Char Ed Toolkit PDF

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,
jdickins@ed.sc.gov, Phone: (803) 734-4807, Fax: (803) 734-8343.
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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
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• 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
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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.
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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:
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• 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.
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• 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.
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• 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
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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,
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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.
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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.
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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."
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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."
14
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
15
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
sposton@cityyear.org
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
phogan@ed.sc.gov
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
18
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
20
Character Education Rubric
21
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
22
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 gmweaver@ed.sc.gov. 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
25
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 dcassidy@che.sc.gov.
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 phogan@ed.sc.gov, for additional information.
26
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
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
28
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 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
30
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.
31
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.
32
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)
33
• 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.
34
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.
35
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.
37
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?
39
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.
40
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.
41
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.
42
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.
43
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/
44
• 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/
45
• 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
46
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
47
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/
48
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
49
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/

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/
50
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
51
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
52
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
53
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/
54
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
55
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

www.ncyi.org
56
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

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)
Teaching Values
www.teachingvalues.com
57
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
58
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

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
59
You're it. Get fit! C.H.E.E.R.! (The Original Harlem Globetrotters)
www.presidentschallenge.org
Electronic Newsletters
Josephson Institute—Michael Josephson
www.commentary@jiethics.org
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
60
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
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• 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
• 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
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• 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
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• 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
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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
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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
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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)

Literacy/Index.html
69
Parent Education Profile (PEP) Training
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

jvgreene@ed.sc.gov
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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
71
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.

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.
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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.
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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.
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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
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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.
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• 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
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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;
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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
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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/
th
4 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
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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
rd
principal and a pencil. On Monday, the Students of the Week from K-3 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.
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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.
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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
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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.

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
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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.
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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.

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.

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

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?

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
(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

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.

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.

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
99
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?

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
- 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
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.
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.

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. − Communication Breakthrough Connection
− “Mouse” – Breakthrough
Connection
*Story Description, Library
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?

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

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
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
− 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
*Compare and contrast behaviors of famous people who demonstrated honesty and those who did not.

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

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
−
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

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

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
− 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, - Second Step: Unit 2 LS 2-5, p.
making a decision Drama, Visual Arts, Music
− describe ways to get along with and show 12-13; Unit 1, LS 1-6
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

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
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.
- 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.
Hurd
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
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

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
kindness, and the person’s name
who received this gift. They
plant it below the grass line on
125
kindness, they add a stem,
leaves and flower parts.
kindness they do.
Health - See S.S. − Health – Learning Standards − See S.S.
* Students will demonstrate − Friendship Flowers
the ability to use interpersonal
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

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
− 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
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
− 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
− Getting Along
( A set of stories, songs and
activities to help kids work and
play together.)
130
FAIRNESS
Grade: 1

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
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

and respect others. − Friendship Flowers
132
DEPENDABILITY
Grade: 1

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
- 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
Hurd
- Tidy Titch, by Pat Hutchins
Health − see Related Arts − Health - Learning Standards
o Students will demonstrate
the ability to practice
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

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.
that have clean rooms
Hurd
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

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
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

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

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
− 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

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
Hurd
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
Focus points: *If you were asked to be on a student committee, working on school safety issues, what would be your advise?

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
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
151
Hurd
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
Connections: Physical
strategies for managing stress and 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

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)
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
- 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.)
and respect others. − Friendship Flowers
154
KINDNESS
Grade: 2

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
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
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

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,
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
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
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

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
- 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
Hurd
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:
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:
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).
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).
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
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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:
Salovey, Peter et al. Optimizing Intelligences: Thinking, Emotion & Creativity (Video). Port Chester,
Scully, Jennifer. The Power of Social Skills in Character Development: Helping Diverse Learners Succeed.
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).
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*
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 plusinfor@sportsplus.org
(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
pca@positivecoach.org
www.positivecoach.org
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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
cscc@nd.edu 800-729-2057/800-688-KIDS
nays@nays.org
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.
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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.
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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
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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.
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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.

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
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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
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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.
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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
Grade 2
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
clastinger@richlandone.org 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
Grades 3-5
into the Curriculum: Grades 3-5
Table of Contents
I. Introduction
Character Education throughout the curriculum………………………… 1
• Consultant assistance with the project…………………………………… 2

• Commonly asked questions about
Character Education………………………………………………………… 2
• More states are stressing Character Education…………………………. 6

Teachers, Parents, and other Community Citizens……...…………………. 9

• 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
• 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
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
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.
Commissioners for review/adoption. The process for identifying ten essential traits is
described below:
reviewed.
Commerce meeting.
survey.
into a draft policy for Board review. The policy was adopted in the spring of
2002.

curriculum
181
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.


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
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.
182
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.

compassion
183
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
Character Education builds classrooms where students are ready to learn and where
teachers are freer to teach.

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.
teaching time.
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.
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.
Education be an integral part of schooling along with academics. Today’s Character
Education movement is a re-emergence of that important mission.
184
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
development.
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
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
185
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
• 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.
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.

186
and West Virginia.
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
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.
187
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.

Responsive Classroom has also resulted in above average academic growth
between grades four and eight, decreases in discipline referrals, and increased pro-
social behaviors.
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.
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
188

and beliefs
189
Below are samples of programs and activities currently being implemented in elementary
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/
th
4 graders)
¾ “Life Skills”
¾ “I Care Program”
Activities
¾ Word of the month
¾ Student of the month
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)
190
• Kelso: A Conflict Resolution Program
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
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
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
rd
principal and a pencil. On Monday, the Students of the Week from K-3 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

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.
Schedule:

Respect August
Honesty September
Cooperation October
Caring February
Kindness March
Fairness April
Dependability May
Guide for grades 3-5
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.
192
RESPECT
Grade: 3

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

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

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
199
200
GOOD CITIZENSHIP
Grade: 3

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

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

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
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-
Connections: Fine Arts – Dance, 134; Unit 1 LS 5 p. 28-
anger, sadness, disappointment,
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

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

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
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
Grade: 3

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
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

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
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
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
May 1997
VIP (Very Important
Person) Activity:
− Emphasize a child’s
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

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

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

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
Health − promote positive conflict resolution with − Richland One Curriculum − Richland One Curriculum
peers and family Guide, Health and Safety Guide, Health and Safety
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

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
233
RESPONSIBILITY
Grade: 4

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

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

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
don'ts for being caring. Ask for
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
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
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
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

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
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
Grade: 4

The student will…
ELA - write effectively for different − - www.goodcharacter.com
English Language Arts –
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
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

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.
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
May 1997
VIP (Very Important
Person) Activity:
- Emphasizing a child’s
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

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
252
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.
253
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

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
255
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
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
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

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!"
257
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
258
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
259
GOOD CITIZENSHIP
Grade: 5

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
261
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

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

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.
265
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

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
270
KINDNESS
Grade: 5

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
271
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
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
Grade: 5

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
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
don'ts for being fair. Ask for
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

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.
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
Schuster Trade.
Bullying.
Fears.
Collins Publishers.
Harcourt Brace.
Saying No to Sex.
Spirit Publishing.
279
Videos

1999. $24.95
Books, 1995. $13.95
280
1997. $99.95

Wise Quotes 3-5*
Articles

1300 Academy Road (603) 744-5401
www.culver.org

281
219-631-4445 561-684-1141/Fax–561-684-2546
cscc@nd.edu 800-729-2057/800-688-KIDS
nays@nays.org

617-353-3262
Miscellaneous
www.character.org

282
community.
funds.
goal.
school property.
park or beach.
school unity.

283
reader?
characteristics.

“Thank you.”
courage, etc.
284
difficulties, etc.
etc.
their answers.

cause problems?
285
language.
their advisees.

Boston, MA

discussion.
whole to:
286



Mock elections
Science and Math

Music and Fine Arts


healthy living.
287
Student Government
School pride
All Subjects
Thought for the day

288
Grade 3
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
Grade 4
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
Grade 5
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
Grades K – 12

Caring What About Your Friends TLC
Caring/Kindness Lean on Me Bill Withers
Fairness/Caring/Kindness What If Reba McIntyre
Cooperation Imagine Patty LaBelle
292
293
School_______________________________________________Date________
____Faculty meeting
reaction.
_____5_____________4__________3____________2___________1___
classroom?
____Newsletter
____PTSA
294
Grades 6-8
Table of Contents
I. Introduction


Teachers, Parents, and other Community Citizens…………………………. 9

One……………………………………………………………………….. 11
• Guide for grades 6-8……………………………………………………. 12
V. Resources
• Books………………………………………………………………………… 94
• 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
described below:
reviewed.
Commerce meeting.
survey.
2002.

curriculum
297


298
and act upon them.


compassion
299

teaching time.
300
development.
301
society today.

302
and West Virginia.


303

social behaviors.

304

and beliefs
305
Below are samples of programs and activities currently being implemented in middle
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
development, and the committee certainly did not suggest that those activities cease.

the curriculum.
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
been stressed.
Schedule:

Respect August
Honesty September
Cooperation October
Caring February
Kindness March
Fairness April
Dependability May
present information to illustrate how Character Education can be integrated throughout the
307
RESPECT
Grade: 6

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?
- Did I Hear What You Said?
*(Contact guidance counselor )
310
HONESTY
Grade: 6

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

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
CD.)
Earth
- 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:
welcome.html
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

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
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
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

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
- 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
Two: I work with Numbers
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
- 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
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

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
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
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
- 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
Seven: I work with
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
One: I work with My
Hands -- Sculptor: Cindy
Debold
Four: I Work Outside --
Archaeologist: Michell
Marken, Ph.D.
324
CARING
Grade: 6

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
Guidance Services (C..D.)*
counselor for the CD.)
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
Two: I Work with Numbers
Insurance Agent: Priscilla
Boyles
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
− demonstrate appropriate ways to end an Unit 2 LS 7, p. p. 49; T.G. p.
unhealthy friendship 24-29
Seven: I work with
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
One: I work with My Hands
Sculptor: Cindy Debold
Six: I Work with People
Paramedic: F.E. “Skip”
Hall, Jr.
327
KINDNESS
Grade: 6

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
acceptable verbal and nonverbal Education, May 1997
behavior Suggested Activity:
unacceptable verbal and nonverbal Club): Reinforcing positive
- create a GMC, which seeks
to define character and explore
nonverbal behavior
Brooks, Ph.D., p. 27, 39
Insurance Agent:
Priscilla Boyles
Science - identify character traits that contribute to − Science – Process Standards − Young Peoples Lessons in
o Communicate Brooks, Ph.D., p. 63
Four: I Work Outside
Zoo Curator: Lorraine
Smith
329
Unit 2 LS 7, p. p. 49; T.G. p.
24-29
Seven: I work with
qualities, education and Brooks, Ph.D., p. 124
One: I work with My
Hands -- Sculptor: Cindy
Debold
Six: I Work with People --
Hall, Jr.
330
FAIRNESS
Grade: 6

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”
literary works analyze the qualities of
− “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
Learning:
welcome.html
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
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

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
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
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
Seven: I work with
Computers -- Computer
Programmer: Danny
Sanchez
qualities, education and Brooks, Ph.D., p 4, 10, 66
One: I work with My
Hands – Podiatrist:
Michael H. Horwitz
Upholsterer: Grant Griffin
One: I Work Outside –
Landscaper: Walter
Imahara
336
RESPECT
Grade: 7

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.
Who Am I? Where am I going?
- recognize and explain the relationship of
and control
337
- demonstrate an awareness,
understanding, and respect for others
model ways to overcome them
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
- 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
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
Seven: I work with
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

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
Learning:
welcome.html
- 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

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
onlineethics.org
Mathematicians and related resources):
Mathematicians
Learning:
welcome.html
343
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:
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
* Identify your behaviors that demonstrate good citizenship.

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
well as independently
345
- identify and participate in activities that
“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
Brooks, Ph.D., p 24
--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):
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
Seven: I work with
- 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
work.
*(Contact the guidance counselor
for CD).
− “Good Worker” Traits: Do
I Have What It Takes?
347
RESPONSIBILITY
Grade: 7

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)
what he or she reads − Serving Our Community
S.S. - See ELA − Social Studies – Strands - Effective Guidance

for the CD)
348
Brooks, Ph.D., p 24
Science − explain the importance of ethics and − Science – Process Standards Suggested Reflection
o Communicate - What would happen if
like responsibility?
information and services o Preventing Injuries, p. 32 - Phone Book
work ethic and career choices qualities, education and Brooks, Ph.D., p. 121, 127
Seven: I work with
Programmer: Danny
Sanchez
Computer Design
Engineer: Robert Barrett
Guidance − See ELA − Students will understand the − Effective Guidance
relationships among personal Activities, SC Department
qualities, education and of Education, Office of
training, and the world of work. Safe Schools & Youth
work.
349
for the CD)
− Young Peoples Lessons in
Character, B. David
Brooks, Ph.D., p 42
3: I work with Words –
Radio Personality and
Deejay: Helen Little
350
SELF-DISCIPLINE
Grade: 7

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
- 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
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
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):
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
Seven: I work with
qualities, education and Brooks, Ph.D., p 7, 69
One: I work with My Hands--
Archaeologist: Michell
Marken, Ph.D.
352
CARING
Grade: 7

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
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)*
for the CD)
- Serving Our Community
Ph.D., p. 27, 39
Boyles
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
caring?
Seven: I work with
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
One: I work with My Hands -
Six: I Work with People --
Hall, Jr.
354
KINDNESS
Grade: 7

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
- 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
Boyles
Science - identify character traits that contribute to - Science – Process Standards − Young Peoples Lessons in
Four: I Work Outside –Zoo
Curator: Lorraine Smith
Seven: I work with
Archaeologist: Mitchell
Marken Ph.D.
356
FAIRNESS
Grade: 7

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
Mathematicians and related
resources):
− Classroom Compass:
Collaborative Learning:
www.sedl.org/scimath/compass/v
01n02/ welcome.html
College:
www.forum.swarthmore.edu
− 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
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 --
− Lessons in Character, Unit Four:
I Work Outside – Archaeologist:
Michell Marken, Ph.D.
359
DEPENDABILITY
Grade: 7

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
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
Government – Captain,
USDA Forest Service:
Hilda Gallegos
Math - identify character traits that contribute to - Mathematics Process Standards − Young Peoples Lessons in
360
Investment Advisor:
Steven A. Koch
Cashier: Margaret
Vazquez
Science − Explain the importance of ethics and − Science – Process Standards − Young Peoples Lessons in
o Communicate Brooks, Ph.D., p 66
Landscaper: Walter
Imahara
Prompt:
- What would happen if
like dependability?
information and services o Preventing Injuries, p. 32 - Phone Book
Seven: I work with
Computers --Computer
Programmer: Danny
Sanchez
training, and the world of work.
361
Four: I Work Outside –
Marken Ph.D.
362
RESPECT
Grade: 8

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
“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
363
Who Am I? Where am I going?
- recognize and explain the relationship of
and control
- relate an awareness, understanding, and
respect for others
and model ways to overcome them
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,
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
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
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.
- Who Am I? Where am I
going?
- Did I Hear What You Said?
“Where Are the Jobs?”
366
HONESTY
Grade: 8

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):
- Classroom Compass: Collaborative
Learning:
www.sedl.org/scimath/compass/v01n
02/ welcome.html
- The Math Forum at Swarthmore
- National Council of Teachers of
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
- 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
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

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,
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:
onlineethics.org
www.lbl.gov/Education/ELSI/ELSI.
html
- Biographical Index (Famous
Mathematicians
- Classroom Compass: Collaborative
Learning:
www.sedl.org/scimath/compass/v01n02
/ welcome.html
- The Math Forum at Swarthmore
- National Council of Teachers of
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

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?”
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):
Health - demonstrate ways to communicate care, - Richland One Curriculum - Richland One Curriculum
of others. * Mental Health, p. 50 - Text: Unit 2 LS 7 p. 54-57;
Unit 2 LS 2,3; T.G. p. 63-69
work ethic and career choices qualities, education and training, Brooks, Ph.D., p. 124
Seven: I work with
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?
- “Good Worker” Traits: Do
I Have What It Takes?
375
RESPONSIBILITY
Grade: 8

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)*
community service (Contact the guidance counselor
- explain the value of teamwork and for the CD)
well as independently Serving Our Community
- identify and participate in activities that
S.S. - See ELA - Social Studies – Strands - Effective Guidance
*People, Places, and Activities, SC Department of
Brooks, Ph.D., p 24
376
Science - explain the importance of ethics and - Science – Process Standards Suggested Reflection
o Communicate - What would happen if
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
work ethic and career choices qualities, education and training, Brooks, Ph.D., p. 121, 127
Seven: I work with
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
(Contact the guidance counselor

for the CD)
377
SELF-DISCIPLINE
Grade: 8

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
unacceptable verbal and nonverbal Club) reinforces positive
-Create a GMC, which seeks to
define character and explore
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
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):
T.G. p. 41-47
Seven: I work with
Guidance - identify character traits that contribute to - Students will understand the - Young Peoples Lessons in
qualities, education and training, Brooks, Ph.D., p. 69
Marken Ph.D.
379
CARING
Grade: 8

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)*
community service (Contact the guidance counselor for
- explain the value of teamwork and the CD)
well as independently Serving Our Community
- identify and participate in activities thata
S.S. - See ELA - Social Studies – Strands - Effective Guidance Activities,
*People, Places, and SC Department of Education,
Environments Office of Safe Schools & Youth
(CD)*
(Contact the guidance counselor for
the CD)
380
Ph.D., p. 27, 39
Two: I Work with Numbers --
Boyles
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
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;
work ethic and career choices qualities, education and training, Ph.D., p. 124
Seven: I work with
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
381
One: I work with My Hands –
Six: I Work with People –
Hall, Jr.
382
KINDNESS
Grade: 8

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
unacceptable verbal and nonverbal Club) reinforces positive
- 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
Two: I Work with
Numbers – Insurance
Agent:Priscilla Boyles
Science - identify character traits that contribute to - Science – Process Standards - Young Peoples Lessons in
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
Unit 2 LS 2,3; T.G. p. 63-69
Seven: I work with
qualities, education and training, Brooks, Ph.D., p. 69
Four: I Work Outside –
Marken Ph.D.
384
FAIRNESS
Grade: 8

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:
-National Council of Teachers of
- 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
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

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
Government – Captain,
USDA Forest Service:
Hilda Gallegos
Investment Advisor:
Steven A. Koch
388
- Cashier: Margaret
Vazquez
Science - explain the importance of ethics and - Science – Process Standards - Young Peoples Lessons in
- 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
Prompt:
- Consider what would happen
if scientific inquiries and
like dependability.
T.G. p. 41-47
work ethic and career choices qualities, education and training, Ph.D., p. 127
Seven: I work with
Programmer: Danny Sanchez
work ethic and career choices relationships among personal Character, B. David Brooks,
qualities, education and training, Ph.D., p. 69
Marken Ph.D.
389
V. Resources
Books
Schuster Trade.
Bullying.
Fears.
Collins Publishers.
Harcourt Brace.
Saying No to Sex.
Spirit Publishing.
390
Videos

1999. $24.95
Books, 1995. $13.95
391
1997. $99.95

Wise Lives 6-8*
Articles

1300 Academy Road (603) 744-5401
www.culver.org

392
219-631-4445 561-684-1141/Fax–561-684-2546
cscc@nd.edu 800-729-2057/800-688-KIDS
nays@nays.org

617-353-3262
Miscellaneous
www.character.org

393
community.
funds.
goal.
school property.
park or beach.
school unity.

394
reader?
characteristics.

“Thank you.”
courage, etc.
395
difficulties, etc.
etc.
their answers.

cause problems?
396
language.
their advisees.

Boston, MA

discussion.
whole to:
397
398


Mock elections
Science and Math

Music and Fine Arts


healthy living.

399
Student Government
School pride
All Subjects
Thought for the day

400
Grades K – 12

Caring What About Your Friends
Caring/Kindness Lean on Me
Fairness/caring/Kindness What If Reba McIntyre
401
Grade 6-8
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
Grades 9-12
Table of Contents
I. Introduction


Teachers, Parents, and other Community Citizens……...………………….. 9

One……………………………………………………………………….. 10
• Guide for grades 9-12……………………………………….…………. 11
V. Resources
• Books………………………………………………………………………… 42
• 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
described below:
reviewed.
Commerce meeting.
survey.
2002.

curriculum
406


407
and act upon them.


compassion
408

teaching time.
409
development.
410
society today.

411
and West Virginia.


412

social behaviors.

413

and beliefs
414
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 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
• 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.
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
been stressed.
are involved in conducting character education development activities.
Schedule:
Respect August
Honesty September
Cooperation October
Caring February
Kindness March
Fairness April
Dependability May
415
The committee approached the task from the standpoint that character education should
present information to illustrate how character education can be integrated throughout the
416
RESPECT
Grade: 9-12

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
- 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

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
- 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
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

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
www.chem.vt.edu/ethics/ethics.ht
ml onlineethics.org
www.lbl.gov/Education/ELSI/EL
SI.html
Mathematicians and related
resources):
− Classroom Compass:
Collaborative Learning:
www.sedl.org/scimath/compass/v
01n02/ welcome.html
College:
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

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
Mathematicians
Learning:
welcome.html
− The Math Forum at Swarthmore College:
- 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

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
- 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
- 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
(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

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

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
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

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
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

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):
Mathematicians
Learning:
welcome.html
− 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

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
Schuster Trade.
Bullying.
Fears.
Collins Publishers.
Harcourt Brace.
Saying No to Sex.
Spirit Publishing.
447
Videos

1999. $24.95
Books, 1995. $13.95
448
1997. $99.95

Wise Skills Curriculum for Building Character Education: Wisdom for Life 9-12*
Articles

1300 Academy Road (603) 744-5401
www.culver.org

449
219-631-4445 561-684-1141/Fax–561-684-2546
cscc@nd.edu 800-729-2057/800-688-KIDS
nays@nays.org

617-353-3262
Miscellaneous
www.character.org

450
community.
funds.
goal.
school property.
park or beach.
school unity.

451
reader?
characteristics.

“Thank you.”
courage, etc.
452
difficulties, etc.
etc.
their answers.

cause problems?
453
language.
their advisees.

Boston, MA

discussion.
whole to:
454



Mock elections
Science and Math

Music and Fine Arts


healthy living.
455
Student Government
School pride
All Subjects
Thought for the day

456
Grade 9-12
Name of Book/Author TRAITS

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
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
(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
Grades PK – 12

Caring What About Your Friends
Caring/Kindness Lean on Me
Fairness/caring/Kindness What If Reba McIntyre
460
461
School_______________________________________________Date________
____Faculty meeting
reaction.
_____5_____________4__________3____________2___________1___
classroom?
____Newsletter
____PTSA
462
Richland One
Character Education
Evaluation
463
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 clastinger@richlandone.org by May 10, 2004. Your comments will
enable us to access the first year of implementation.
464
School_______________________________________________Date________
1. What format was used to present the character education program to your faculty and
staff? Please check those that apply.
____Faculty meeting
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)
4. Which of the following activities does your school use to promote character education
outside the classroom?
____Newsletter
____PTSA
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
Grade: K
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
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
violating the rules? others.
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

RESPONSIBILITY OCTOBER
Grade: K

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
Related Arts ▪ draw a picture of a responsible act they have done
▪ sing a song about responsible acts ▪ Students will understand and respect
others.

Guidance ▪ See SOCIAL STUDIES
▪ Students will understand and
appreciate home and family.

GOOD CITIZENSHIP NOVEMBER
Grade: K

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

▪ 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.

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?

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

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?

SELF-DISCIPLINE JANUARY
Grade: K

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

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
Music, Visual Arts,
relation to identified stressors
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
appreciate self.

KINDNESS & CARING FEBRUARY
Grade: K

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
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
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?

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.

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
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
they did wrong appreciate self.
Guidance
▪ identify reasons why honesty is always the best policy ▪ Students will understand and respect
others.

HONESTY & INTEGRITY APRIL
Grade: K
Trait: HONESTY/INTEGRITY –to be truthful; fair and straightforward in conduct

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

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.
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.

FAIRNESS & COOPERATION MAY
Grade: K
Trait: FAIRNESS-- to play by the rules, to be open minded to the viewpoints of others
COOPERATION –to play together or work well with others to accomplish a common goal

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

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?
▪ 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

RESPECT SEPTEMBER
Grade: 1
*Who is a figure in your life that you respect and what characteristics do they exhibit?

The student will…
ELA ▪ See Guidance ▪ Reading
▪ describe the similarities and differences among others ▪ Communication
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

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

Grade: 1

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

▪ 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

▪ 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.

Grade: 1

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
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.

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

GENEROSITY DECEMBER
Grade: 1
Trait: GENEROSITY –a willingness to give to others
Focus points: * How do we share with each other every day?


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

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
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?

Grade: 1

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.
▪ 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
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

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.

Grade: 1

The student will…
ELA ▪ maintain a journal to record acts of kindness observed, received, or ▪ Writing
given to other
▪ list careers that involve caring Connections: Science
▪ 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
▪ describe similarities and differences among others
▪ demonstrate an understanding of the role of human systems on the
Earth.
▪ define culture
▪ be able to explain that different places have different cultures

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
▪ 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

PERSEVERANCE MARCH
Grade 1
Trait: PERSEVERANCE---being persistent in one’s efforts to accomplish a purpose or goal despite

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.

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

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

Grade: 1
Trait: HONESTY/INTEGRITY- to be truthful; fair and straightforward in conduct

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

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

Grade: 1
Trait: FAIRNESS-- to play by the rules, to be open minded to the viewpoints of others

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

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?
▪ describe the similarities and differences among individuals
▪ 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
▪ 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
health
Connections: Fine Arts:

Drama, SOCIAL STUDIES,
ELA
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.
appreciate self.
▪ The student makes decisions, sets
goals, and takes necessary action to
achieve goals.

RESPECT SEPTEMBER
Grade: 2

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

▪ Communication


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

Grade: 2

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.
▪ 1-1.4

▪ Communication

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

Grade: 2

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
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

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
▪ 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

GENEROSITY DECEMBER
Grade: 2
Focus points : * How do we share with each other every day?
* How does the character trait of generosity fit into your school setting?
* How does generosity effect friendships?
* How does generosity effect our community?

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
▪ 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
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.

Grade: 2

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

▪ Communication


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 -
Visual Arts, Music, Drama, Dance, Math, ELA,
▪ tell what things cause stress, depression, and anger and explain how
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.

Grade: 2
CARING – to demonstrate concern through kindness and acceptance while meeting the needs of self and others
*Identify at least one person in your family or community that displays acts of kindness and explain how you know that.

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

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
▪ 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
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

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.

PERSEVERANCE MARCH
Grade 2

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.
•

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
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

Grade: 2

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
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?

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.

Grade: 2
Focus points:*Identify a character and explain how he/she demonstrated fairness?

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!"

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
▪ recognize the reason rules and laws exist
▪ examine consequences of breaking rules
▪ 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
▪ 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

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
Grade: 3

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

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
▪ 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
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
Grade: 3

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
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
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
Grade: 3

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
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
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
▪ 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
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.

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
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.
▪ examine rewards of generous behaviors
533
Grade: 3

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
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
Guidance ▪ practice coping skills by identifying alternative behaviors in ▪ Students will understand and
response to negative emotions and experiences appreciate self.
535
Grade: 3
*Have you ever felt like one of the characters in the story? Explain.

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
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
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
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
▪ 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
PERSEVERANCE MARCH
Grade 3

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.

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,
reads.
▪ 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
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.
▪ examine rewards pf persevering
540
Grade: 3
Trait: HONESTY/ INTEGRITY – to be truthful; fair and straightforward in conduct

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
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
Grade: 3
Trait: COOPERATION –to play together or work well with others to accomplish a common goal

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
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
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
RESPECT SEPTEMBER
Grade: 4
Trait: RESPECT – to show high regard for authority, other people, self, and country

The student will…
546
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
▪ apply conflict resolution skills
▪ list steps to use decision-making, problem-solving, and goal-setting
processes
▪ describe positive characteristics about self
▪ explain and respect similarities and differences among others
▪ describe the responsibility of family members
▪ tell about school and community roles
547
▪ 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
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
Grade: 4

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
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
buying non-polluting products, etc.) ▪ Communicate
▪ make a plan to improve environment and do it
▪ report on outcomes in class
550
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
Grade: 4

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 characteristics about self
▪ relate skills and hobbies to career choices
552
▪ 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
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
▪ 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
554
GENEROSITY DECEMBER
Grade 4
Trait: GENEROSITY—a willingness to give to others

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
▪ 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
Math ▪ practice appropriate group discussion skills Mathematics process Standards
▪ 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
▪ 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
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
▪ brainstorm ideas for increasing tolerance among students ▪ Students will understand and respect each
▪ practice cooperation and teamwork skills other.
Guidance
▪ 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
Grade: 4

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
▪ create a color bar graph representing findings by day ▪ Communication
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
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
Guidance ▪ practice coping skills by identifying alternative behaviors in ▪ Students will understand and respect
response to negative emotions and experiences others.
559
Grade: 4
*Have you ever felt like one of the characters in the story? Explain.

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
▪ describe behaviors of a caring person
560
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
▪ 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
▪ 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
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
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
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
PERSEVERANCE MARCH
Grade 4

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
▪ describe behaviors of people who have persevered
▪ examine rewards of persevering ▪ European settlers in New World
▪ Slaves
▪ Civil Rights
▪ brainstorm alternate solutions to a given problem ▪ Communication
▪ evaluate rewards of persevering in group activities ▪ Problem Solving
563
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
▪ 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
Grade: 4
Trait: HONESTY/ INTEGRITY –to be truthful; fair and straightforward in conduct

The student will…
ELA ▪ write effectively for different audiences and purposes English Language Arts – Strands
▪ The student will write effectively for
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
565
▪ Representation
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.
dishonest behavior
566
Grade: 4

The student will…
▪ 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
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
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
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
RESPECT SEPTEMBER
Grade: 5

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
▪ Problem Solving
Science ▪ See Math Science – Process Standards
▪ Observe
▪ Communicate
570
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
▪ role-play selected situations re respect and acceptance of people others.
who are “different”
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
Grade: 5

The student will…
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
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
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.
573
Grade: 5

The student will…
▪ identify behaviors and character traits of a hero/heroine ▪ The student will write effectively for
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
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.
survival skills.
575
GENEROSITY DECEMBER
Grade 5
Trait: GENEROSITY—a willingness to give to others

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
▪ 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
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

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
Grade: 5

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
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
▪ create a color bar graph representing data by day ▪ Communication
578
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.
Guidance ▪ identify coping strategies for dealing ▪ Students will understand and
▪ with unpleasant emotions appreciate self.
▪ practice coping strategies ▪ Students will make decisions, set
survival skills.
579
KINDNESS &CARING FEBRUARY
Grade: 5

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
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 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
▪ 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
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
PERSEVERANCE MARCH
Grade 5

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
▪ Civil Rights
583
▪ 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
▪ 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.
▪ practice appropriate listening and speaking skills during group ▪ Students will understand and
discussions respect others.
Guidance
▪ compare/contrast persevering and giving up ▪ Students will develop a sense of
▪ identify the consequences of persevering versus giving up community.
584
Grade: 5
Trait: HONESTY/INTEGRITY – to always be truthful; fair and straightforward in conduct

The student will…
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
Math ▪ explain why found money should be turned in regardless of the Mathematics process Skills
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
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
▪ 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
Guidance ▪ practice recordkeeping skills ▪ Students will understand and respect

▪ write journal entries according to given subject and format others.
dishonest behavior
586
Grade: 5

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
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
▪ 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
▪ Classify
▪ Communicate
588
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
RESPECT SEPTEMBER
Grade: 6

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
▪ 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

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.

Grade: 6

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
communication.

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.
Grade: 6

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
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
▪ 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
the world of work.
▪ Students will demonstrate decision
making, goal setting, problem
solving, and communication skills.
work.

GENEROSITY DECEMBER
Grade: 6

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
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.

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.

Grade: 6

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

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
the world of work.
Guidance ▪ identify character traits that contribute to work ethic and career ▪ Students will understand the
choices relationships among personal
the world of work.

Grade: 6

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
▪ observe and discuss examples of acceptable verbal and
nonverbal behavior
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
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
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

PERSEVERANCE MARCH
Grade 6
Trait: PERSEVERANCE –being persistent in one’s efforts to accomplish a purpose or goal despite
Focus points: *Identify characters in literature that have persevered.

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-
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.

Grade: 6
Trait: HONESTY/ INTEGRITY – to be truthful; fair and straightforward in conduct

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
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
▪ 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
choices qualities, education and training,
and the world of work.
qualities, education and training,
respect others.

Grade: 6

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
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

RESPECT SEPTEMBER
Grade: 7

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.
▪ demonstrate a positive attitude toward work and the ability to
work together
▪ demonstrate an awareness, understanding, and respect for others
▪ identify roadblocks to communication and model ways to
overcome them

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
the world of work.
Guidance ▪ demonstrate an understanding of cultures, attitudes, and abilities ▪ Students will understand the
▪ See ELA relationships among personal
the world of work.
work.

Grade: 7

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 ▪ The student will write effectively
teams as well as independently for different audiences and purposes
▪ identify and participate in activities that demonstrate good ▪ The student will draw upon a
citizenship variety of strategies to comprehend,
interpret, analyze, and evaluate
what he or she reads
▪ 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

the world of work.
the world of work.
work.

Grade: 7

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 recognize,
▪ demonstrate decision-making and goal-setting skills demonstrate, and analyze the
▪ recognize how studying influences learning and how attitudes qualities of effective
influence achievement communication
▪ explain and develop personal capabilities and cooperation in
learning with others
▪ “What we have done for ourselves alone dies with us. What we
▪ seek opportunities to participate in community service
▪ 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
▪ “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 Social Studies Standards 2005
▪ See ELA
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
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?

GENEROSITY DECEMBER
Grade: 7

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
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.

Grade: 7

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
reads.
behavior
nonverbal behavior.

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
the world of work.

Grade: 7
KINDNESS – to be considerate, courteous, helpful, and understanding of others’ feelings and beliefs

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
behavior
nonverbal behavior.
▪ See ELA
▪ explain the importance of ethics and character to the scientific ▪ Observe
profession ▪ Communicate
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
the world of work.
work.

PERSEVERANCE MARCH
Grade: 7

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.

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.

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.

Grade: 7

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
▪ Observe
▪ Communicate

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
the world of work.
the world of work.

COOPERATION & FAIRNESS MAY
Grade: 7
FAIRNESS –to play by the rules, to be open minded to the viewpoints of others

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 Earth ▪ The student will recognize,
▪ demonstrate an understanding of different cultures, attitudes, and demonstrate, and analyze the
abilities qualities of effective
▪ “If we want our children to possess the traits of character we most communication.
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
▪ identify character traits that contribute to work ethic and career
choices

Social Studies ▪ “We all live with the objective of being happy; our lives are all Social Studies Standards 2005
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
the world of work.
Guidance ▪ demonstrate an understanding of different cultures, attitudes, and ▪ Students will understand the
abilities relationships among personal
the world of work.
work.

RESPECT SEPTEMBER
Grade: 8

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
▪ demonstrate a positive attitude toward work and the ability to work
together
▪ relate an awareness, understanding, and respect for others
▪ identify roadblocks to communication and model ways to overcome
them
Social Studies Standards 2005
Social Studies ▪ “We all live with the objective of being happy; our lives are all
abilities
▪ 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

Science ▪ discuss ethical issues such as the manipulation of data Science – Process Standards
▪ Observe
▪ Communicate
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
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.
work.

Grade: 8

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
citizenship
▪ Discuss the responsibility of historians in recording events
accurately
▪ 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-
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
Guidance ▪ See ELA ▪ Students will understand how
work.

Grade: 8

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
▪ 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
▪ 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

▪ 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.

GENEROSITY DECEMBER
Grade: 8

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.

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.

Grade: 8

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
behavior
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

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
the world of work.
the world of work.

Grade: 8
CARING – to demonstrate concern through kindness and acceptance while meeting the needs of self and others

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.
citizenship
▪ write thank-you notes (social courtesies)
▪ participate in clubs devoted to manners and etiquette
behavior
nonverbal behavior
▪ 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.

choices qualities, education and training,
work.

PERSEVERANCE MARCH
Grade: 8

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.

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.

Grade: 8
Trait: HONESTY/INTEGRITY – to always be truthful; fair and straightforward in conduct

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
o What are the historical, geographic, social, and economic
o What are shared political values and principles of American
democracy? How can political parties provide opportunities
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
for their classroom
▪
explain and work with “primary documents” – the ethics
work as young scientists or mathematicians
▪ Observe
▪ Communicate
for self, for parents, and family, and for the diversity of others ▪ G- 8.4.3, I-8.4.1, I-8.7.1
the world of work.
the world of work.

Grade: 8

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
o What are the historical, geographic, social and economic
o What are shared political values and principles of American
democracy? How can political parties provide opportunities
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
▪ 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
▪ answer the following question:
o What are the political struggles that affected African
Americas, women, and other ethnic and religious groups?
character traits such as responsibility, dependability, and integrity in o Observe
journals, writing assignments, and creative projects o Communicate

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
Guidance ▪ demonstrate an understanding of ▪ Students will understand the

▪ different cultures, attitudes, and abilities relationships among personal
▪ See ELA the world of work.
▪ See Math community awareness relates to
work.

RESPECT SEPTEMBER
Grade: 9-12
:

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
- See Health
- See Guidance
Social Studies Respecting Differences: Are We More Alike Than Different? Social Studies Standards 2005
N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and
Responsibility
▪ See ELA
▪ 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
Vocation and
Technology)

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.
▪ 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

Responsibility
Grade: 9-12

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
▪ See Health
Improving Academic Skills: Time Management
▪ See Math
Academic Success: The “Big” Test
▪ - See Guidance

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
▪ 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

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
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
Responsibility
Grade: 9-12

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.
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

Responsibility
▪ 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.

Vocation and
Technology)
Guidance ▪ See ELA ▪ Students will understand and respect

others.

Responsibility
GENEROSITY DECEMBER
Grade: 9-12
Focus points:

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

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.

Responsibility
Grade: 9-12

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
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.

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.

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?

Responsibility
Grade: 9-12
KINDNESS – to be considerate, courteous, helpful, and understanding of others’ feelings and beliefs

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
Responsibility
Science ▪ practice and encourage safety in project and lab situations Science – Process Standards
▪ See Math ▪ Observe
▪ Communicate
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.

Responsibility
PERSEVERANCE MARCH
Grade: 9-12
Focus points:

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.

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.

Responsibility
Grade: 9-12
Trait: HONESTY/INTEGITY – to always be truthful; fair and straightforward in conduct

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
communication.
▪ 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
▪ work cooperatively with classmates to create a code of ethics for
their classroom
▪ read, analyze, and apply “primary documents” – the ethics

Responsibility
▪ 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
▪ role-play various decision-making scenarios enhance health.
ves
(Art, Dance,
Career,
Vocation and
Technology)
Guidance ▪ See ELA ▪ Students will understand and appreciate self.

Responsibility
Grade: 9-12

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

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
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
the world of work.

Responsibility

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Table of Contents

Character Education Overview ............................................................ 1

2. Character may be represented by values and virtues:

2. Character Education creates a meaningful framework and incorporates aspects of social-

In school, Character Education must be approached comprehensively to include the emotional,

For successful implementation, schools are encouraged to:

Curriculum and Instruction

Integrating Character Education into Different Subjects

English Language and Literature

Number Skills and Science

History and Geography

2. Teaching Responsibility in Social Studies

3. Integrating Responsibility into Math and Science

4. Teaching Responsibility in Arts

Teaching Trustworthiness through Service-Learning Projects

1. Newspaper Series (English)—initiate a series in the school newspaper called “Exploring

Integrating Knowledge & Wisdom

Knowledge Integrating Knowledge & Wisdom

Integrating Health Care & Technology into English Language Arts

Title: Looking Through Other Eyes

III. Materials Needed

V. Extensions and Adaptations

Other Helpful Websites for Integrated Character Education Programs or

• Multidisciplinary Lesson Plans from HOTCHALK Lesson Plan Page

• Brighten Up the Holidays With Cross-Curriculum Activities from Education World

• Sax Lesson Plan Ideas from School Specialty

• Cross Curricula Lesson Plan from ChildDrama.com

• Our Hidden Heroes

Harvesting Rewards of Character Education

At 71, McNeil knew he wanted to work with children. Lowman

"He had just given me some beautiful tomatoes, and I thought,

Heart Tool Kit

Parent Engagement Network

Rock Hill School District Parent Power

SC Day by Day Family Literacy Activity Calendar

A Toolkit for Parental Involvement

Palmetto Mentoring Network

Cities and Communities of Character

Learn and Serve

Character Development Research

Character Education Quality Standards

What Works in Character Education: A Research-Driven Guide for Educators by Marvin W.

Journal of Research in Character Education

Annual School Report Card

Understanding Evaluation: The Way to Better Prevention Programs by Lana D. Muraskin

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

2009 Promising Practice Awards Winners

• Berkeley Elementary School, Moncks Corner, SC

• Blythewood Middle School, Blythewood, SC

• Dorman High School, Roebuck, SC

• Marlboro County High School, Bennettsville, SC

• Pineview Elementary School, West Columbia, SC

State School of Character Award / National School of Character

2010 SSOC Winners:

2010 NSOC Finalist:

2010 NSOC – Profiles in Character Award Recipients:

2009 SSOC Winners:

Heart Award (Higher Education Awareness Readiness

Additionally, applicants must meet all of the following: