other students to shape a series of principles or guidelines that are suited to their work as young scientists and mathematicians ▪ utilize opportunities for individual and group reflection through journals, writing assignments, and creative projects Science ▪ utilize opportunities for individual and group reflection through Science – Process Standards journals, writing assignments, and creative projects ▪ Observe ▪ Communicate Health ▪ demonstrate effective interpersonal communication skills Health and Safety Standards 2009 ▪ G-6.4.1, G-6.4.2, G-6.7.1, I-6.4.1, I- 6.7.1, I-6.7.3, M-6.4.1

2009 HEALTH STANDARDS 609 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

RESPECT SEPTEMBER Grade: 7 Trait: RESPECT - to show high regard for authority, other people, self, and country Focus points: *What did the main character do that demonstrated respect? *Do you respect the main character and why or why not? *Who is a figure in your life that you respect and what characteristics to they exhibit? *Give examples in your life when you demonstrated respect.

Subject Suggestions for Integration Standards The student will… ELA ▪ “We all live with the objective of being happy; our lives are all English Language Arts – Strands different but yet the same.” Cultural Diversity: Sharing Planet ▪ The student will draw upon a Earth variety of strategies to ▪ demonstrate an understanding of different cultures, attitudes, and comprehend, interpret, analyze, abilities and evaluate what he or she reads. ▪ “Effective communication is the foundation of a healthy ▪ The student will recognize, relationship.” Communication Skills: Did I Hear What You Said? demonstrate, and analyze the ▪ increase use of effective communication skills with peers and qualities of effective adults communication. ▪ explain and interpret interactions between peers and adults ▪ demonstrate a positive attitude toward work and the ability to work together ▪ translate the importance of interpersonal relationships and demonstrate positive interaction with others ▪ Who Am I? Where am I going? ▪ recognize and explain the relationship of physical, emotional, and intellectual changes and the effects on self-concept and control ▪ demonstrate an awareness, understanding, and respect for others ▪ define and explain the influence of attitudes and behaviors on interpersonal and peer relationships ▪ identify roadblocks to communication and model ways to overcome them

2009 HEALTH STANDARDS 610 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

▪ recognize and respect individual differences Social Studies ▪ demonstrate an understanding of different cultures, attitudes, and Social Studies Standards 2005 abilities ▪ South Carolina Social Studies Standards that relate to different, ▪ See ELA countries, cultures, religions, etc. Math ▪ discuss ethical issues such as the manipulation of data Mathematics Process Standards ▪ Communication

Science ▪ explain the importance of ethics and character to the scientific Science – Process Standards profession ▪ Observe ▪ respond orally or in writing to selected prompts re ethical ▪ Communicate principles in science Health ▪ demonstrate ways to communicate consideration and respect for Health and Safety Standards 2009 self and others as related to body composition and shape, weight ▪ D-7.5.2, G-7.1.2, G-7.1.8, G-7.1.9,G- control and dietary choices 7.2.1, G-7.2.2, G-7.4.1,G-7.5.1, G- 7.7.1,I-7.4.1 Related Arts ▪ discuss copyright laws relating to musicians’ and artists’ work ▪ Students will understand the ▪ identify character traits that contribute to work ethic and career relationships among personal choices qualities, education and training, and the world of work. Guidance ▪ demonstrate an understanding of cultures, attitudes, and abilities ▪ Students will understand the ▪ See ELA relationships among personal qualities, education and training, and the world of work. ▪ Students will understand how community awareness relates to work.

2009 HEALTH STANDARDS 611 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

RESPONSIBILITY OCTOBER

Math ▪ identify character traits that contribute to work ethic and career Mathematics Process Standards choices ▪ Communication

Science ▪ explain the importance of ethics and character to the scientific Science – Process Standards profession ▪ Observe ▪ Communicate Health ▪ demonstrate the ability to utilize resources from home, school, and Health and Safety Standards 2009 community that provide valid safety information and services ▪ D-7.8.1, G-7.1.2, I-7.3.1,G-7.3.1, G- 7.3.2, M-7.1.1, P-7.6.1, P-7.6.2, P- 7.8.1

2009 HEALTH STANDARDS 612 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Related Arts ▪ discuss copyright laws relating to musicians’ and artists’ work ▪ Students will understand the ▪ identify character traits that contribute to work ethic and career relationships among personal choices qualities, education and training, and the world of work. Guidance ▪ See ELA ▪ Students will understand the relationships among personal qualities, education and training, and the world of work. ▪ Students will understand how community awareness relates to work.

2009 HEALTH STANDARDS 613 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

GOOD CITIZENSHIP NOVEMBER

2009 HEALTH STANDARDS 614 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Social Studies ▪ “What we have done for ourselves alone dies with us. What we Social Studies Standards 2005 have done for others and the world remains immortal.” Interpersonal Relationships: Serving Our Community ▪ See ELA Math ▪ identify character traits that contribute to work ethic and career Mathematics Process Standards choices ▪ Communication

Science ▪ read the biographies of scientists who have modeled good character Science – Process Standards and made a difference in the world ▪ Observe ▪ Communicate Health ▪ demonstrate the ability to utilize resources from home, school, and Health and Safety Standards 2009 community that provide valid safety information and services ▪ I-7.3.1,G-7.3.1, G-7.3.2, M-7.1.1, P- 7.4.1, P-7.8.1 Related Arts ▪ discuss copyright laws relating to musicians’ and artists’ work Young Peoples Lessons in Character, B. ▪ identify character traits that contribute to work ethic and career David Brooks, Ph.D., p. 124 choices ▪ Lessons in Character, Unit Seven: I work with Computers -- Graphic Illustrator: Eldon Doty Guidance ▪ See ELA Effective Guidance Activities, SC ▪ explain the relationship between personal qualities, school success, Department of Education, Office of Safe and career choices Schools & Youth Services, Guidance Services (CD) *(Contact the guidance counselor for CD). Serving Our Community ▪ “Good Worker” Traits: Do I Have What It Takes?

2009 HEALTH STANDARDS 615 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

GENEROSITY DECEMBER

Grade: 7 Trait: GENEROSITY –a willingness to give to others Focus points: *What do you consider an act of generosity? *Identify characters in literature that have demonstrated generosity. *Identify real-life examples of those who have demonstrated generosity. *Write about times you have been generous and the rewards of generosity.

Subject Suggestions for Integration Standards The student will… ELA ▪ interview parents, grandparents, and other students and determine whether attitudes about generosity have changed over time. ▪ 7-5.3 Create descriptions for use in ▪ have students keep a log for five days where they have displayed different modes of writing. random acts of generosity that did not include money. Social Studies ▪ compare the relationship between Elizabeth I of England to Louis ▪ Summarize the essential XIV of France. Which was more generous to their subjects? How characteristics of the limited did the treatment of their people decide the length of their reign? government in England following the Glorious Revolution and the unlimited governments in France and Russia, ▪ How can one person’s generosity spread to impact the entire world? including some of the restraints placed upon a limited government’s power and how authoritarian and totalitarian systems are considered unlimited governments.

▪ 7-7.4 Summarize global efforts to advance human rights, including the United Nations’ adoption and

2009 HEALTH STANDARDS 616 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

proclamation of the Universal Declaration of Human Rights, the end of colonialism by European nation- states, and the collapse of the apartheid system. Math

Science ▪ Discuss the significance of scientific endowments. Science Standards ▪ 7-1.4

Health ▪ Make a list of ways to show generosity to your family, friends, and Health and Safety Standards 2009 community and implement one.

Related Arts ▪ Write an essay about how music is used in society as a gift. National Standard #8 and #9.

Guidance ▪ Model generosity with students by being open, honest and willing to American School Counselor Assoc. share knowledge and time. Cover generosity through goal-setting ▪ A:A 5.5, PS:A 1.3, 1.6, 1.9, 2.7, 2.8 lesson.

2009 HEALTH STANDARDS 617 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

SELF-DISCIPLINE JANUARY

Grade: 7 Trait: SELF-DISCIPLINE – to demonstrate the ability to control yourself in all situations Focus points: *If you were asked to be on a student committee, working on school safety issues, what would be your advice? *Describe how you organize your school and home responsibilities. *Explain why self-discipline is important in maintaining a healthy lifestyle.

Subject Suggestions for Integration Standards The student will… ELA ▪ read poems, short stories, or biographies that demonstrate self- English Language Arts – Strands discipline ▪ The student will write effectively for ▪ complete varied writing assignments about self-discipline and the different audiences and purposes. main character or plot etc. ▪ The student will draw upon a variety of strategies to comprehend, interpret, analyze, and evaluate what he or she reads. Social Studies ▪ participate in a Good Manners Club (GMC) Social Studies Standards 2005 ▪ observe and discuss examples of acceptable verbal and nonverbal behavior ▪ observe and discuss consequences of unacceptable verbal and nonverbal behavior.

2009 HEALTH STANDARDS 618 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Math ▪ read and discuss biographies of famous mathematicians and the Mathematics Process Standards self-discipline required to make a difference in the world ▪ Communication

Science ▪ read and discuss biographies of famous scientists and the self- Science – Process Standards discipline required to make a difference in the world ▪ Observe ▪ Communicate Health ▪ demonstrate helpful strategies to access and manage conflict and Health and Safety Standards 2009 stress ▪ G-7.4.1, G-7.5.1, I-7.4.1, M-7.7.1, ▪ list and discuss steps to use to stay in control when you are very N-7.1.5, N-7.1.6, P-7.6.1,P-7.6.2 angry ▪ explain how to carry on when you are feeling insecure and unloved

Related Arts ▪ demonstrate self-discipline when working independently and ▪ Students will understand the with other students in class activities relationships among personal ▪ identify character traits that contribute to work ethic and career qualities, education and training, and choices the world of work.

Guidance ▪ identify character traits that contribute to ▪ Students will understand the ▪ work ethic and career choices relationships among personal qualities, education and training, and the world of work.

2009 HEALTH STANDARDS 619 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

KINDNESS & CARING FEBRUARY

KINDNESS – to be considerate, courteous, helpful, and understanding of others’ feelings and beliefs Focus points: *Identify at least one person in your family or community that displays acts of kindness and explain how you know that. *Select a story or poem and explain how it would have ended if the person had demonstrated acts of kindness. *What are some messages related to character and kindness being expressed in the lyrics of some hard rock and rap music? *How does the character trait of kindness fit into your school setting?

Subject Suggestions for Integration Standards The student will… ELA ▪ seek opportunities to participate in community service English Language Arts – Strands ▪ explain the value of teamwork and display the ability to work in teams ▪ The student will recognize, as well as independently demonstrate, and analyze the ▪ identify and participate in activities that demonstrate good citizenship qualities of effective ▪ practice writing thank you notes communication ▪ Write for different audiences and purposes Social Studies ▪ participate in a Good Manners Club (GMC) Social Studies Standards 2005 ▪ observe and discuss examples of acceptable verbal and nonverbal behavior ▪ observe and discuss consequences of unacceptable verbal and nonverbal behavior. ▪ See ELA 2009 HEALTH STANDARDS 620 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Math ▪ identify character traits that contribute to work ethic and career Mathematics Process Standards choices ▪ Communication

Health ▪ demonstrate ways to communicate consideration and respect for self Health and Safety Standards 2009 and others as related to body composition and shape, weight control ▪ G-7.2.1, G-7.2.2, G-7.4.1, M -7.4.1 and dietary choices Related Arts ▪ demonstrate kindness and caring when working with other students in ▪ Students will understand the class activities relationships among personal ▪ identify character traits that contribute to work ethic and career qualities, education and training, and choices the world of work. Guidance ▪ See ELA ▪ Students will understand the relationships among personal qualities, education and training, and the world of work. ▪ Students will understand how community awareness relates to work.

2009 HEALTH STANDARDS 621 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

PERSEVERANCE MARCH

Grade: 7 Trait: PERSEVERANCE –being persistent in one’s efforts to accomplish a purpose or goal despite difficulty or obstacles; willingness to try again despite mistakes and failures Focus points: *Identify characters in literature that have persevered. *Identify real-life examples of those who have persevered. *Compare and contrast characters in literature/real life who have persevered and those who have not. *Write about times you have persevered and the rewards of perseverance.

Subject Suggestions for Integration Standards The student will… ELA ▪ Read a biography of a famous person and identify how ▪ 7-2.1 (Analyze ideas in informational texts) perseverance contributed to their success. Write a short ▪ 7-2.2 (Analyze information in texts to draw “bio” for that person. Put together a class booklet of short conclusions and make inferences) “bios” of people who have persevered and become ▪ 7-2.8 (Read independently) successful. ▪ 7-5.1 (Create informational pieces) ▪ 7-5.3 Create descriptions for use in different ▪ Journal writing: Describe a time when you persevered. modes of writing. Were you successful? What were the benefits of having perseverance? Social Studies ▪ Summarize how the people of England, France, and Russia ▪ Summarize the essential characteristics of the had to persevere to win the use of their natural rights (life limited government in England following the liberty, property/ pursuit of happiness) from the Absolute Glorious Revolution and the unlimited Monarchs. Explain how their persistence over hundreds of governments in France and Russia, including years finally paid off. some of the restraints placed upon a limited government’s power and how authoritarian and totalitarian systems are considered ▪ Explain the extent President Woodrow Wilson went to in unlimited governments.

2009 HEALTH STANDARDS 622 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

order to convince the people of the United States and the World that the League of Nations was a worthy cause. Why ▪ Explain the outcome and effects of World would he continue to promote his ideas even though others War I, including the conditions and failures of disagreed with him so strongly? How did this end up for the League of Nations and the Treaty of him? Do you know of any future programs that were based Versailles and the effects of major treaties on from his plan? population movement, the international economy, and shifts in borders. (H, P, G, E)

▪ Write a journal entry as a WWI veteran marching on ▪ Explain the worldwide depression that took Washington D.C. fighting for their Bonus promised by the place in the 1930s, including the economic government. How would a veteran feel when President crash of 1929 and political responses to the Hoover responded to their persistence? What made depression such as the New Deal in the President Roosevelt’s reaction so much different? Even United Sates, the rise of Nazism in Germany, though they were forced out by the military the first time, and the economic retrenchment in Britain. what brought them back a second?

Math ▪ Discuss the math skills that are easy for you and those that Math Process Standards are challenging. Discuss strategies for persevering when ▪ Problem Solving school assignments are more difficult. ▪ Students will generate and solve complex abstract problems that involve physical, social, or mathematical phenomena and will continue to work until arriving at a solution.

2009 HEALTH STANDARDS 623 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Science ▪ Discuss inventors and scientific discoveries/accomplishments ▪ 7-1.4 Importance of repeated trials in achieved through perseverance. scientific investigation...

Health ▪ Discuss perseverance as it relates to mental, emotional and social Health and Safety Standards 2009 health. ▪ Mental, Emotional and Social Health strands Related Arts ▪ Read the story of our national Anthem and write an essay on how this ▪ National Standard # 9 song helped our service men persevere.

Guidance ▪ Learn how to apply the concept of perseverance through a goal American School Counselor Assoc. setting lesson focused on prioritizing as well as value of persistence ▪ A:A1.1, 1.4, 1.5, 2.2, 2.2, 2.4, 3.1, 3.4 and hard work.

2009 HEALTH STANDARDS 624 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

HONESTY & INTEGRITY APRIL

Grade: 7 Trait: HONESTY/INTEGRITY –to be truthful; fair and straightforward in conduct Focus points: *Identify examples of honesty displayed by characters in stories. *Compare and contrast behaviors of famous people who demonstrated honesty r and those who did not. *Select a character and describe how the story would have ended differently if the person had not demonstrated honesty.

Subject Suggestions for Integration Standards The student will… ELA ▪ write a multi-paragraph essay on the topic: “My Hero is a Person of English Language Arts – Strands Good Character” ▪ The student will write effectively ▪ discuss ways to avoid plagiarism for different audiences and purposes. Social Studies ▪ review current events and discuss Social Studies Standards 2005 ▪ various political and social actions in relation to honesty ▪ discuss ethics in politics, trade agreements, business/social agendas Math ▪ explain the importance of honesty and integrity in applying math and Mathematics Process Standards science to real-world problems and in completing class work ▪ Communication ▪ work cooperatively with classmates to create a code of ethics for classroom ▪ explain key concepts in “primary documents: - the ethics statements of scientific and mathematical organizations and the core values of the school’s Character Education program ▪ shape a series of principles or guidelines that are suited to their work as young scientists and mathematicians Science ▪ See Math Science – Process Standards ▪ Observe ▪ Communicate

2009 HEALTH STANDARDS 625 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Health ▪ tell why knowledge of weapons on school property must be reported Health and Safety Standards 2009 to appropriate responsible adults ▪ I-7.1.1,M-7.1.1, M-7.4.1, M-7.7.1, N- 7.1.6, N-7.2.2, N-7.6.2, P-7.1.1, P- 7.6.1, P-7.6.2 Related Arts ▪ discuss copyright laws pertaining to musicians’ and artists’ work ▪ Students will understand the ▪ identify character traits that contribute to work ethic and career relationships among personal choices qualities, education and training, and the world of work. Guidance ▪ identify character traits that contribute to work ethic and career ▪ Students will understand the choices relationships among personal qualities, education and training, and the world of work.

2009 HEALTH STANDARDS 626 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

COOPERATION & FAIRNESS MAY Grade: 7 Trait: COOPERATION –to play together or work well with others to accomplish a common goal Focus points: *Explain why cooperation is important in your workplace, the school environment. *Why is cooperation important in appreciating cultural diversity? *Explain why cooperation is critical for working on a team.

FAIRNESS –to play by the rules, to be open minded to the viewpoints of others Focus points: *Identify a character and explain how he/she demonstrated fairness? *Select a story and write a different ending, with the main character acting unfairly. *What do you consider heroic deeds? *Do you want to associate with peers who are not fair? Why? *Describe features of the legal system that are in place to ensure fairness.

2009 HEALTH STANDARDS 627 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Social Studies ▪ “We all live with the objective of being happy; our lives are all Social Studies Standards 2005 different but yet the same.” Cultural Diversity: Sharing Planet Earth ▪ demonstrate an understanding of different cultures, attitudes, and abilities ▪ discuss topics such as ethics in politics, trade agreements, business and social agendas Math ▪ explain, through individual and group reflection, the importance of Mathematics Process Standards character traits such as responsibility, dependability, and integrity in ▪ Communication journals, writing assignments, and creative projects ▪ work cooperatively to create a code of ethics for their classroom ▪ explain and work with the ethics statements of scientific and mathematical organizations and the core values of the school’s Character Education program Science ▪ explain, through individual and group reflection, the importance of Science – Process Standards character traits such as responsibility, dependability, and integrity in ▪ Observe journals, writing assignments, and creative projects ▪ Communicate Health ▪ demonstrate effective interpersonal communication skills Health and Safety Standards 2009 ▪ demonstrate strategies for expressing needs, wants and feelings to ▪ G-7.1.8, G-7.4.1, G-7.5.1, G-7.7.1, adults who have been rude or unfair M-7.7.1,I-7.4.1 Related Arts ▪ demonstrate cooperation when working on group activities ▪ Students will understand the ▪ identify character traits that contribute to work ethic and career relationships among personal choices qualities, education and training, and the world of work. Guidance ▪ demonstrate an understanding of different cultures, attitudes, and ▪ Students will understand the abilities relationships among personal qualities, education and training, and the world of work. ▪ Students will understand how community awareness relates to work.

2009 HEALTH STANDARDS 628 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

RESPECT SEPTEMBER

Subject Suggestions for Integration Standards The student will… ELA ▪ explain the importance of respecting self and others English Language Arts – Strands ▪ give examples of what happens when respect is not demonstrated ▪ The student will recognize, ▪ “We all live with the objective of being happy; our lives are all demonstrate, and analyze the different but yet the same.” Cultural Diversity: Sharing Planet Earth qualities of effective ▪ demonstrate an understanding of different cultures, attitudes, and communication abilities ▪ “Effective communication is the foundation of a healthy relationship.” Communication Skills: Did I Hear What You Said? ▪ increase use of effective communication skills with peers and adults ▪ explain and interpret interactions between peers and adults ▪ demonstrate a positive attitude toward work and the ability to work together ▪ translate the importance of interpersonal relationships and demonstrate positive interaction with others ▪ Who Am I? Where am I going? ▪ recognize and explain the relationship of physical, emotional, and intellectual changes and the effects on self-concept and control ▪ relate an awareness, understanding, and respect for others ▪ define and explain the influence of attitudes and behaviors on interpersonal and peer relationships ▪ identify roadblocks to communication and model ways to overcome

2009 HEALTH STANDARDS 629 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

them ▪ recognize and respect individual differences Social Studies Standards 2005 Social Studies ▪ “We all live with the objective of being happy; our lives are all different but yet the same.” Cultural Diversity: Sharing Planet Earth ▪ demonstrate an understanding of different cultures, attitudes, and abilities ▪ Who Am I? Where am I going? ▪ be able to answer the following questions: o What are the political struggles that affected African Americas, women, and other ethnic and religious groups? o What were the major domestic and foreign issues at this time? o What is the foundation or basic principles of American democracy? What are the foundations of the American political system? What are the central ideas of SC and the US regarding constitutional government? o What are the historical, geographic, social and economic factors that shaped American democracy? o What are shared political values and principles of American democracy? How can political parties provide opportunities for citizen participation?

▪ See ELA Math ▪ identify sources of employment in the community Mathematics Process Standards ▪ explain how economic development influences employment ▪ Communication

2009 HEALTH STANDARDS 630 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Science ▪ discuss ethical issues such as the manipulation of data Science – Process Standards ▪ Observe ▪ Communicate Health ▪ demonstrate ways to communicate care, consideration, and respect Health and Safety Standards 2009 for self, for parents, and family, and for the diversity of others ▪ G-8.1.1, G-8.1.4, G-8.4.1, G-8.4.2, G-8.4.3, G-8.7.1, I-8.7.1, I-8.7.3 Related Arts ▪ demonstrate respect for the work of other students ▪ Students will understand the ▪ identify character traits than contribute to work ethic and career relationships among personal choices qualities, education and training, and the world of work. Guidance ▪ demonstrate an understanding of different cultures, attitudes, and ▪ Students will understand the abilities relationships among personal ▪ See ELA qualities, education and training, and ▪ See Math the world of work. ▪ Students will understand how community awareness relates to work.

2009 HEALTH STANDARDS 631 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

RESPONSIBILITY OCTOBER

Subject Suggestions for Integration Standards The student will… ELA ▪ “What we have done for ourselves alone dies with us. What we English Language Arts – Strands have done for others and the world remains immortal.” ▪ The student will recognize, Interpersonal Relationships: Serving Our Community demonstrate, and analyze the ▪ seek opportunities to participate in community service qualities of effective communication ▪ explain the value of teamwork and display the ability to work in teams as well as independently ▪ identify and participate in activities that demonstrate good citizenship Social Studies ▪ See ELA Social Studies Standards 2005 ▪ Discuss the responsibility of historians in recording events accurately

Math ▪ identify character traits that contribute to work ethic and career Mathematics Process Standards choices ▪ Communication

Science ▪ explain the importance of ethics and character to the scientific Science – Process Standards profession ▪ Observe ▪ Communicate Health ▪ demonstrate healthful strategies to assess and manage conflict Health and Safety Standards 2009 and stress. ▪ G-8.1.1,M-8.1.2,M-8.3.1, G-8.4.2, G- 2009 HEALTH STANDARDS 632 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

8.4.3, I-8.4.1, I-8.5.1,I-8.7.1, I-8.7.3, N-8.7.1, P-8.8.1, P-8.8.2 Related Arts ▪ demonstrate responsibility by completing class projects. ▪ Students will understand the ▪ participate in group activities. relationships among personal ▪ identify character traits that contribute to work ethic and career qualities, education and training, and choices the world of work. Guidance ▪ See ELA ▪ Students will understand how community awareness relates to work.

2009 HEALTH STANDARDS 633 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

GOOD CITIZENSHIP NOVEMBER

Subject Suggestions for Integration Standards The student will… ELA ▪ “Reaching your goals and dreams in life depends on activity. English Language Arts – Strands This means work!” Goal Setting: School Success: How do I get ▪ The student will recognize, there? demonstrate, and analyze the ▪ demonstrate decision-making and goal-setting skills qualities of effective ▪ recognize how studying influences learning and how attitudes communication. influence achievement ▪ explain and develop personal capabilities and cooperation in learning with others ▪ “What we have done for ourselves alone dies with us. What we have done for others and the world remains immortal.” Interpersonal Relationships: Serving Our Community ▪ See Guidance ▪ “Good Worker” Traits: Do I Have What It Takes? ▪ explain the relationship between personal ▪ qualities, school success, and career choices Social Studies “What we have done for ourselves alone dies with us. What we have Social Studies Standards 2005 done for others and the world remains immortal.” Interpersonal Relationships: Serving Our Community 2009 HEALTH STANDARDS 634 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

▪ See ELA ▪ be able to answer the following questions: o What is the role of citizens in American Democracy? What are civic rights and responsibilities? o How does one become a citizen? What are personal, political, and economic rights? o Why are citizens important to a democracy? How can Americans monitor and influence politics and government? o Why is political leadership and public service important? Math ▪ identify sources of employment in the community Mathematics Process Standards ▪ relate how economic development influences employment ▪ Communication ▪ identify character traits that contribute to work ethic and career choices

Science ▪ read the biographies of scientists who have modeled good Science – Process Standards character and made a difference in the world ▪ Observe ▪ Communicate Health ▪ demonstrate ways to communicate care, consideration, and Health and Safety Standards 2009 respect for self, for parents, and family, and for the diversity of ▪ D-8.8.1, P-8.8.1, P-8.8.2 others. Related Arts ▪ discuss copyright laws pertaining to musicians’ and artists’ ▪ Students will understand the work relationships among personal ▪ identify character traits that contribute to work ethic and career qualities, education and training, and choices the world of work.

2009 HEALTH STANDARDS 635 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Guidance ▪ See ELA ▪ Students will understand the ▪ See Math relationships among personal ▪ seek opportunities to participate in community service qualities, education and training, and ▪ explain the value of teamwork and display the ability to work in the world of work. teams as well as independently ▪ Students will understand how ▪ identify and participate in activities that demonstrate good community awareness relates to citizenship work. ▪ Students will demonstrate decision making, goal setting, problem solving, and communication skills.

2009 HEALTH STANDARDS 636 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

GENEROSITY DECEMBER

Grade: 8 Trait: GENEROSITY –a willingness to give to others Focus points: *What do you consider an act of generosity? *Identify characters in literature that have demonstrated generosity. *Identify real-life examples of those who have demonstrated generosity. *Write about times you have been generous and the rewards of generosity.

Subject Suggestions for Integration Standards The student will… ELA ▪ write about a time when you acted in a generous manner. Analyze English Language Arts Strands your feelings before and after the event. ▪ Personal Narrative writing ▪ identify icons in our society who display generosity (philanthropists, professional athletes, etc.) and discuss their motivation for giving. Social Studies ▪ participate in a community service project such as a canned food and Social Studies Standards 2005 clothing drive or Toys for Tots campaign to benefit community members who are less fortunate. Math ▪ use United Way brochures to compare what percent of a donation Math Standards would actually be used for the charitable purpose (the brochures, at ▪ 88-2.7 Apply ratios, rates, and least what I used to see, have the admin overhead as a percent in proportions parentheses after each organization title). For example, "compare how large a donation is needed to result in a $1000 donation to the end user for Habitat for Humanity, Salvation Army, and American Red Cross"; can also incorporate how to calculate what percentage of a paycheck is a particular donation amount.

2009 HEALTH STANDARDS 637 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Science ▪ discuss the role of generosity and philanthropy in medical research Science Standards and organ donation.

Health ▪ volunteer at an elementary school or a daycare to read a book to a Health and Safety Standards, 2009 class. List other ways to help the community and implement one M-8.1.1 activity. Related Arts ▪ write a personal essay about a time that you shared gifts of music. National Standard # 9

Guidance ▪ model generosity with students by being open, honest and willing to American School Counselor Assoc. share knowledge and time. Cover generosity through goal-setting ▪ A:A 5.5, PS:A 1.3, 1.6, 1.9, 2.7, 2.8 lesson.

2009 HEALTH STANDARDS 638 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

SELF-DISCIPLINE JANUARY

Subject Suggestions for Integration Standards The student will… ELA ▪ read poems, short stories, or biographies that demonstrate self- English Language Arts – Strands discipline ▪ The student will draw upon a variety ▪ complete writing assignments about self-discipline and the main of strategies to comprehend, character or plot in selected literary works interpret, analyze, and evaluate what he or she reads Social Studies ▪ participate in a Good Manners Club (GMC) Social Studies Standards 2005 ▪ observe and discuss examples of acceptable verbal and nonverbal behavior ▪ observe and discuss consequences of unacceptable verbal and nonverbal behavior Math ▪ read and discuss biographies of famous mathematicians and the self- Mathematics Process Standards discipline required to make a difference in the world ▪ Communication

Science ▪ read and discuss biographies of famous scientists and the self- Science – Process Standards discipline required to make a difference in the world ▪ Observe ▪ Communicate

2009 HEALTH STANDARDS 639 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Health ▪ demonstrate healthful strategies to assess and manage conflict and Health and Safety Standards 2009 stress. ▪ D-8.5.1, G-8.5.1, I-8.5.1, G-8.6.1, G- 8.6.2, I-8.7.1, N-8.7.1, P-8.7.2

Related Arts ▪ demonstrate self control when participating in group activities. ▪ Students will understand the ▪ identify character traits that contribute to work ethic and career relationships among personal choices qualities, education and training, and the world of work. Guidance ▪ identify character traits that contribute to work ethic and career ▪ Students will understand the choices relationships among personal qualities, education and training, and the world of work.

2009 HEALTH STANDARDS 640 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

KINDNESS & CARING FEBRUARY

CARING – to demonstrate concern through kindness and acceptance while meeting the needs of self and others Focus points: *Have you ever felt like one of the characters in the story? Explain. *If you had written the story, what changes might you have made? *Do any of the characters remind you of anyone you know? Explain. *Identify behaviors of a caring person.

Subject Suggestions for Integration Standards The student will… ELA “What we have done for ourselves alone dies with us. What we have English Language Arts – Strands done for others and the world remains immortal.” Interpersonal ▪ The student will recognize, Relationships: Serving Our Community demonstrate, and analyze the ▪ seek opportunities to participate in community service qualities of effective communication. ▪ explain the value of teamwork and display the ability to work in ▪ The student will write effectively for teams as well as independently different audiences and purposes. ▪ identify and participate in activities that demonstrate good citizenship ▪ write thank-you notes (social courtesies) Social Studies ▪ See ELA Social Studies Standards 2005 ▪ participate in clubs devoted to manners and etiquette ▪ observe and discuss examples of acceptable verbal and nonverbal behavior ▪ observe and discuss consequences of unacceptable verbal and nonverbal behavior

2009 HEALTH STANDARDS 641 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Math ▪ identify character traits that contribute to work ethic and career Mathematics Process Standards choices ▪ Communication

Science ▪ practice and encourage safety in projects and lab activities Science – Process Standards ▪ explain the importance of ethics and character to the scientific ▪ Observe profession ▪ Communicate Health ▪ demonstrate ways to communicate consideration and respect for Health and Safety Standards 2009 self and others as related to body composition and shape, weight ▪ G-8.1.4, G-8.1.7, G-8.4.1, G -8.4.2, control and dietary choices I-8.7.1, D-8.8.1, I-8.7.3 ▪ demonstrate ways to communicate care, consideration, and respect for self, for parents, and family, and for the diversity of others Related Arts ▪ demonstrate kindness by accepting the ideas of others in group ▪ Students will understand the discussions, group projects or group play. relationships among personal ▪ identify character traits that contribute to work ethic and career qualities, education and training, choices and the world of work.

Guidance ▪ See ELA ▪ Students will understand the ▪ identify character traits that contribute to work ethic and career relationships among personal choices qualities, education and training, and the world of work. ▪ Students will understand how community awareness relates to work.

2009 HEALTH STANDARDS 642 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

PERSEVERANCE MARCH

Grade: 8 Trait: PERSEVERANCE –being persistent in one’s efforts to accomplish a purpose or goal despite difficulty or obstacles; willingness to try again despite mistakes and failures Focus points: *Identify characters in literature that have persevered. *Identify real-life examples of those who have persevered. *Compare and contrast characters in literature/real life who have persevered and those who have not. *Write about times you have persevered and the rewards of perseverance.

Subject Suggestions for Integration Standards The student will… ELA ▪ Write and deliver a persuasive speech about the role of ▪ 8-5.4 (Create Persuasive pieces) perseverance to achieve success in school. ▪ Discuss perseverance as it relates to the main characters in Social Studies ▪ Research and write a biography on Francis Marion depicting his Social Studies Standards 2005 relentless attacks and harassment of the British. Math ▪ Research a mathematician, scientist, or engineer (e.g. a Space ▪ 8-1Understand and utilize processes Shuttle Astronaut, Madame Curie, etc.) and focus on how of problem-solving, reasoning and perseverance played a role in their success. A short presentation proof, communications, connections, would be given to the class. and representations. Science ▪ Collect lab data by following procedures and analyze the data each ▪ 8-1.2 (design a scientific time – sticking to the purpose without giving way. investigation) Health Define resiliency. Think about a time you didn’t meet a goal and Health and Safety Standards, 2009 you gave up. What could you have done differently to meet that M-8.1.1, M-8.1.3, G-8.6.2, N-8.6.1, goal? N-8.6.2, M-8.7.2, N-8.7.1 Related Arts ▪ Write and deliver a persuasive speech about the role or National Standard #7 perseverance in learning to play a musical instrument.

2009 HEALTH STANDARDS 643 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Guidance ▪ Learn how to apply the concept of perseverance through a goal American School Counselors Assoc. setting lesson focused on prioritizing as well as value of persistence ▪ A:A1.1, 1.4, 1.5, 2.2, 2.2, 2.4, 3.1, 3.4 and hard work.

2009 HEALTH STANDARDS 644 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

HONESTY & INTEGRITY APRIL

Grade: 8 Trait: HONESTY/INTEGRITY – to always be truthful; fair and straightforward in conduct Focus points: *Identify examples of honesty displayed by characters in stories. *Compare and contrast behaviors of famous people who demonstrated honesty and those who did not. *Select a character and describe how the story would have ended differently if the person had not demonstrated honesty.

Subject Suggestions for Integration Standards The student will… ELA ▪ read current events and discuss various political and social actions English Language Arts – Strands in relation to honesty ▪ The student will draw upon a variety ▪ write a multi-paragraph essay on the topic “My Hero is a Person of strategies to comprehend, of Good Character” interpret, analyze, and evaluate what ▪ discuss ways to avoid plagiarism he or she reads. Social Studies ▪ be able to answer the following questions: Social Studies Standards 2005 o What is the foundation of American democracy? o What are the Foundations of the American political system? o What are the central ideas of S.C. and the U.S. regarding constitutional government? o What are the historical, geographic, social, and economic factors that shaped American democracy? o What are shared political values and principles of American democracy? How can political parties provide opportunities for citizen participation? Math Stress Honesty and Integrity Mathematics Process Standards ▪ cite the importance of these virtues in applying math and science ▪ Communication to real world problems and in completing class work

A Classroom Code of Ethics ▪ work cooperatively with other students to create a code of ethics

2009 HEALTH STANDARDS 645 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

for their classroom ▪ explain and work with “primary documents” – the ethics statements of scientific and mathematical organizations and the core values of the school’s Character Education program ▪ shape a series of principles or guidelines that are suited to their work as young scientists or mathematicians Science ▪ See Math Science – Process Standards ▪ Observe ▪ Communicate Health ▪ demonstrate ways to communicate care, consideration, and respect Health and Safety Standards 2009 for self, for parents, and family, and for the diversity of others ▪ G- 8.4.3, I-8.4.1, I-8.7.1

Related Arts ▪ discuss copyright laws pertaining to musicians’ and artists’ work ▪ Students will understand the ▪ identify character traits that contribute to work ethic and career relationships among personal choices qualities, education and training, and the world of work. Guidance ▪ identify character traits that contribute to work ethic and career ▪ Students will understand the choices relationships among personal qualities, education and training, and the world of work.

2009 HEALTH STANDARDS 646 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

FAIRNESS & COOPERATION MAY

Subject Suggestions for Integration Standards The student will… ELA ▪ identify character traits that contribute to work ethic and career English Language Arts – Strands choices ▪ The student will recognize, ▪ define the importance of responsibility, demonstrate, and analyze the ▪ dependability, punctuality, and integrity in the workplace qualities of effective ▪ See SOCIAL STUDIES communication.

Social Studies ▪ demonstrate an understanding of different cultures, attitudes, and Social Studies Standards 2005 abilities ▪ answer the following questions: o What is the foundation or basic principles of American democracy? o What are the foundations of the American political system? o What are the central ideas of SC and the US regarding constitutional government? o What are the historical, geographic, social and economic 2009 HEALTH STANDARDS 647 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

factors that shaped American democracy? o What are shared political values and principles of American democracy? How can political parties provide opportunities for citizen participation? Math Mathematics Process Standards ▪ identify sources of employment in the community ▪ Communication ▪ explain how economic development influences employment ▪ explain, through individual and group reflection, the importance of character ▪ traits such as responsibility, dependability, and integrity in journals, ▪ writing assignments, and creative projects A Classroom Code of Ethics ▪ work cooperatively with other students to create a code of ethics for the classroom ▪ read and explain “primary documents” – the ethics statements of scientific and mathematical organizations and the core values of the school’s Character Education program ▪ shape a series of principles or guidelines that are suited to their work as young scientists and mathematicians ▪ answer the following question: o What are the political struggles that affected African Americas, women, and other ethnic and religious groups?

Science ▪ explain, through individual and group reflection, the importance of Science – Process Standards character traits such as responsibility, dependability, and integrity in o Observe journals, writing assignments, and creative projects o Communicate

2009 HEALTH STANDARDS 648 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Health ▪ demonstrate healthful strategies to assess and manage conflict and Health and Safety Standards 2009 stress. ▪ G-8.4.1, G-8.7.1, I-8.7.1, M-8.7.2, G- ▪ compare and contrast how fairness influences emotional and social 8.2.3, M-8.2.1, N-8.2.1, P-8.2.1 health Related Arts ▪ compete honestly and fairly in p.e. activities. ▪ Students will understand the ▪ cooperate respectfully in group activities relationships among personal ▪ identify character traits that contribute to work ethic and career qualities, education and training, and choices the world of work.

Guidance ▪ demonstrate an understanding of ▪ Students will understand the ▪ different cultures, attitudes, and abilities relationships among personal qualities, education and training, and ▪ See ELA the world of work. ▪ Students will understand how ▪ See Math community awareness relates to work.

2009 HEALTH STANDARDS 649 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

2009 HEALTH STANDARDS 650 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

RESPECT SEPTEMBER

Subject Suggestions for Integration Standards The student will… ELA Respecting Differences: Are We More Alike Than Different? English Language Arts – Strands ▪ demonstrate ways to recognize and respect differences ▪ The student will recognize, ▪ recognize that all people have responsibilities demonstrate, and analyze the ▪ broaden opportunities and resources to participate in community qualities of effective service communication. Interpersonal Skills: No “Dissing” Allowed ▪ identify, recognize, accept, respect, and appreciate individual differences ▪ explain interaction and cooperation between peers and adults ▪ use and interpret effective/appropriate communication skills ▪ demonstrate how to apply conflict resolution skills ▪ explain the positive/negative aspect of peer pressure ▪ demonstrate cooperative behavior ▪ respect and accept alternative points of view Self Protection: Smart Choices - See Health Self Awareness: I Am #1 - See Guidance Social Studies Respecting Differences: Are We More Alike Than Different? Social Studies Standards 2005 2009 HEALTH STANDARDS 651 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

▪ See ELA Self Protection: Smart Choices ▪ See Health Math ▪ study autobiographies of outstanding persons such as Benjamin Mathematics Process Standards Franklin, Alexander Graham Bell, and Albert Einstein ▪ Communication ▪ describe what role respect played in the success of outstanding individuals Science ▪ study autobiographies of outstanding persons such as Benjamin Science – Process Standards Franklin, Alexander Graham Bell, and Albert Einstein ▪ Observe ▪ describe what role respect played in the success of outstanding ▪ Communicate individuals Health Self Protection: Smart Choices Health and Safety Standards 2009 ▪ assert boundaries when rights and privacy are threatened ▪ Students will demonstrate the ability ▪ apply knowledge about the dangers of substance abuse to practice behaviors that enhance ▪ demonstrate assertiveness skills for “pressure” situations health and reduce risks. Related Self Protection: Smart Choices ▪ Students will demonstrate the ability Arts/Electives ▪ See Health to practice behaviors that enhance health and reduce risks. (Art, Dance, Career, Vocation and Technology)

2009 HEALTH STANDARDS 652 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Guidance Respecting Differences: Are We More Alike Than Different? ▪ Students will understand and ▪ See ELA appreciate self. Interpersonal Skills: No “Dissing” Allowed ▪ Students will understand and ▪ See ELA respect others. Self Awareness: I Am #1 ▪ demonstrate a positive attitude toward ▪ self ▪ describe personal attitudes and beliefs ▪ identify and appreciate the factors that influence self-concept ▪ explain how change is part of growth ▪ analyze and interpret interests, abilities, and aptitudes as components of personal uniqueness

2009 HEALTH STANDARDS 653 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

RESPONSIBILITY OCTOBER

Subject Suggestions for Integration Standards The student will… ELA Career Decision Making: The First Step –“ Who Am I?” English Language Arts – Strands ▪ demonstrate an awareness of personal ▪ The student will recognize, ▪ abilities, skills, interests, and motivations demonstrate, and analyze the ▪ identify how personal preferences and interests influence career qualities of effective choices and successes communication. ▪ apply decision-making and goal-setting to career planning/transitions ▪ demonstrate the importance of planning and goal setting ▪ identify ways in which abilities, interests, work values, and personality traits influence and impact career options Self Protection: Smart Choices ▪ See Health Improving Academic Skills: Time Management ▪ See Math Academic Success: The “Big” Test ▪ - See Guidance

2009 HEALTH STANDARDS 654 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Social Studies Career Decision Making: The First Step –“ Who Am I?” Social Studies Standards 2005 ▪ See ELA ▪ Career Decision Making: Exploring Careers ▪ identify ways in which occupations can be organized into career paths/clusters ▪ identify resources for obtaining information about career paths ▪ participate in a work-based exploration experience ▪ identify and evaluate the ability to generate alternatives, gather information on choices and how they affect future decisions and goals Self Protection: Smart Choices ▪ See Health Math Improving Academic Skills: Time Management Mathematics Process Standards ▪ establish and practice realistic academic goals ▪ Communication ▪ learn and apply effective study skills ▪ upgrade study skills and apply them to learning situations ▪ develop and demonstrate time management skills ▪ identify and practice ways to maintain a balance between academic, extracurricular activities, family responsibilities, and life ▪ practice academic and study skills at home and in community ▪ use time management skills to balance school, work, and leisure activities Science ▪ identify available resources related to “responsibility” Science – Process Standards ▪ apply computer skills in development of web page based on ▪ Observe research ▪ Communicate ▪ share research findings with classmates and community at large

2009 HEALTH STANDARDS 655 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Health Self Protection: Smart Choices Health and Safety Standards 2009 ▪ assert boundaries when rights and privacy are threatened ▪ G-HS.1.10, G-HS.1.2, G-HS.1.4, M- ▪ apply knowledge about the dangers of substance abuse HS.1.2,G-HS.4.2, G-HS.4.3 ▪ demonstrate assertiveness skills for “pressure” situations Improving Academic Skills: Time Management ▪ - See Math Related Self Protection: Smart Choices ▪ Students will demonstrate the ability Arts/Electives ▪ See Health to practice behaviors that enhance

health and reduce risks. (Art, Dance, Career, Vocation and Technology) Guidance Career Decision Making: Exploring Careers ▪ Students will understand and ▪ See SOCIAL STUDIES appreciate self. Self Protection: Smart Choices ▪ Students will make decisions, set ▪ See Health goals, and take actions. Academic Success: The “Big” Test ▪ Students will develop safety and ▪ demonstrate being responsible for actions survival skills. ▪ explain how prejudices are formed and examine their ▪ Students will employ strategies to consequences improve school success. ▪ demonstrate personal capabilities, attitudes, and behaviors that ▪ Students will explore careers and the facilitate learning connection of school and work. ▪ display cooperation in learning and in responding to adult leadership ▪ evaluate how effective study efforts influence effective habits in the life span ▪ display positive interest in learning and work ▪ explain and analyze how successes/mistakes are natural in the learning process ▪ demonstrate high quality work standards by producing quality schoolwork 2009 HEALTH STANDARDS 656 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

GOOD CITIZENSHIP NOVEMBER

Subject Suggestions for Integration Standards The student will… ELA ▪ demonstrate ways to recognize and respect differences English Language Arts – Strands ▪ recognize that all people have responsibilities ▪ The student will recognize, ▪ broaden opportunities and resources to demonstrate, and analyze the participate in community service qualities of effective communication.

Social Studies ▪ See ELA Social Studies Standards 2005

Math Biography-Based Character Education Mathematics Process Standards ▪ read the biographies of scientists and ▪ Communication ▪ mathematicians who have modeled good character and made a difference in the world – Albert Einstein, James Watson, Marie Curie, and Francis Crick – connect students with these fields ▪ identify and discuss the wide of scientific career through biography- based Character Education

2009 HEALTH STANDARDS 657 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Science ▪ See Math Science – Process Standards ▪ Observe ▪ Communicate Health ▪ demonstrate the ability to influence and support others in making Health and Safety Standards 2009 positive health choices ▪ G-H.1.11, G-HS.3.2, I-HS.1.4, I- HS.7.1, I-HS.7.4, I-HS.1.1, M- HS.3.1, N-HS.2.4, N-HS.3.1, N- HS.3.2, N-HS.3.3, N-HS.8.1, P- HS.1.5, P-HS.2.2, P-HS.2.3P-HS.7.1, P-HS.8.1 Related ▪ perform a Service Project ▪ Students will develop a sense of Arts/Electives community.

(Art, Dance, Career, Vocation and Technology)

Guidance ▪ See ELA ▪ Students will understand and respect others.

2009 HEALTH STANDARDS 658 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

GENEROSITY DECEMBER

Grade: 9-12 Trait: GENEROSITY –a willingness to give to others Focus points:

Subject Suggestions for Integration Standards The student will… ELA ▪ discuss philanthropy and how it improves their community and the English Language Arts – Strands world around them. ▪ The student will recognize, ▪ Discuss generosity as it relates to the novel “The Crucible”. demonstrate, and analyze the ▪ Write about a time when you were generous. Analyze your qualities of effective communication. feelings before and after the event. Social Studies ▪ discuss the roll of charity organizations in the local community, the Social Studies Standards 2005 state, and national organizations. ▪ examine the roll of international aid organizations such as the UN and the Red Cross. Math ▪ Research the poverty index in your community and problem solve Mathematics Process Standards ways to address poverty in your community. ▪ Problem Solving

2009 HEALTH STANDARDS 659 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Science ▪ survey types of generosity in your classroom. Graph the results. Science Process Skills ▪ Data Collection

Health ▪ participate in the Low Country High School Food Fight. Health and Safety Standards 2009 ▪ N-HS.3.3

Related Arts ▪ discuss the movie, Radio, and how the central characters ▪ Students will understand and respect demonstrated generosity. others. ▪ discuss characters from plays, books, and movies that did and did not demonstrate generosity. Analyze the consequences of their actions. Guidance ▪ complete a community service project. ▪ Students will develop a sense of community.

2009 HEALTH STANDARDS 660 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

SELF-DISCIPLINE JANUARY

Grade: 9-12 Trait: SELF-DISCIPLINE – to demonstrate the ability to control yourself in all situations Focus points: *If you were asked to be on a student committee, working on school safety issues, what would be your advice? *Describe how you organize your school and home responsibilities. *Explain why self-discipline is important in maintaining a healthy lifestyle.

Subject Suggestions for Integration Standards The student will… ELA ▪ write a multi-paragraph essay related to essential character traits English Language Arts – Strands ▪ The student will recognize, demonstrate, and analyze the qualities of effective communication. ▪ The student will write effectively for different audiences and purposes. Social Studies ▪ write a speech describing the essential balance of rights and Social Studies Standards 2005 responsibilities in our democracy. Try to convince your fellow classmates that in a democracy, the preservation of our rights depends on our exercise of responsibility. ▪ write an essay applying the following principle to your own community: In ancient Greece, people felt that it was important for all people to try to leave Athens better than they found it.

2009 HEALTH STANDARDS 661 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Math ▪ conduct a survey of students in school on goal-setting Mathematics Process Standards ▪ analyze results and share findings with classmates ▪ Communication

Science ▪ work cooperatively with classmates to complete research project re Science – Process Standards famous scientist ▪ Observe ▪ identify key character traits and work habits that contributed to ▪ Communicate his/her success ▪ present findings to class Health ▪ demonstrate the ability to practice behaviors, which enhance health Health and Safety Standards, 2009 and reduce risk ▪ D-HS.1.1, P-HS.1.3, N-HS.6.1, N- ▪ develop strategies for positive self-concepts throughout life HS.6.2, N-HS.7.1, I-HS.7.3 ▪ demonstrate the ability to assess and adjust behavior to respond appropriately to anger and other strong emotions. Related ▪ conduct a survey on goal-setting ▪ Students will make decisions, set Arts/Electives ▪ See Math goals, and take actions.

(Art, Dance, Career, Vocation and Technology) Guidance ▪ discuss the following: ▪ Students will make decisions, set o Successful people get that way by being lucky. Agree, or disagree? goals, and take actions. Explain. ▪ Students will employ strategies to o If I try hard and don’t succeed it’s not my fault. Agree, or disagree? achieve school success. Explain. o Does attitude have anything to do with success? If so, what? o How do your expectations about yourself affect what you will accomplish?

2009 HEALTH STANDARDS 662 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

KINDNESS & CARING FEBRUARY

Grade: 9-12 KINDNESS – to be considerate, courteous, helpful, and understanding of others’ feelings and beliefs Focus points: *Identify at least one person in your family or community that displays acts of kindness and explain how you know that. *Select a story or poem and explain how it would have ended if the person had demonstrated acts of kindness. *What are some messages related to character and kindness being expressed in the lyrics of some hard rock and rap music? *How does the character trait of kindness fit into your school setting?

Subject Suggestions for Integration Standards The student will… ELA ▪ read poems novels, biographies, short stories, plays etc. and complete English Language Arts – Strands writing assignments ▪ The student will draw upon a ▪ identify caring behaviors in characters of selected literary works variety of strategies to comprehend, ▪ write an essay on the topic “My hero is a person of good character” interpret, analyze, and evaluate ▪ write thank you notes in correct format what he or she reads. ▪ participate in group discussion or write an essay about essential ▪ The student will write effectively character traits, as assigned by teacher for different audiences and purposes. Social Studies ▪ discuss computer issues such as confidentiality, copyright laws, and Social Studies Standards 2005 legal and moral issues related to the internet ▪ work in cooperative small groups to analyze consequences of kind and unkind behaviors on individuals and societies Math ▪ mentor younger students in math Mathematics Process Standards ▪ plan and carry out a service project ▪ Communication 2009 HEALTH STANDARDS 663 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Science ▪ practice and encourage safety in project and lab situations Science – Process Standards ▪ See Math ▪ Observe ▪ Communicate Health ▪ demonstrate ways to communicate care, consideration, and respect Health and Safety Standards 2009 for self, for parents, and for the diversity of others ▪ G-HS.1.3, G-HS.1.4, M-HS.1.1, M- ▪ demonstrate the ability to influence and support others in making HS.1.2, M-HS.1.3, M-HS.4.1, P- choices that reduce the risks of intentional and unintentional injury HS.4.1, N-HS.8.1 Related ▪ demonstrate good sportsmanship in classes and in athletic ▪ Students will understand and Arts/Electives competition respect others. ▪ analyze sports heroes (Are they really heroes?) ▪ Students will develop a sense of (Art, Dance, Career, ▪ demonstrate cooperative learning and team building community. Vocation and ▪ discuss computer issues such as confidentiality, copyright laws, and Technology) legal and moral issues related to the internet ▪ plan and carry out a service project. (Consider having them help younger children learn something valuable, or going and visiting senior citizens.) ▪ brainstorm ways to make your school environment more caring. Create a list of recommendations, and place them in your school newspaper or on a poster. Find a way to deal with the cynics who will sneer at the whole idea. Guidance ▪ participate in service projects (tutoring young students, assist the ▪ Students will develop a sense of handicapped, etc.) community. ▪ complete a self-evaluation analyzing interactions with others ▪ Students will understand and appreciate self.

2009 HEALTH STANDARDS 664 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

PERSEVERANCE MARCH

Grade: 9-12 Trait: PERSEVERANCE –being persistent in one’s efforts to accomplish a purpose or goal despite difficulty or obstacles; willingness to try again despite mistakes and failures Focus points:

Subject Suggestions for Integration Standards The student will… ELA ▪ discuss how perseverance relates to the novel characters in “Jane English Language Arts – Strands Eyre” and “The Joy Luck Club”. ▪ The student will recognize, ▪ Write about an event in your life in which you succeeded at demonstrate, and analyze the something that was very challenging. qualities of effective communication. Social Studies ▪ Relate a story that demonstrates how a historical figure overcame Social Studies Standards 2005 hardships or diversity. ▪ Discuss Benjamin Franklin’s quote, “Diligence is the mother of good luck.” What does that mean? How true is it? Math ▪ In groups, conduct a survey in your school, asking questions like Mathematics Process Standards these: Where do you want to be in five years, in ten? What are you ▪ Statistics & Probability now doing to get where you want to be? What are the most serious obstacles that prevent people from accomplishing their goals? Graph the survey results and discuss.

2009 HEALTH STANDARDS 665 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Science ▪ See Math Science Process Skills ▪ Data Collection

Health ▪ relate how the trait of self-discipline helps you to persevere. Health and Safety Standards 2009 ▪ develop strategies for maintaining a positive self-concept. ▪ I-HS.7.3, M-HS.7.2, N-HS.7.1

▪ develop and implement a personal diet and physical activity plan and implement to maintain wellness. Related Arts ▪ select someone in your community who exemplifies the quality of ▪ Students will understand and respect perseverance. Invite this person to speak to your class about his/her others. background, any obstacles overcome and the factors that led to his/her success. ▪ view the movie Remember the Titans, The Pursuit of Happyness, or Seabiscuit and discuss the theme of perseverance as it relates to the main characters. Guidance ▪ Research resources in your school and in your community that will ▪ Students will understand and provide support for students who are having difficulty in their respect others. studies. Assemble these resources and share this information. ▪ Students will develop a sense of community.

2009 HEALTH STANDARDS 666 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

HONESTY & INTEGRITY APRIL

Grade: 9-12 Trait: HONESTY/INTEGITY – to always be truthful; fair and straightforward in conduct Focus points: *Identify examples of honesty displayed by characters in stories. *Compare and contrast behaviors of famous people who demonstrated honesty and those who did not. *Select a character and describe how the story would have ended differently if the person had not demonstrated honesty.

Subject Suggestions for Integration Standards The student will… ELA Assertiveness: Express Yourself English Language Arts – Strands ▪ demonstrate positive, assertive communication skills ▪ The student will recognize, ▪ demonstrate assertiveness skills for “pressure” situations demonstrate, and analyze the qualities of effective communication. Social Studies ▪ See ELA Social Studies Standards 2005 ▪ Relate a story that demonstrates how a historical figure demonstrated honesty and integrity. Math Stress Honesty and Integrity Mathematics Process Standards ▪ cite the importance of honesty and integrity in applying math and ▪ Communication science to real-world problems and in completing class work A Classroom Code of Ethics ▪ work cooperatively with classmates to create a code of ethics for their classroom ▪ read, analyze, and apply “primary documents” – the ethics statements of scientific and mathematical organizations and the core values of the school’s Character Education program ▪ shape a series of principles or guidelines that are suited to their work as young scientists and mathematicians

2009 HEALTH STANDARDS 667 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

Science ▪ See Math Science – Process Standards ▪ Observe ▪ Communicate Health ▪ See ELA Health and Safety Standards 2009 ▪ Students will demonstrate the ability to use interpersonal communication skills to enhance health. Related What Would You Do? ▪ Students will demonstrate the ability to use Arts/Electi ▪ practice making honest decisions interpersonal communication skills to ves ▪ role-play various decision-making scenarios enhance health.

(Art, Dance, Career, Vocation and Technology)

Guidance ▪ See ELA ▪ Students will understand and appreciate self.

2009 HEALTH STANDARDS 668 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

FAIRNESS & COOPERATION MAY

Grade: 9-12

Trait: FAIRNESS – to play by the rules, to be open minded to the viewpoints of others Focus points: *Identify a character and explain how he/she demonstrated fairness? *Select a story and write a different ending, with the main character acting unfairly. *What do you consider heroic deeds? *Do you want to associate with peers who are not fair? Why? *Describe features of the legal system that are in place to ensure fairness.

Trait: COOPERATION – to play together or work well with others to accomplish a common goal Focus points: *Explain why cooperation is important in your workplace, the school environment. *Why is cooperation important in appreciating cultural diversity? *Explain why cooperation is critical for working on a team.

Subject Suggestions for Integration Standards The student will… ELA ▪ write about the following: English Language Arts – Strands o Think of a time when you've taken unfair advantage of a person ▪ The student will recognize, or a situation, or when someone has taken unfair advantage of demonstrate, and analyze the you. Describe it. What was unfair about it? How did it make you qualities of effective communication. feel? What did you learn from the experience? ▪ identify volunteer opportunities in school and community ▪ The student will write effectively for ▪ analyze benefits of cooperation and service to individual and different audiences and purposes. community ▪ contribute to class discussion using appropriate speaking and listening skills Social Studies ▪ analyze importance of cooperation in democratic societies Social Studies Standards 2005

2009 HEALTH STANDARDS 669 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility

▪ write multi-paragraph essay on assigned topic re essential character traits Math Preparing for Employment: Traits of Desirable Workers Mathematics Process Standards ▪ apply job readiness skills to seek employment opportunities ▪ Communication ▪ demonstrate marketable skills for employment ▪ acquire employability (SCANS) skills necessary to obtain and maintain work/career ▪ demonstrate awareness of the products and services utilized by local employers ▪ explain how community awareness relates to work/career Science ▪ explain, through individual and group reflection, the importance of Science – Process Standards character traits such as responsibility, dependability, and integrity ▪ Observe in journals, writing assignments, and creative projects ▪ Communicate Health ▪ demonstrate the effective use of communication skills in pressure Health and Safety Standards 2009 situations ▪ G-HS.4.1, G-HS.4.2, G-HS.5.1, M- HS.1.2, M-HS.4.1 Related ▪ be divided into small groups. Have each group develop a list of do's ▪ Students will develop a sense of Arts/Electives and don'ts for good citizenship. (See our checklist at the top of this community. column or on page 5 of the discussion guide.) Have them make oral (Art, Dance, Career, reports to the class addressing the following questions: What Vocation and happens when people live in accordance with these guidelines. Technology) What happens when they don't? In what ways does apathy or failure to act as good citizens affect our community and society? How can young people demonstrate civic responsibility? Guidance Preparing for Employment: Traits of Desirable Workers ▪ Students will understand the ▪ See Math relationships among personal qualities, education and training, and the world of work.

2009 HEALTH STANDARDS 670 D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility