Character Education

Character Education
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Sample
Classroom
Lessons
Northport
High School•
1
Setting The Tone
Activities Designed to Enhance the School and Classroom Setting
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Designing banner and logo
Objectives:
• To provide an awareness of the selected character traits
• To encourage ownership of character traits through the making of banners and logos
Strategy/Focus:
• Use creative abilities and imagination to develop a design for a banner and logo for
each character trait.
• Understand the meaning of each trait and describe how the design and logo fit
together.
Activities:
-Divide students into groups of three or four.
-Explain that this project will be a group lesson designed for everyone to succeed, all
ideas can be used, and every character trait is covered.
-Distribute and discuss values/character traits list with definitions.
-Have each group design a banner and logo in sample form before making their final
draft.
-Once each person in the group agrees on a design, the making of the banner should be
started.
-Upon completion of the sample, students will confer with the teacher on size, material,
placement in the room/school, and other decisions.
Exploration of family coat-of-arms may be worth pursuing as a personal project.
Materials:
Material for banners, colored pencils/markers, ruler, scissors, and tracing paper .
2
Setting The Tone
School Kick-Off Activity
A Rainbow of Character
Objectives:
• To provide information and awareness of the ten character traits of the Character
Education Initiative
• To help students understand and appreciate the meaning and work of the study of
character education
Strategy/Focus:
• Use information campaign to heighten awareness of character traits.
• Encourage students to reflect on character traits and their worth in our daily lives.
• Use poems and essay writing to involve students personally.
• Use incentives and recognition to motivate continued behaviors.
Activities:
• Post ribbons of various colors around the school and in classrooms.
• Have teachers distribute character trait list with definitions to all students.
• Have students read and discuss all ten traits.
• Group students into pairs and have them quiz each other.
• Each student will choose one character trait which best fits him/her and write a one
page essay or poem about the trait and why he/she chose it.
• Each student will wear the ribbon color representing the trait.
• Share essays and poems with the class.
• Have the class select one essay or poem to be entered into school competition.
The Character Education Coordinator and/or principal will select a committee to decide
on the three best entries in the school. Winners will receive prizes, such as publication in
school papers, certificate of honor, assembly recognition, monetary or Savings Bond
award, other prizes donated by private sponsors.
Materials:
Ribbons of ten colors, awards for student winners.
3
Preface on Caring
Constance M. Perry and Walter G. McIntire, writing in their article, “Factor Related to
Adolescent Caring”, (1995) identified the two main elements of caring: the need to
develop students’ caring about others and caring as a moral reasoning mode. In setting
the tone for caring in the classroom, we seek to develop students’ ability to care for one
another. This calls for having students develop a relationship with each other based on
common goals, needs, and local classroom situation. Building upon the value of
courtesy that engenders a respect for the humanity of the other, the students now begin
to examine what it is that makes them care about each other. This requires them to look
deeply at how they relate to one another.
Caring requires on intimacy with others that allows us to share their joy, happiness, pain,
and grief. As we set the tone in the classroom, we begin to teach the students about
intimacy. It teaches that it is first and foremost the ability to share the private and public
moments with those closest to them. To care is to hold the needs of another as greater
in importance than personal needs.
In addition to teaching the students to care, Character Education also teaches them why
they should care. Caring is a genuine concern for the well-being of another. This
concern is not artificial or selfish. The caring person is not seeking self-gain or selfrecognition, but will make sacrifices that help another find comfort and security. Caring
is one of the traits that teaches students to reach out beyond themselves and see the
world through unselfish eyes.
In the classroom, caring works with courtesy to build a community where students look
after one another, protect one another, and help one another. When these traits
become enjoined, they take them into their homes and communities. In other words, we
are continually building our “caring community”.
A
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Character Trait:
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Caring
Values are ever-present. Everyone stands for something. Programs
built around core values...empower people to be responsible and
caring members of a community.
NASSP
Objectives:
• Develop an awareness of the concept CARING.
• Enhance awareness of values about caring.
• Foster an understanding and appreciation of caring for self and others.
• Extend caring beyond people to include all living and non-living things and the
environment.
• Understand that the school can be a caring community.
Strategy/Focus:
• Use reflection, discussion, and writing to acquire an awareness of caring for self and
others.
• Use newspaper articles to reinforce how people around the world care for each other.
• Use service learning projects and personal volunteerism to gain an understanding of
caring for others.
• Use field trips to enhance and expand knowledge and provide opportunities for practice
in caring.
Integration of Content/Subject Areas:
• English
• Social Studies
• Science
• Health
• Math
• Art and Music
5
Activity 1:
When implementing strategies around the character trait of caring, we should be aware
of the accepted norms of the community and the expectations of parents. Of the many
traits considered as good and valuable for students to learn, caring ranks in the top ten
of all lists, whether selected by parents, educators, or community.
Start with student input to construct a definition of caring that is acceptable to everyone
in the class. It is generally accepted that students should learn to care for themselves,
other people, and the environment around them. In order to teach this concept, teachers
must provide learning experiences in the form of knowledge, skills, and practice
opportunities. Students on the other hand must actively participate, receive the
information, acquire skill, and practice caring behaviors. As caring behaviors are
internalized, they become a part of a students’ daily routines and are displayed without
effort or second thoughts.
The teacher may want to start with a definition of caring that can be accepted by all:
…Acting out of concern and thoughtfulness for self, others, and property
…Being considerate, courteous, and helpful
…Treating others with kindness and compassion, and as you would want to be treated.
The focus of this lesson is to give students a personal awareness of caring, expose them
to incidences of caring, and have them experience caring at several levels:
-Caring for themselves
-Caring for others
-Caring for things/environment
• Have students check the statements on the caring questionnaire included in this
module that apply to them. Indicate to them that there are no right or wrong
answers.
• After students have completed the questionnaire have them discuss with the class their
responses to the statements. Have them give specific situations in which these
behaviors have been practiced.
• Summarize responses. Ask students if thinking about each statement has given them
more insight into ways to show caring for others.
• Develop a list of synonyms and antonyms for caring. Be prepared to give a definition
and an example of each as it relates to you and your life.
• Students may do graphic representations of words to be used as classroom displays.
• Working in small groups, students will list 20 qualities that a caring person might
possess.
• When the group work is finished, work alone and check yes or no as each quality
applies to you.
• Add the number of yes and no answers.
• Use the rating scale provided and circle the category that applies to you.
• Discuss what these totals mean.
• How can this exercise help you to improve your caring rating?
Materials:
Paper, pencils/markers, portfolio, notebook, art supplies, newspapers/magazines,
telephone book, care certificates, camera/film, poster board, and dictionary, caring
questionnaire, Worksheet 3 – Twenty Qualities of Caring a Person May Possess or
Exemplify.
6
Character Trait:
Caring
Objectives:
• Identify and understand the origins of conflict.
• Know the meaning of Peer Mediation and how to use it in resolving conflicts.
• Understand cultural diversity and common reactions (positive & negative).
• Use mediation skills and apply to school situations.
• Participate in field trip experiences to appreciate differences among people.
Integration of Content/Subject Areas:
• English
• Social Science
• History
• Art
Activity 2:
We are all alike and different in many ways. We have different values. Values are
beliefs, convictions, priorities, and rules. When these values involve satisfying our
needs and wants, conflicts often arise and people sometimes take them personally.
Our values are influenced by who we are and by our social environment. Our gender,
race, ethnic group, culture, ability, religion, age, and national origin play a part in our
reaction to others. Values are guides to direct our actions. These guides can be looked
at as gifts.
Explain to students that diversity is one such gift that can be used to help us care and
share with each other.
• Divide class into working groups of four.
• Distribute worksheets 1 thru 4. Have students complete the worksheets individually
and discuss personal gifts with others in the group.
• Distribute worksheets 4 thru 7.
• Share group responses with the class. In reporting, students should include the
following:
- What are my special gifts?
- How can I share these gifts with another culture?
- How can sharing my gifts be used to resolve peer conflicts?
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Activity 3:
Sharing your special gifts with others to help them work out a problem is called
“Peer Mediation”
• Distribute Student Peer Mediation Workbook, and working in groups have students
complete activity 2 and pages 5-12.
Peer Mediation:
1. Definition
2. Beliefs
3. Understanding Conflict
4. Responses to Conflict
• Distribute worksheet 8–Common Reactions To Diversity–and have students discuss
stereotypes and biases they’ve encountered. Report by group to the class.
• For independent study, bring to class examples of prejudice, stereotyping,
discrimination, and/or conflict from reading sources.
• By group, use skills learned to mediate the conflict. Report by group to the class.
• Discuss organizing and joining Peer Mediation Teams that will actually resolve conflicts
that arise from time to time in the class.
The teacher may choose to continue working through the school wide Conflict Managers
program that serves the entire school.
Materials:
Video on peer mediation, student and teacher mediation manuals, notepaper, Current
Links In Education (Cortez), Peer Mediation, Conflict Resolution In Schools (Schrumpf,
Crawford, Bodine
.
8
Worksheet #1
Caring Questionnaire
Directions: Check the answers that best fit you.
® Caring means taking care of myself.
® I care for someone other than myself.
® I care for other people’s property.
® I like it when others care for me.
® I try to take care of my family and friends.
® Helping others is a way to care for others.
® I care for others even if they don’t care about me.
® Caring is easy to do.
® A caring person is kind to animals.
® I care about my school, teacher, and fellow students
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Worksheet #2
Synonyms and Antonyms for Caring
Develop a list of synonyms and antonyms for caring. Be prepared to give a
definition and an example of each as it relates to you in every day life (drawings
are acceptable).
Synonyms
Humane_________________________________________________________
________________________________________________________________
________________________________________________________________
Sympathetic______________________________________________________
________________________________________________________________
________________________________________________________________
Caring___________________________________________________________
________________________________________________________________
________________________________________________________________
Tender___________________________________________________________
________________________________________________________________
________________________________________________________________
Compassionate____________________________________________________
________________________________________________________________
________________________________________________________________
Kind_____________________________________________________________
________________________________________________________________
________________________________________________________________
Vocabulary is enhanced when both antonyms and synonyms are known for vocabulary
words in question. Create a two-column list of antonyms for the six synonyms shown
above:
Synonyms
Antonyms
1. Humane
2. Sympathetic
3. Caring
4. Tender
5. Compassionate
6. Kind
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Worksheet #3
Caring Qualities
Directions:
1. Using the chart below, list the 20 qualities that a caring person might possess.
2. Once your group has finished the list, work alone and check yes or no as each quality
applies to you personally.
3. When completed, add your yes and no answers.
4. Using the rating scale provided, circle the category which fits. Discuss what these
totals mean and how you and members of the group can improve your caring
rating.
Rating Scale:
15-20 pts. Kind-hearted person
10-15 pts. Warm-hearted person
Less than 10 Need help with caring
Quality
1. ________________________________________________
2. ________________________________________________
3. ________________________________________________
4. ________________________________________________
5. ________________________________________________
6. ________________________________________________
7. ________________________________________________
8. ________________________________________________
9. ________________________________________________
10. ________________________________________________
11. ________________________________________________
12. ________________________________________________
13. ________________________________________________
14. ________________________________________________
15. ________________________________________________
16. ________________________________________________
17. ________________________________________________
18. ________________________________________________
19. ________________________________________________
20. ________________________________________________
Yes
No _
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Worksheet #4
Cultural and Social Diversity
Each of us has received a variety of gifts, making each one unique. You probably like
some gifts more than you like others. You may even wish you could exchange some of
your gifts. Some you can change, but many you cannot. Check the categories or fill in
the blanks for those items that are most nearly true about you.
Gift of Race/ Ethnicity__________________________________________________
® African American
® Asian American
® European American
® Hispanic American
® Native American
® Other - ________________________________
Gift of Ability_____________________________________________________
® Artistic
® Leadership
® Mathematical
® Mechanical
® Musical
® Physical
® Verbal
® Other - _____________________________________________
Gift of Culture____________________________________________________
Family practices in:
® Dress
® Food
® Holidays
® Language
® Other- _____________________________________________
Gift of Gender____________________________________________________
® Female
® Male
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Worksheet #5
Definitions
Belonging
A feeling of being part of a group
Bias
A prejudiced view
Conflict
Disagreement or opposing position
Diversity
The quality of being different
Ethnic
A group of people categorized according to racial, national, or
cultural background
Hostility
Aggressiveness, Antagonism, Hatred
Prejudice
Holding preconceived opinions or judgments of a particular group
because of race, religion, ethnicity, or other distinguishing trait
Resolution Actions embarked upon to solve a problem
Stereotype A negative perception or view of someone based upon bias or lack
of information
Value
That which is regarded as desirable or worthwhile
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Worksheet #6
Thinking About Diversity As a Gift
Brainstorm how diversity can be a gift. Write your responses in the columns
below.
At Home
|
At School
|
In the Nation_______
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Worksheet #7
Peer Mediation of Conflict and
Cultural Diversity
The Gift of
DIVERSITY
Helping others to work together to resolve their
problems
Make a list of your gifts:
1. _________________________________________
2. _________________________________________
3. _________________________________________
4. _________________________________________
5. _________________________________________
6. _________________________________________
15
Worksheet #8
Common Reactions to Diversity
Negative Responses: Causes of Conflict
Stereotypes_______________________________________________________
________________________________________________________________
Oppression_______________________________________________________
________________________________________________________________
Prejudice/Bias_____________________________________________________
________________________________________________________________
Discrimination_____________________________________________________
________________________________________________________________
Racism__________________________________________________________
________________________________________________________________
Antisemitism______________________________________________________
________________________________________________________________
Sexism__________________________________________________________
________________________________________________________________
Classism_________________________________________________________
________________________________________________________________
Positive Responses: Resolutions of Conflict
Antiracism________________________________________________________
________________________________________________________________
Equity and Justice__________________________________________________
________________________________________________________________
Multiculturalism____________________________________________________
________________________________________________________________
The Cultural Arts___________________________________________________
________________________________________________________________
16
Preface on Courage
One isn’t necessarily born with courage, but one is born with
potential. Without courage, we cannot practice any other virtue
with consistency. We can’t be kind, true, merciful, generous, or
honest.
Maya Angelou, USA Today
March 1988
When we think of the Character Trait of Courage, people such as Dr. Martin Luther King,
Jr., Gandhi, and Abraham Lincoln easily come to mind. We focus on their public
pronouncements and bold actions that moved entire countries and peoples. We focus on
the personal danger each faced as he led the fight against segregation and oppression.
In the end, we think about their all too tragic ends so swiftly ending the nobility of their
lives.
As we view the public courage, we must also take time to see the private acts of courage
by people around them who were not in the spotlight. Courage is more than a bold
display of public action. For the majority of us, it is a consistent, private choosing of right
over a wrong. It is our ability to say no to wrongdoing when our family, friends, and peers
say yes. Sometimes courage is a lonely walk with the conviction of our beliefs as our
only companion. Sometimes it is a path crowded with others. At all times, it is a
measure of the strength and integrity of our character.
When Dr. King publicly challenged segregation, he was surrounded by many who put
their lives in jeopardy to march with him. When Gandhi publicly called for freedom, he
was surrounded by men and women who put their safety and property on the line to
stand by him. As George Washington led the revolt against England, he was
surrounded by people of all races who proclaimed that they would live as free Americans
or die fighting for their freedom. Abraham Lincoln made a bold stand to preserve the
union of states and found himself surrounded by the men and women who sacrificed
their lives and property to see a united country.
As we set the tone in the classroom for courage, we first seek to properly define the
word for the students. Courage is much more than the ability to face danger. It is the
ability to live a life espousing the Character Traits we teach. Whether in public view or a
private moment, it is the ability to express courtesy, show kindness, act in an honest and
truthful manner, exhibit a dedicated work ethic, and show concern for others. In
courage, we find the strength to practice all the Character Education Traits and make
them an integral part of our everyday life
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Character Trait:
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Courage
He who is not courageous enough to
take risks will accomplish nothing in life.
Muhammad Ali, 1972
Objectives:
• Develop an awareness of the concept of courage.
• Expand the students’ awareness of courage beyond the idea of facing danger.
• Increase an appreciation of the value of courage in one’s life.
Strategy/Focus:
• Use role-playing, discussion, reflection, and writing to help the students acquire an
expanded idea of courage.
• Use field trips to enhance and expand knowledge.
• Use magazine articles and biographies to discover how people act in a courageous
manner in different ways (inventing, overcoming physical or mental disabilities).
Integration of Content/Subject Areas:
• English
• Social Studies
• Science
• Health
• Math
Activity 1:
When setting the tone for courage in the classroom, teachers must understand that they
are trying to expand the students’ awareness of this trait beyond the ability to face
danger. Courage requires some maturation within the person. It asks the person to take
responsibility for actions taken or actions needed. The character trait of courage is
intended to help students learn how to deal with adversity and move beyond it, defeating
it as they press towards their goal.
Courage will sometimes involve saying no to family, friends, and peers who call the
students to do things they know are not right. The students should come to understand
that courage will require going against the societal norms often set by their peers and
18
the media. In this sense, courage asks individuals to become accountable for
themselves and their actions. Courage asks them to look at what in their life is holding
them back from achieving their goals and decide how they will deal with the hindrance.
Teachers will begin by finding out how the students define this trait. After hearing from
the students, the teacher may want to offer the names and stories of people who
overcame personal, physical, financial, or other obstacles to achieve success. This will
help begin the expansion of courage into other aspects of life. Students should compare
the opening stories offered by the teacher with their own life stories. In what ways are
the stories similar? In what ways are the stories different? What accounts for the
differences?
The objective of this lesson is to have the students begin thinking of courage in new and
different terms. It will expose the students to new concepts on courage. This activity is
designed to learn how students view courage and what people they think show courage.
• Have students write down the name of a person they consider to have courage. Then
have the students explain in writing why they think this person shows courage.
• Have the students read the papers for the class and discuss their idea of courage.
• Summarize the answers. Using the answers given as a baseline, begin to expand the
concept of courage for the students.
• Give the students new models of courage, new stories of those who have overcome
physical, mental, financial, or racial hindrances to succeed in life. Read about
inventors or businessmen who risked everything on a venture and watched the
venture succeed or fail. Look at scientists, artists, and others who have
overcome physical or mental disabilities to excel in their field. Teachers can
suggest others who were injured but have shown the will to return to their
professions with better attitudes than they had before the injury.
• Break into small groups and discuss the stories. Each member of the group is to look at
the courage of the person and relate it to their own lives. Are there similarities?
What are the differences? Do the students think they are capable of the same
type of courage as the person in the story? What new traits of courage have they
learned?
• The students will research the stories of other men and women who showed courage in
the face of adversity. Students will return with a few paragraphs or pages about
a person, the courageous actions, and why the students chose that person for
the topic of their papers for homework.
Materials:
Research materials
19
Activity 2:
This is a role-playing exercise to examine how courage requires the person to
sometimes act differently from the accepted norms of their friends and peers. If courage
is based on the certainty of one’s beliefs, then the person must be willing to stand alone
sometimes.
Choose a young man from the class. For the purpose of this activity he has been taught
that pre-marital sex is wrong and that he should wait until marriage. The problem is that
his girlfriend and his male peers are pressuring him to act according to their norms. He
must resist and give reasons why he will not go along with them.
Choose a young lady from the class. She is acting in the role of the girlfriend and is
pressuring the young man to have sex so that she can have more status in her group of
friends. To gain advantage, she says she will tell the young man’s peers that he is
unwilling to sleep with her.
Time for classroom reflection.
The students will write a paragraph saying who shows more courage – the young man or
the young lady. The students will share their writings with the class. The teacher will
divide the class according to those who chose the young man and those who chose the
young lady. From those males who chose the young lady, the teacher will draw the
students who will play the male peers for the next act.
It is time for the peer group and the young male to interact. The peer group has heard
that the young man is reluctant to have sex. The peer group is comprised of young men,
most of whom are sexually active, with a few having small children. They seek to
pressure the young man into becoming one of them. The peer group will argue that he
is not one of them. They will assault his manhood verbally and even threaten to exclude
him from their group.
The young man must stick to his principles and give his reasons for abstinence.
Time for classroom reflection.
The students will write a paragraph saying who shows the most courage – the young
man or the peer group. The students will share their writing with the class.
• The teacher will ask the students what requires more courage in life, to live according
to their principles or the principles of someone else. Students will discuss this
question.
• Students will once again look at the persons they researched in Activity 1. They will
share with the class how the person practiced behavior that required courage.
Students will compare/contrast this story with their own life stories.
Materials:
Magazine articles, and biographies
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Activity 3:
This is a field trip exercise to learn the stories of those who acted in a courageous
manner. The object is to observe the stories firsthand and be influenced to act
courageously in their own lives.
• Travel to the Northport Historical Society to learn the story of early Northport and the
courage it took to found the settlement of Northport. Continue the research to see
how early settlers worked to bring people to the settlement and expand it into a
thriving community. Teachers give students the idea of taking risks in facing the
unknown in life.
• Visitors should be invited to talk to the students about courage. If possible include the
African American or other non-Caucasian resident of the community. They can
speak on what motivated them, how they made the decision to become part of
this community, and what experiences they have had since becoming a resident.
This will give the students the chance to hear and speak with the truly
courageous and hear in their own words about their lives.
• Back in the classroom, the students should look at their first writing about courage.
How have the students’ ideas changed? What aspect of courage do the students
now understand that they did not before? What new insights do the students
now bring to the idea of courage?
Activity 4:
In this lesson, students learn about the courageous actions of the first African American
students who integrated Little Rock Central High School. Despite the atmosphere of
hatred and threats to their personal safety, these students successfully changed a
discriminatory system.
Objectives:
• Describe the events before, during, and after the integration of Little Rock Central High
School.
• Compare and analyze the efforts of pro-integration vs. pro-segregation.
• Determine how values impacted Little Rock and the nation.
Integration of Content/Subject Areas:
• Language Arts • U.S. History
• U.S. Constitution • Critical Thinking
• Geography
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Activities
Introduce the lesson by asking students to describe the difficult challenges that they
have experienced and to explain how the challenges made them feel.
Ask if students have ever studied the events that led to the first African American
students entering white, segregated schools. Most students will probably say that they
have seen pictures, scenes from television and/or movies, or have read brief text
accounts. For those who are somewhat familiar with the events that took place a few
years after the 1954 Supreme Court case, Brown vs. Board of Education of Topeka, ask
them to explain what they know. If students do not have any knowledge, tell them that
they will find out what happened. Prepare students by reviewing with them the location
of Little Rock, Arkansas, as well as the details of the U.S. Supreme Court case.
Distribute to students the hand-out, African American Students End Segregation At Little
Rock Central High School. After they have read it, they should answer the questions.
Discuss their answers as well as their reactions to the events the article describes.
Explain to the class that they will have the opportunity, through a role-playing exercise,
to “hear” from the people who were at Little Rock.
Ask for student volunteers to play the following roles:
• a television or news reporter who covered the events
• the mother or father of one of the African American students
• a white segregationist who was in the crowd
• a white person in the crowd who was sympathetic to the African American students
• Present Eisenhower
• Governor Faubus
• a Little Rock Central High School teacher
Send role-playing volunteers to another area of the room (10-15 minutes). Be certain
that they take with them their pens, notebooks, and the handouts so that they can
prepare their parts. Ask students who are not role-playing to work in pairs or in groups
on: writing questions about the Little Rock event. The questions should be directed to
the people who will play the roles.
Bring the role-players back into the room and ask each to describe the Little Rock
events. The class should ask them questions about their views, actions, and feelings.
Write a brief account describing, from your point of view, what happened when the
African American students tried to enroll at the school. Describe the events, as well as
your reactions to them.
After the activity has ended, ask students to explain what they learned.
Relate the Little Rock events to the topic of values, asking students to explain which
values were involved. Answers will vary but they should mention equality, freedom,
and/or democracy. In addition, they could include courage, education, and civic
responsibility.
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Discuss with them the meaning of the term equality. Does it mean equality of
opportunity? Equality of results? Both? To answer the question more fully, read the
government text definition(s) of the term.
Discuss student responses.
Conclude the lesson by asking students to write a short response to this question:
Would you have been one of the first volunteers to end school segregation?
After the assignment is finished, ask students to summarize their responses and to
share them with their classmates.
Homework And Follow-up Activities:
• Students can research African American “firsts”: the first African American major
league baseball player, Jackie Robinson; the first African American Supreme
Court Justice, Thurgood Marshall; and others.
• Students can perform scenes from other events of the 1950s - 1970s that took place
during the Civil Rights Movement.
• Students can interview adults who remember and/or were involved in the Civil Rights
Movement. They can ask them questions about national, state, and local efforts
to end segregation.
• Show students the series or part of the series, Eyes on the Prize, the national-award
winning video that documents the Civil Rights Movement.
Assessment:
The teacher can evaluate the students written and/or oral work on the basis of:
• depth of understanding
• clarity of explanations
• ability to relate the lesson to the topic of values
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African-American Students End Segregation
At Little Rock Central High School
In 1965, the United States Supreme Court unanimously ruled in Brown vs. Board of
Education of Topeka that segregated schools were unconstitutional. The decision
shocked many Southerners as well as Americans who lived in other locations.
President Dwight D. Eisenhower told one of his advisors, “I am convinced that the
Supreme Court decision set back progress in the South at least fifteen years. The fellow
who tries to tell me you can do these things by force is just plain nuts.”
However, events at Little Rock Central High School ironically resulted in President
Eisenhower using federal force to uphold the Court’s decision that he had previously
scorned.
In 1957, Arkansas Governor, Orval M. Faubus, a staunch segregationist, used Arkansas
National Guard* troops to block nine African-American students from enrolling in Little
Rock Central High School. Faubus’ actions encouraged mobs of white Little Rock
citizens to gather near the school and to taunt the Black students. As the tension
increased, riots seemed likely. * Usually, the governor of a state commands the state national guard.
However, under certain circumstances, the U.S. president can take control.
One of the Black students, Elizabeth Eckford, gave this account of her terrifying
experience:
When I was able to steady my knees, I walked up to the guard who had
let the white students in. He, too, didn’t move. When I tried to squeeze past him,
he raised his bayonet, and then the other guards closed in and they raised their
bayonets. “They glared at me with a mean look, and I was very frightened and
didn’t know what to do.
I turned around, and the crowd came toward me. They moved closer and
closer. Somebody started yelling, ‘Lynch her! Lynch her!’
I tried to see a friendly face somewhere in the mob - someone who
maybe would help.
I looked at her again; she spat on me.
They came closer, shouting obscenities turned back to the guards, but
their faces told me I wouldn’t get help from them.... I started walking toward a
bus bench. I tried to close my mind to what they were shouting, and kept saying
to myself, “If I can only make it to the bench I will be safe.”
When I finally got there, I don’t think I could have gone another step. I sat
down and the mob crowded up and began shouting all over again. Someone
hollered, “Drag her over to this tree! Let’s take care of the nigger.”
Just then a white man sat down beside me, put his arm around me and
patted my shoulder. He raised my chin and said, “Don’t let them see you cry.”*
In response to the tense situation, the Little Rock mayor sent President Eisenhower a
telegram saying the situation was extremely serious and out of control. He asked the
President to take action.
Eisenhower knew how dangerous the Little Rock problems were. He had to make a
decision. Should the national government step in?
24
The President did not like the Court ruling, but he regarded Governor Faubus’ actions a
threat to federal authority. A governor, Eisenhower reasoned, could not block a
Supreme Court decision. He sent in over 10,000 soldiers to ensure the African
American students’ peaceful enrollment.
Eisenhower’s plan worked. The students were admitted and started to attend classes.
Although they had a difficult time handling the prejudice and bigotry that they
experienced, they made it through the first school year and the years that followed.
The personal sacrifice of Elizabeth Eckford, and others like her who successfully
challenged a racist and a discriminatory system, is an inspiration for everyone.
Questions:
• Briefly summarize the Little Rock High events.
• Why do you think some Americans were shocked by the Brown decision?
• Why was the white crowd at Little Rock Central High School so hostile?
• What adjectives could you use to describe the actions of Elizabeth Eckford and the
other African American students?
• After the African American students started attending classes, what types of reactions
do you think they experienced?
• What conflicts in values can be analyzed?
* Source: “She Walked Alone” by Daisy Bates in the book, Black Protest, 1968.
25
Activity 5:
Two Women’s Rights Leaders - Huda Shaarawi of Egypt; and Fukada Hideko of Japan
Students learn about the achievements of three feminists and analyze the influence
each had on her respective country. They also relate the women’s rights movement to
the topic of values.
Objectives:
• Summarize the achievements of three feminists.
• Compare and contrast their lives and achievements.
• Analyze the impact of each leader on her country.
• Identify several courageous persons in your neighborhood, school, and family.
• Summarize, compare and analyze their lives and achievements
Integration of Content/Subject Areas:
• World History/Comparative Governments
• Critical Thinking
• Language Arts
• Geography
a a a a a a a a a aa a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a
Activities:
1. Begin the lesson by asking students to name American groups who have
experienced discrimination.
-Answers will vary but could include: women, Hispanics, African Americans, Chinese
Americans, Japanese Americans, Jews, and Irish. If students don’t include women,
be certain to draw their attention to this. Ask students what rights U.S. women have
been denied in the past (e.g., voting, education, and employment).
2. Tell students that women in other countries have also faced discrimination; there are
many remarkable women who fought for equality. Explain that they will learn about
three women in three different countries who made a difference.
3. On the chalkboard or overhead projector, write the names of the women and their
countries:
Huda Shaarawi - Egypt; Qiu Jin - China; and Fukada Hideko - Japan.
Using a world map, have students locate the three countries.
4. Distribute to students the handouts, Women’s Rights Leaders and Two Women’s
Rights Leaders
Questions. Explain the directions and answer students’ questions.
5. After they have finished the readings and answered the questions, encourage them
to discuss their work. Then, place them in groups of two, and distribute the handout,
Two Women’s Rights Leaders
Comparison and Contrast. Give students sufficient time to complete the chart.
6. After they are through, ask them to discuss their work and explain what they have
learned.
-Answers will vary, but students should cite the courageous actions of the leaders to
change discriminatory practices. They should also discuss the values of the two
26
leaders they studied (e.g., equality, fairness, justice, and independence).
7. End the lesson by asking students to list the societal values that encourage women’s
equality as well as the societal values that impede it
Follow-up Activities And Homework:
• Students can research the lives of additional women’s rights leaders (e.g., Victoria
Woodhull, Rosa Parks, and Maria Tallchief of the United States; Mary
Wollstonecraft of Great Britain; Indira Gandhi of India; and Golda Mier of Israel).
• Students can role-play scenes from the lives of Huda Shaarawi and Fukada Hideko.
• Guest speakers representing organizations that promote women’s rights can be invited
to address the class.
27
Two Women’s Rights Leaders – Huda Shaarawi Of
Egypt and Fukada Hideko Of Japan
* Reprinted with the permission of Lynn Reese, Director of Women in the World –Curriculum Resource Project
Huda Shaarawi of Egypt (1920’s-1940’s)
Give the Woman Back Her Lawful Right
Huda Shaarawi was forty-one years old when, in 1923, she did an unthinkable thing.
Stepping from a train onto a crowded Cairo station after returning home from a women’s
conference in Europe, she removed her veil.
At first there was shocked silence. Then the women who had come to greet her broke
into applause. Some tore off their veils, too. For Huda, this signaled the final break with
her old life as a protected woman within a harem and the beginning of her new life as
leader of a women’s movement. Within a few years, the majority of women in Egypt no
longer wore veils when they went out in public.
Upper and middle class women and men in Huda’s day were kept apart. It was
considered proper for women to stay mainly within the private world of the family, called
the harem. In public, women maintained this separation from men by wearing the
hegab, the traditional veil that covers a woman’s hair and often much of her face.
Although veiling was not the practice among all segments of society, women who dared
to go unveiled in public were ridiculed and sometimes even spat upon.
Huda, the daughter of a wealthy administrator, grew up in Cairo. As a child she was
jealous of the advantages given her brother because he was a male. Upset by the
attention her brother received, she writes that she withdrew into herself and “resented
those around me.”
At the age of thirteen Huda was married to her forty year old cousin and guardian. When
Huda learned of this arranged marriage she “wept long and hard,” and refused to obey.
Finally she was told, “Do you wish to disgrace the name of your father and destroy your
poor mother who might not survive the shock of your refusal?” Huda gave in. But the
marriage did not go smoothly and Huda managed to live apart from her husband for
seven years.
During the years of separation from her husband, Huda met educated women who
yearned to play a more active public role in their modernizing nation. To them, the veil
and harem life were outdated signs of women’s relegation to a passive, almost invisible
world.
Huda reconciled with her husband and had two children. In these years, she created a
place where speakers could come and talk to women about their condition. She also
convinced some royal princesses to help her establish the first women’s welfare society
By the 1940s, Huda Shaarawi had become an international figure. Her act of public
unveiling and her work for women’s independence served as an example for many
28
others throughout the Middle East. As a symbol for the fight for women’s rights
everywhere, Huda led delegations of Egyptian women to international conferences and
organized meetings where Arab feminists from other countries could meet.
In a speech given at the Arab Feminist Conference held in Cairo, Huda said:
“The Arab woman who is equal to the man in duties and obligations will not
accept, in the twentieth century, the distinctions between the sexes that the
advanced countries have done away with. The Arab woman will not agree to be
chained in slavery and to pay for the consequences of men’s mistakes with
respect to her country’s rights and the future of her children…
The advanced nations, after careful examination into the matter, have
come to believe in the equality of sexes in all rights even though their religious
and secular laws have not reached the level Islam has reached in terms of justice
towards the woman. Islam has given her the right to vote for the ruler and has
allowed her to give opinions on questions of jurisprudence and religion. The
woman, given by the Creator the right to vote for the successor of the Prophet, is
deprived of the right to vote for a deputy in a circuit or district election.... At the
same time, this right is enjoyed by a man who might have less education and
experience than the woman. And she is the mother who has given birth to the
man and has raised him and guided him…
The woman today demands to regain her share of rights that have been
taken from her…
Gentlemen, this is justice and I do not believe that the Arab man who
demands that the others give him back his usurped rights would be avaricious
and not give the woman back her own lawful right…
There are some who still hesitate to give us this confidence and do not
understand the benefits that accrue to the nation when women enjoy their
political rights... Every woman who does not stand up for her legitimate rights
would be considered as not standing up for her rights of her country and the
future of her children and society.
Every man who is pushed by his selfishness to trespass on the legitimate
rights of women is robbing the rights of others and bringing harm to this country.
He is an obstacle preventing the country from benefiting from the abilities and
efforts of half the nation or more. He is impeding the advancement of his country
and preventing it from being placed in the position it deserves - among the
advanced nations whose civilization was built on the shoulders of women and
men together, just as Arab civilization at the beginning of Islam was built on the
cooperation and equality of the two sexes…”
Source: Margo Badran & Miriam Cooke, eds., Opening the Gates: A Century of
Arab Feminist Writing, Indiana University Press, 1990. Ali Badran and Margot
Badran, trans
29
Fukada Hideko of Japan (1867-1927)
Hideko’s father was a low-ranking samurai and teacher. Her mother was a strong willed,
educated woman who encouraged her daughter. Both mother and daughter one day
heard a lecture by Kishida Toshido. From that moment on they committed themselves
to the cause of women’s rights.
Hidelo and her mother organized women’s rights groups and opened schools to promote
progressive methods of teaching. The government, however, closed their first school in
1884. After that, life became extremely difficult for Hideko. The next two schools she
started for working women also failed. Throughout this time Hideko had three children
and an elderly mother to support; at one point she was forced to peddle yard goods for
money.
When she was twenty, Hideko became involved with a group within the Popular Rights
Movement. With others in the group, Hideko illegally tried to send guns to Korean
revolutionaries, whom she saw as progressives who were trying to overthrow their
conservative rivals. She was caught and served a prison sentence of one and a half
years. As the only woman in the group, her trial and subsequent imprisonment was
widely publicized. Hideko gained a reputation as a fighter for freedom. Newspaper
stories called her “Japan’s Joan of Arc”; she became the idol of young women.
By the turn of the century, Hideko shifted from liberalism to socialism and began a
career in writing. In 1904 she published her autobiography called Half of My Life. It was
the first woman’s autobiography to be written in Japan and was widely read. She wrote:
“The reason why I dare to describe half of my life so frankly without hiding anything is
not only to express my regrets at my past sins, but more to declare what I call a new war
against society and myself.”
Facing police crackdowns as a result of the government’s policies against women’s
political participation, Hideko decided that the best forum in which to discuss women’s
issues was a magazine. In 1907 she started Sekai Fujin (Women of the World). To
reach a wide audience, she included recipes in it and information about making clothes
and buying cosmetics. However, its primary emphasis was on political action. Hideko
hoped to use Women of the World as a way to encourage women to join the campaign
she and other women had organized to get rid of the “insulting” restrictions of Article 5.
“Are not women also human beings?” she asked. “It is as human beings that women
have their divinely-given rights and liberty... What reason is there for regarding politics
as outside this sphere of women?”
Fearful of Fukada’s socialist views, as well as her feminist views, the government found
ways to harass the magazine. Fines were imposed, the office was raided, and schoolage girls were forbidden to read it. In 1909, Women of the World was judged to be
subversive and was banned by a Tokyo court.
Sources: Marian Arkin & Barbara Shollar, The Longman Anthology of World Literature
by Woman, 1875-1975, Katherine Carlitz, translator, Longman, 1975, and in Xia Bian,
“Qiu Jin – Born to Rebel,” Departed But Not Forgotten, Women of China, China
International Book Trading Corp
30
Background Information: Japan’s Feminists
Resisting The Policies Of the Meiji Government
When the Meiji-Taisho era (1868-1926) began, Japanese leaders were open to new
ideas. In this period, Japan’s “first wave” of feminists arose, joining liberal male
reformers who supported the movement for “popular rights and freedom.” The feminists
identified the ways in which women were oppressed. They asked for legislation to
ensure women’s rights and challenged the restrictions of the traditional family structure.
The ruling elites reacted negatively to pressure by the feminists. Their response was the
enactment of laws designed to keep women from taking part in any political activity.
These restrictions were legalized in:
• the Meiji Constitution of 1889 and the Law of Election in which females were
denied voting rights.
• the Law on Assembly and Political Association of 1889, which become the
hated Article 5 of the Peace Police Law of 1890. This law denied
Japanese women the right to join political parties, attend political
gathering, or even take political science courses.
• the Meiji Civil Code of 1898 which gave the male head of the family absolute
authority over family members. Men had the sole right to control family
property, determine where each family member could live, approve or
disapprove of marriages and divorce, and control inheritance. One
provision stated: “Cripples and disabled persons and wives cannot
undertake any legal action.”
On the heels of Japan’s “first wave” of feminists, a “second wave” within the feminist
movement arose in response to these restrictions. By 1922, this new generation of
young intellectuals won the right for women to attend political meetings. However, the
right for women to vote wasn’t achieved until after World War II.
31
Two Women’s Rights Leaders
Directions: Answer each question. If you need more space use the reverse side or
additional sheets of paper.
Huda Shaarawi of Egypt
1.Briefly summarize Shaarawi’s life.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. With what customs and/or laws did Shaarawi disagree?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. What did Shaarawi do to advance women’s rights?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
4. How did she justify her views?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Fukada Hideko of Japan
5. List and explain the Meiji government’s restrictions against women.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
6. What did Hideko do to advance women’s rights.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
7. Why did the government regard her as an enemy?
_________________________________________________________________
_________________________________________________________________
a
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Activity 6:
Objectives:
• Summarize about South Africa’s history, population, government, and economy.
• Analyze the life and accomplishments of Nelson Mandela.
• Analyze/evaluate the political compromise and economic goals instituted by Mandela.
• Compare the U.S.A., to the republic of S.A. challenges for the future/economy and
diversified populations.
Integration of Content/Subject Areas
• World History
• Geography
• Mathematics
• Economics
• Critical Thinking
• Language Arts
a a a a a a a a a aa a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a
Student Activities:
Nelson Mandela:
Compromise and Reconciliation in South Africa
• Students will study material about Nelson Mandela and the Republic of South Africa.
They will analyze the country’s recent political compromise, as well as its newly
adopted economic goals.
• Introduce the lesson by asking each student to write three statements about the
Republic of South Africa and/or Nelson Mandela. If students have no response,
review with them the brief background information given below.
• Ask students to read their statements. Be certain their information is current and they
understand that South Africa’s former racial segregation, the policy of apartheid,
has been ended. They should also know that in 1994, Nelson Mandela, a black
African, was elected president. Mandela, an opponent of the previous white
governments, has implemented economic programs designed to improve
conditions for black South Africans as well as to maintain the economic
investment of white South Africans and others. (More specific information is listed
on the student handouts, Background Information: The Republic Of South Africa,
Nelson Mandela, and Mandela’s Economic Goals.
• Using a world map, ask students to locate the Republic of South Africa and to name its
bordering countries
• Explain to students that they will:
1) examine data about the country,
2) learn about the compromise that established black African majority
government,
3) read about President Mandela and his goals, and
33
4) predict South Africa’s future.
• Place students in groups. Have each group read the handouts and answer the
questions.
• Discuss the groups’ answers and emphasize the qualities and events that led to
Mandela’s success.
• Before discussing the compromise that created the 1994 South African government,
define compromise and explain how it can be applied to political settlements.
Ask students to name important political compromises, past and present. (They
can refer to agreements such as the 1993 Israeli-PLO peace accord and the
1995 Bosnia treaty.) Follow this discussion with a summary of the South African
agreement.
• Ask students when they think agreements or treaties are essential and when they think
they are dangerous or wrong. For example, many historians believe British
Prime Minister Chamberlain’s appeasement policy convinced Hitler that he could
successfully grab more territory, and this led to World War II in Europe.
• After the class has discussed dangerous or ill-conceived compromises and
agreements, ask it to list reasons why the South African compromise is viewed
positively and why it has worked. For example, one reason it has been effective
is that most South African political parties and their leaders are willing to work
within the system. This has prevented wide-spread violence.
• Ask the class to predict South Africa’s future, especially after the compromise ends.
Let them discuss their answers.
• Conclude the class by asking each student to write a paragraph explaining what he/she
has learned about South Africa and what this has to do with the topic of values.
Although answers will vary, values they cite could include fairness and respect
for and cooperation with others
34
Background Information
The Republic Of South Africa
Government:
The government is a federal republic with a bicameral legislature. A 1992 agreement
between the two major political parties, the National Party and the African National
Congress (ANC), establishes a power-sharing arrangement. The National Party has
historically represented South African Whites; the ANC has represented blacks.* In the
1994 election, the ANC won 60% of the vote and the National party won 20%. Nelson
Mandela, the ANC leader, became South Africa’s president; F.W. de Klerk, the South
African president and National party leader, became deputy president. (The other deputy
president was Thabo Mbeki). There are other political parties such as the Inkatha Freedom Party which has
been strongly supported by the Zulu tribe.
Population:
45,095 (1994 estimate)
There are four major population groups:
•Blacks (Africans) - 75% - They are characterized by their Bantu languages and are from
various tribal groups: Nguni (Zula, Swazi, Ndebele, and Xhosa); Sotho (Southern
Sotho, Pedi, and Twsana); Venda, and Shangaan Tsonga. Traditionally, these
peoples were farmers and cattles herders.
•Whites - 14% - The white population is composed of the two major groups:
1) the Afrikaners, descendants of Dutch settlers; in South Africa, originally called
the Boers. The first Dutch explorers reached South Africa in the seventeenth
century. The Dutch settlers who followed them were mainly farmers.
2) descendants of British settlers who arrived in the nineteenth century and
mainly lived in South Africa’s urban areas. Other settlers were attracted by
the country’s mineral wealth (e.g., gold, diamonds, and coal).
• Asians - 3% - 4% - Most are descendants of East Indians who were brought to South
Africa to work as laborers. Other Asian groups include Arabs and Chinese.
• Coloreds - 9% - They are descended from interracial unions.
Economic Resources:
The Republic of South Africa is one of Africa’s most prosperous countries. However,
white South Africans have a much higher standard of living and own much more of the
country’s resources than black South Africans.
Agriculture - only 15% of the country is arable but it is mainly self-sufficient in its food
needs. It exports sugar, corn, fruits, vegetables, and wine.
Mineral wealth - 77% of the world’s chrome reserves; 94% of its platinum; 62% of its
gold; 92% of its manganese. It also possesses diamonds, iron-ore, and
coal.
35
A Brief History Of South Africa
South Africa, originally home to the Khosian peoples, was settled by many diverse
groups. Before the seventeenth century, the Bantus, who were farmers and herders,
migrated into the area.
In the sixteenth century, the Dutch East India Company, with headquarters in Holland,
used South Africa as an important halfway port for its India fleets. Dutch settlers, known
as the Boers, gradually occupied the South African interior and drove the Khosian
people into the deserts. The Dutch established farms; they grew wheat and produced
wine.
There were many clashes between the Boers and the Bantu over land possession. In
the nineteenth century, the British moved into South Africa and, for political and
economic reasons, made part of the region a British colony. The Boers, who resented
British rule and disliked British customs, moved into the northern interior (1836 - 1841)
and established the Orange Free State and the Transvaal.
In addition to conflicts with the Bantu, the Boers had problems with the British. After a
series of wars and negotiations between the British and the Boers, Great Britain, in
1910, gained control of South Africa and created the Union of South Africa. In 1961, the
Union became the Republic of South Africa; it withdrew from the British commonwealth.
During World Ward II, South Africa, one of the Allies, occupied German South West
Africa, later known as the independent country of Namibia.
In 1948, the South African National Party won a Parliamentary majority and instituted a
formal policy or racial separation called apartheid. Under apartheid, which had
previously existed on an unofficial basis, laws were passed banning interracial
marriages, removing blacks and coloreds from the voting rolls, and segregating urban
areas into separate residential sections. “Homelands”, separate republics within the
country, were established for black South Africans.
During the apartheid system, South African ethnic groups, excluding the white minority,
experienced discrimination, poor economic conditions, and inferior education. Blacks
were restricted to certain occupations and paid lower wages than whites. Only whites
could run or vote for political office. An advisory Indian council and Colored People’s
Representative Council were created.
Protests by blacks and other groups that demanded improved economic conditions, and
end to restrictive segregation policies, and better schools, led to widespread disruption.
The white government banned the ANC and jailed any opposition leaders.
In the late 1970s, the government began to make some reforms. In 1989, President
P.W. Botha resigned and was replaced by F.W. de Klerk. President de Klerk continued
reform efforts; however, one of his major problems was the weakened South African
economy. Economic sanctions, that had been imposed on South African by nations
protesting “apartheid,” had resulted in many multinational corporations vacating the
South African market. Unemployment increased and international trade declined. De
Klerk began to dismantle what was left of the apartheid system.
36
Nelson Mandela, the popular African National Congress (ANC) leader who had been
jailed for over twenty-seven years because of his opposition to apartheid, was freed.
Other political opponents were also released. Although not all black South Africans
accepted Mandela, many regarded him as a true hero.
To end white minority rule, de Klerk and Mandela met and discussed what governmental
changes were needed. They approved elections in which blacks and other groups
would vote for the first time. They created a “Record of Understanding” which included a
five year power-sharing agreement. They agreed South Africa needed a new
constitution, in which all races could vote. This was accepted and a multiracial transition
committee was established.
In 1993, for their successful political compromise efforts, Mandela and de Klerk received
the 1993 Nobel Peace Prize. In April 1994, after the general election in which all racial
groups voted for the first time, Mandela became president and F.W. deKlerk became
deputy president.
The agreement between the two major political parties established a government of
national unity with a multiparty, multiracial cabinet. Although there were acts of violence
that took place between Inkatha Freedom Party supporters and ANC supporters, calm
was restored. The Zulu ultimately agreed to accept the election results. Black majority
rule in South Africa became a reality.
37
Background Information
South Africa
Directions: After reading the information about South Africa, answer these questions:
1. List and briefly discuss South Africa’s government and resources.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. What are South Africa’s major problems?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. What are South Africa’s major strengths?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
38
Nelson Mandela
Nelson Mandela, born in 1918, was supposed to have succeeded his father as Timbu
tribe chief. Instead, following a political career, he gave up his hereditary right to tribal
leadership. He studied law and, in 1944, joined the African National Congress (ANC).
The ANC, outlawed by the government, sometimes used violent tactics to protest
apartheid. Mandela, who became an ANC leader, effectively challenged South Africa’s
National Party and its apartheid policy. His opposition led to his imprisonment; he was
jailed for twenty-seven years. A campaign for his freedom led to his 1990 release.
In 1993, he shared the Nobel Peace Prize with F.W. de Klerk, the country’s president,
and in 1994, Mandela was elected president. He has become one of Africa’s most
honored and influential leaders. Many Americans also respect him; some call him the
South African George Washington.
He has definite ideas about leadership. One anecdote he told the press explained a
lesson he learned in his childhood tribal job, cattle-herding. “When you are herding
cattle and you want them to get a heard to move in a certain direction, you stand at the
back with a stick. Then a few of the more energetic cattle follow. You are guiding them
from behind. That is how a leader should do his work.”
Thus far, South Africa’s black and whites have respected his forthright messages. He
tells black audiences that the recent changes, democracy and majority rule, will not
quickly change their living standards. He tells white audiences that they must take
responsibility for the past and that they must learn to live with black majority rule.
Mandela’s plan is to achieve national reconciliation; people of all groups must work
together for South Africa’s common good. One author who interviewed him provides the
following insight: “If there has been a consistent criticism of Mandela over the years, it is
that he is too willing to see the good in people. If this is a flaw, it is one he accepts
because it grows out of his great strength, his generosity of heart toward his enemies.
He defends himself by noting that thinking too well of people sometimes makes them
behave better than they otherwise would. He believes in the essential goodness of the
human heart even though he has spent a lifetime suffering the wounds of heartless
authorities.”*
Nelson Mandela is truly and exceptional person. If anyone can overcome South Africa’s
many problems and forge a new nation, he can.
Source: Richard Stengel. “Cuban Lion” America On Line: Oct. 12, 1995, p.3.
Mandela’s Economic Goals*
After Mandela’s election, he announced the following economic goals:
1. create jobs
2. provide housing
3. expand education
4. assure peace and security
He also stressed the need to lower the deficit, stop inflation, reduce interest rates, and
maintain a stable currency.
39
To achieve these goals, Mandela realized that private international investment and
foreign aid is necessary. He visited the United States and met with political and
business leaders. He repeatedly emphasized the need for foreign investment.
After the United States and other countries lifted their trade sanctions against South
Africa, its economy once again expanded. One of the country’s strengths is its growing
middle class which has provided a larger market for goods and services. Some
American Blacks have responded to South Africa’s challenges and have moved to the
country. In 1993, over 300 black Americans established South African businesses.
However, problems continue. By 1996, the South African unemployment rate reached
40%. In one incident, men who were standing in an employment line were gunned down
by a band of armed men. Some people who witnessed the shooting said they
understood the motivation: “The gunmen simply had wanted to clear away competition.”
Although there are problems, many business and political leaders are optimistic.
Multinational firms have moved into South Africa because they have found the political
and economic climate promising. They have confidence in Mandela’s leadership and
they have invested in the new South Africa.
Sources: Henry Brun. “The United States and South Africa.” America Today. Amsco
School Publications: N.Y., 1996. “People Will Kill to Get a Job,” Miami Herald. January
30, 1996.
40
Questions on Mandela’s economic goals:
1. Briefly summarize Mandela’s background.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. Make a list of adjectives that best describe Mandela and explain why you selected
each. Example: courageous - He endured many years of imprisonment to work toward
his goal.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. Explain the meaning of the quote: “He believes in the essential goodness of the
human heart…”
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
4. What other leader whom you have studied, past or present, most reminds you of
Mandela? Explain.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
5. Summarize Mandela’s economic goals.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
6) Which goal(s) do you think will be easiest to achieve? The most difficult? Explain
your answers.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
7) If you were the leader of a large American company that invested abroad, would you
recommend that your company enter the South African market?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
41
Preface on Courtesy
Simple acts of courtesy – such as holding open a door for another person or helping
someone out of a bus or car – express regard for the well-being of other individuals. This
highly desirable polite behavior, closely associated with good manners and social
etiquette, is appreciated at home, in school, the workplace, and the community at large.
Societal rules of conduct help people of all ages feel at ease in various environments,
while appropriate behavior, vulgarities and rude or insulting comments create discomfort
and feelings which may escalate into potentially explosive situations.
The teacher sets the standard for the level of dignity and respect found in classroom
interactions. This guidance and example given by the teacher determines to a great
extent the courtesy students extend to each other. The student must understand that
practicing well-chosen traditions and rules of courteous behavior serves as a foundation
for success in life.
Courteous persons are considered gifts to society, enhancing in a noticeable way all
circumstances and situations they may encounter. Therefore, the teacher’s task is to
foster a behavioral disposition in the student which prompts a courteous approach to
everyday activities.
42
Character Trait:
a a a a a a a a aa a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a
Courtesy
Do onto others as you would have others do unto you.
Golden Rule
Objectives:
• Develop an awareness of the concept of courtesy.
• Understand courtesy as a positive and cooperative element in civilization.
• Realize courtesy helps people to live and work together in a respectful and caring
manner.
Strategy/Focus:
• Use discussions, writings and oral communication to develop a positive awareness of
thoughtful and courteous behavior.
• Use role-playing to demonstrate the effect of positive and negative manners in the
home, school, neighborhood, or job site.
• Use storytelling, the newspaper, or other readings to find examples of courteous or
disrespectful behavior.
• Use everyday situations to reinforce how people can behave in a polite and gracious
manner.
• Use field trips and school assemblies to practice appropriate behavior.
• Use historical literature to illustrate courtesy through the ages.
Integration of Content/Subject Areas:
• English Language Arts
• Social Studies
• Oral Communication
• Health
a
43
Activity 1:
Student keep a diary or portfolio and include courteous responses, newspaper pictures
of courteous behavior, class assignments, homework, and drawings related to the topic.
Quotations may also title the pages. Students can use the library as a resource.
Choose several of the situations for student role-playing. Students and teacher can
share experiences of courteous and discourteous behavior. Did anyone every cut ahead
of you in line, reach over your plate, or interrupt you and not say “excuse me”? How did
you feel? Keep a list of behaviors and reactions in journal.
Courtesy Index
Manners and socially acceptable behavior are intended to help people get along with
each other. Good manners can prevent or lessen hurt feelings. Students can rate their
courtesy to others by checking the courtesy index.
Distribute the Courtesy Index and have students complete it.
Rating Scale:
Courtesy Index:
Always - 2 points
Usually - 1 point
Never - 0 points
14 – 18 points – very courteous
9 – 13 points – courteous
8 or below – need improvement
_________________________________________Always
Speaks and says “Good morning”
®
Usually
Never
®
®
Uses “Please” when asking for something
®
®
®
Doesn’t interrupt others when they are speaking
®
®
®
Holds doors open for others
®
®
®
Offers assistance without being asked
®
®
®
Encourage others
®
®
®
Is polite when approaching others
®
®
®
Is cooperative
®
®
®
Is respectful of the feelings and thoughts of others
®
®
®
Distribute
44
Activity 2
Students and teachers can share experiences of courteous and discourteous behavior.
Did anyone ever cut ahead of you in line, reach over your plate, or interrupt you and not
say “excuse me?” How did these actions make you feel?
Take some time to make a list in your journals of courteous or rude behaviors and your
reactions to them.
Choose several of the situations for student role-playing.
Students keep a diary or portfolio and include courteous responses, newspaper pictures
of courteous behavior, class assignment, homework, and drawings related to the topic.
Quotations maybe used as titles for the pages. Students can use the library as a
resource.
• Have students take courtesy Index included with this lesson.
• After students have completed the Index have them discuss their responses.
• Make circle Of synonyms and antonyms for the word courtesy. These can be
used for classroom display.
Introduce students to books written on manners and etiquette. Also bring examples of
columns in newspapers and magazines on the subject of courteous behavior.
Have an essay contest for each group in the school. Each y will have a prize winner.
The topic can be; Courtesy in the Classroom, School, Home, Job, or Neighborhood.
Have students give specific examples of the positive impact of courtesy.
Materials:
paper, pencils, markers, journals, portfolios, art supplies, newspaper, magazines,
dictionaries, and recorder
45
Activity 3:
Discuss the following 10 statements.
Students can explain answers and discuss the opposite behavior.
1. The person next to you does not use a napkin and talks with food in his/her mouth.
Opposite behavior _____________________________________________________
2. Please, answer the door.
Opposite behavior _____________________________________________________
3. Thank you for helping.
Opposite behavior _____________________________________________________
4. The students waited in line for the tickets.
Opposite behavior _____________________________________________________
5. “Saying that was a stupid thing to do.”
Opposite behavior _____________________________________________________
6. Henry calls teachers by their first names.
Opposite behavior _____________________________________________________
7. A student tells another student he is sorry about her loss.
Opposite behavior _____________________________________________________
8. A bridesmaid throws a bread roll across the table to someone who asked for a roll.
Opposite behavior _____________________________________________________
9. A young man assists his prom date out of the car.
Opposite behavior _____________________________________________________
10. Steve makes fun of student with special needs.
Opposite behavior _____________________________________________________
46
Activity 4:
Have students role-play situations in which they use the following words at home,
school, or work to show courtesy to someone.
Excuse me __________________________________________________________
_________________________________________________________________
Thank you __________________________________________________________
_________________________________________________________________
Please pass the _______________________________________________________
_________________________________________________________________
I’m sorry ___________________________________________________________
_________________________________________________________________
May I help you _______________________________________________________
_________________________________________________________________
Please _____________________________________________________________
_________________________________________________________________
Respond to the following statements in your journals:
Being courteous to your peers would prevent arguments and other disruptive behavior.
Give example of courteous acts that could improve the environment in your home,
school, job or community.
47
Activity 5:
Have students prepare short skits around the following scenarios:
• Your mother cooks a great meal.
• Your sister wakes you up for school.
• Your cousin earned a good report card.
• Your brother got a hair cut.
• Someone is having a bad day.
a a a a a a a a a aa a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a
48
Activity 6:
Have individual students or a group of students take one topic and prepare a detailed
presentation for the class which discusses the kinds of courteous acts that could be
involved in the following situations:
Courtesy Topics
table manners
dating
job/interviews
grooming
our flag
funerals
introductions
special occasions
smoking
entertaining
public displays of affection
thank you notes
gum chewing
telephone manners
business
49
Preface on Fairness
As we look at the definition of the root word fair, we find that Random House and
American Heritage dictionaries define fair as something free of bias, prejudice, or
dishonesty.
In a time when fairness has come to mean the advantage one gains from a situation, we
learn from these definitions that fairness does not have favorite. It does not look askew
at one side because of some pre-existing circumstance or feeling. The trait does not
smile benevolently upon one side because of some familiarity with it. Fairness looks
coldly at the facts presented to it and pronounces its judgment. It does not keep track of
how many times each side has won. Fairness is only concerned with the correct
solution of the situation.
If this seems rather sterile or harsh, it is because we tend to think of situations as fair
only when they favor us. As we set the tone in the classroom for fairness, we must
explain to the students that fairness has neither friends nor enemies. It treats everyone
the same and uses the same criteria by which each person is judged. The students are
expected to treat each other with an equal amount of respect, courtesy, honesty and
truthfulness. They will undoubtedly have friends who are closer to them than
acquaintances. This character trait will teach the students that they are to offer the
person they don’t know the same respect they offer their closest friend.
All too often the students will find that acting with fairness requires courage. In an effort
to show fairness to all, the students will sometimes find themselves going against the
wishes of their friends and peers. The students may encounter situations when it is
easier to abuse or marginalize another as the group is doing. Fairness, however,
teaches that when the group seeks to marginalize or dehuman-ize another, students
stop to examine what is going on and why. In the cold hard view of facts, with the cold
neutrality of an impartial judge, people must decide to act in favor of what is right and
fair.
Fairness is the trait by which people responsibly interact with each other in a courteous
manner. Practicing fairness does not mean weakness in appearance or deed. To
practice fairness is to display courage and integrity.
This character trait lends itself easily to finding out what students think about school
rules. Are they fair or unfair? In addition, it also can encourage them to consider ways of
changing what they perceive to be unfair to fair.
50
Character Trait:
aaa a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a
Fairness
Objectives:
• Have knowledge of the tenets of fairness.
• Promote the concepts of impartiality, justice, and objectivity.
• Develop an intolerance for prejudice, bigotry, and racism.
Strategy/Focus:
• Use initial class period to have students orally present their ideas of what it means to
be fair at home, school, work, and in the community.
• Use a subsequent class period to have students role-play examples of fairness and
unfairness at home, school, work, and in their communities.
• Use homework writing assignments to have student define “fair employment practices”
and explain in their own words why this is so important for the workplace.
• Use athletic programs to have students define fair play, fair ball, fair catch, and fair
way, and discuss how these terms could be applied to situations they might
become involved in at home, school, work, and in the community.
Integration of Content/Subject Areas:
• English
• Language Arts
• Social Studies
• Journalism
• Drama
• Physical Education
51
Activity 1:
What Is Fairness?
Have students write a definition of fairness in their journals. Divide students into small
groups and have them discuss what it means to be fair. Give examples.
These are some of the questions that students could consider:
It is always possible to be fair?
Do people expect fairness in the workplace?
Should fairness in professional sports be overlooked because of the star status
of players?
Do students think they are being treated fairly at home, school, and in the
neighborhood?
Why do some people always seem to think they are being treated unfairly?
Have one student from each group report on the discussion in the group.
Have students write one or two paragraphs in their journals on the quotation “All is fair in
love and war”.
Have students consider whether as members of the school’s Peer Mediation Team, they
could remain impartial if their sister, brother, or good friend was brought before the
Team?
Share thinking with the class.
Materials:
Pen, pencils, and paper
a
52
Activity 2:
What are some things that can be done to promote fairness in the workplace?
The world of work becomes a reality for many teens. With the increase of fast food
restaurants, longer store hours, and mass transportation, more and more teenagers are
working. These young workers know their rights and want fair treatment.
Older workers want to be treated fairly on their job, also. When they aren’t, the
company, as well as the media hears about it. In recent years there have been
allegations, many proved to be true, about companies firing older workers to hire
younger ones for less pay; women and men filing sexual harassment suits against their
employers; charges that women are earning less than men for the same work; American
workers charging that jobs are being lost to foreign markets where workers are paid less;
and the issue of child labor and low wage abuses in the production of some of the
hottest selling products in America.
Questions for research and class discussions:
1. What can or should employers do to make sure their workplaces are adhering to fair
employment practices?
2. Should older workers, not yet eligible or ready for retirement, be forced out of their
jobs so that younger workers might be hired?
Please explain reasons for your answers.
53
Activity 3:
Have students choose a topic from the following:
-Conditions which make entry into the world of work a necessity for some teens
-Treatment of older workers
-Sexual harassment
-Salary inequities between men and women
-Loss of jobs to foreign markets
-Child labor abuses
Have students bring in newspaper and magazine articles on these topics.
After choosing a topic and doing some research, have students form groups and share
information on the topic.
Have each group choose a secretary who will report to the entire class.
After hearing information on each of the topics, have students write in their journals
actions that employers can take to ensure fair employment practices in the workplace.
Also include actions that employees can take for their own empowerment.
Materials:
Newspapers, magazines, journals, paper, pens, and pencils
54
Preface on Honesty & Truthfulness
The very spring and root of honesty and
virtue lie in good education.
Plutarch
Honesty and Truthfulness
As we begin to set the tone for the practice of honesty and truthfulness in the classroom,
students will learn that those attributes are the linchpins for all actions between human
beings. They are at the core of how we treat each other. When we give our word to
another, the underlying assumption is that we are honest individuals who will do what we
say. Honesty implies straight-forward communication. Words are not used to hide
meanings or couch motives.
Students must come to agree that everyone will speak and act with honesty and truth.
As students begin to practice this trait on a daily basis, they may find it a bit awkward.
To say what we mean at all times, to admit to things we have done or failed to do
requires considerable maturity.
Sometimes it is easier to remain silent than to accept blame and consequences for our
actions.
Sometimes we’re afraid of hurting someone’s feelings so we keep silent. We can learn
to say what we need to say in a helpful and understanding manner.
The purpose of Character Education is to form the good person and foster the
development of many positive traits in the students. Truthful and honest persons
become good citizens, and good citizens become part of a larger good society.
55
Character Traits:
Honesty & Truthfulness
Objectives:
• Use metacognitive skills.
• Integrate affective and cognitive domains.
• Reflect on the perception of respect and self-respect, as well as the rewards and
effects on the individual, school, and community.
Strategy/Focus
• Use reflection and writing to gain and expand understanding of needs, rewards, and
benefits of being honest.
• Use storytelling to gain and expand understanding of the need for honesty in school,
community, and home.
• Use student and teacher experiences to role-play situations that can reflect real life
situations.
• Discuss the impact of this value on creating an effective community of learners.
Integration of Content/Subject/Areas:
• Language Arts
• Speech
• Social Science
• Mathematics
• Science
• Physical Education
• Logic and Critical Thinking Skills
56
Activity 1
• Write the words Honesty and Truthfulness on the board. Have students do a word map
for each trait. These maps could become wall displays during the teaching of the
traits.
• Teachers will share views on honesty and truthfulness and give examples that they
have experienced. Ask students to volunteer to share their experiences. Have
them identify times when honesty and truthfulness were very difficult to practice.
These examples could be kept in the students’ journals. Have students divide
into small groups, and make lists in their journals of ways they can practice these
traits in the home, school, and community.
• Ask students to role-play the following situations. Have them respond in both an
honest and dishonest manner:
- The family car has a major dent and you were the last driver.
- You and your friends were playing ball. A neighbor’s window gets
broken.
- The teacher finds a note with test answers on your desk during the test.
- Your parents confront you with evidence that you have been smoking.
• Have students write a three to five paragraph essay on the state of honesty and
truthfulness in the school. Be sure they give reasons for their views of the school
as a place where honesty and truthfulness flourish or as a place where
improvement is needed.
Materials:
Writing paper, construction paper, pens, pencils, and journals
a a a a a a a a a aa a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a
57
Activity 2
• Place a five dollar bill under a chair that is clearly visible to students as they enter the
room. Wait and see if someone picks up the money and turns it in. Use this as a
framework to initiate discussion.
• Have students complete the following sentences in their journals:
- I am honest and truthful during the test when I…
- I am honest and truthful in the locker room when I…
- When I am asked a question, I am honest when I…
- When someone drops money on the floor, I am honest when I…
- I am someone you can trust because I…
Students can volunteer to share their statements with the class.
Materials:
Money, paper, pencils, and journals
58
Activity 3
• As a class play the game of “Gossip”.
-Have students form a circle.
-Whisper while reading a sentence to one person in the circle.
-Instruct that person to quietly whisper the statement to the next person.
-The sentence will be repeated from one to the other until all have heard the
sentence.
-The last person will say the sentence he or she heard.
-Compare that statement to the original one. Is there a difference? Why?
• Engage students in a discussion of truth and how it can become distorted, both
intentionally and unintentionally.
• Divide students into small groups and have them discuss cheating and keep notes in a
journal.
-Is cheating ever appropriate?
-How do they feel about cheating for themselves?
-How do they feel about others who are dishonest or untruthful in school, at
home, on the job, in the neighborhood?
-Can one make a decision early in life to always be truthful?
Have volunteers from the groups share discussion points with the class.
Materials:
Paper, pens, and pencils
.
59
Preface on Kindness / Helpfulness
The only moral lesson that is suited for a
child – the most important lesson for every
time of life – is this: “Never hurt anybody!”
Jean-Jacques Rousseau
As we set the tone in the classroom for kindness and helpfulness, we first teach students
that we perform kind and helpful acts without seeking any reward, acclamation, or
praise. They will learn that acts of kindness and helpfulness are a natural part of day-today living and interacting with others.
The development of these traits leads to courteous treatment, not just in the school
environment, but in the family, the community, and with strangers one will encounter.
Sometimes kindness is rejected or received with ingratitude. These attitudes do not
diminish the value of the acts. No matter what the reception is by another, we have
become better people by practicing kind and helpful behavior.
Kindness and helpfulness are infectious because the recipients of these acts often tend
to imitate them. No random act of kindness or helpfulness ever stands as a momentary
incident.
60
Character Traits:
Kindness & Helpfulness
Objectives:
• Develop an awareness of the concept of kindness.
• Develop an awareness of students’ values and feelings about kindness.
• Foster an appreciation of kindness in the family, neighborhood, workplace, country,
and world.
• Observe, identify, and recognize random acts of kindness.
• Practice random acts of kindness.
Strategy/Focus:
• Use oral story telling, oral reading, writing, discussion, and personal reflections to
develop an awareness of kindness and the impact of kindness and its absence
on students and others.
• Use role-playing for students to examine the consequences of acting with kindness and
helpfulness or with the opposite behavior in specific situations.
• Use large poster hearts for students to identify and acknowledge random acts of
kindness they observe.
• Practice how to find help when you need it.
• Be aware of opportunities to give help.
• Provide experience opportunities for students to give help in a variety of situations at
school and in the community.
• Research the benefits of the charitable institutions and foundations to the public.
• Examine situations which provoke negative reactions of citizens to charitable causes.
Integration of Content/Subject Areas:
• English
• Social Science
• Science
• Health
• Math
• Fine Arts
61
Activity 1:
Students will create a folder/portfolio on kindness including their personal reflections,
class assignments, homework, and all other related items.
Have students gather in small groups with journals to consider the following tasks:
• Have students consider some of the dictionary definitions of kindness and
helpfulness. Also note meanings of the synonyms for each word. Put
this information in journals.
• Ask students if they think kindness and helpfulness are natural traits in humans.
Do television and other media help or hinder our desire to be kind and
helpful?
Do we have natural tendencies to be competitive and
cruel? Are kindness and helpfulness innate or taught behaviors?
• What is the difference between kindness and helpfulness and “kissing up” or
“polishing the apple”? Give some examples of times when you suspected
the motives of people being kind and helpful.
• What is “kissing up”? Give an example of this behavior. How did it make you
feel? Does “kissing up” make you a kinder, more helpful person?
• There is an expression “kill them with kindness”. What does this mean to you?
Can we “kill” each other with kindness or does kindness always help
people? Give examples of kindness hurting or helping people.
Materials:
Journals, 3x5 cards, poster material, study guides, pens, a timer, paper, a folder or
portfolio, three poster boards cut in heart shapes, paper, pencils, and glue
62
Activity 2:
Have students choose one of the following situations for role-playing:
• You have a teacher who always “breaks your chops”. Each time you come to
class he/she has something negative to say about you. No matter how
hard you try, s/he finds something wrong with you everyday.
• It is the first day of school. Role-play the way you can be kind to new students.
• The weather is bad. You have an older neighbor. Role-play ways you can be
kind to this person.
• A student at a local high school becomes seriously ill or dies. Role-play kind
and helpful responses to the people affected.
Have students gather in small groups to discuss the following questions and share
information with the whole class:
• Ask students to consider what it means to hurt or to be hurt. What is a physical
hurt? What is an emotional hurt? Give examples of each. Which type of
hurt would you rather experience?
a
• What is the most recent kind and helpful act you have done? What is the most
recent kind and helpful act someone did for you? Is there a cost to being
kind? Give examples of this.
• Give examples of benefits in your life when people are kind and helpful. What
difference does it make in your school when people are kind and helpful?
What difference does it make when there is a kind and helpful relationship
between neighbors? Between the school and the rest of the community ?
a
aa
63
Activity 3:
• Let each student secretly select a fellow class member to be kind and helpful to during
one week. Each student should keep a record in a journal for at least one week
on how the giver and receiver of the kind and helpful acts have changed.
• Divide the class into teams. The goal of the group activity is to generate ideas for
students on ways each of them can be kind and helpful. Each group is given 3x5
cards and a large poster board on which to draw a heart. Every team member
writes on the cards as many ideas as possible of ways to be kind at home, at
school, and in our world. Posters can be made using the cards and the large
poster-board heart. These can be colorful class displays.
Activity 4:
Have students name ten situations in which they would need help to solve a problem.
List the situations and the helping source in journals.
Do a search of neighborhood facilities that give help to people. List the names and
addresses of these agencies.
Have students make personal calls or visits to find if they can give service in these
places and what the service would be. Would it be volunteer or paid help?
After talking with administrative and teaching staff, have students list the services they
could give in the school to improve the environment and to give needed help.
During each of the four quarters of the academic year have students choose a
community, organization, or school area where they will give service for ten weeks.
Keep daily journal entries of personal reactions to the people and places where service
is given.
Activity 5:
Have students do some brainstorming and some research to generate a list of charitable
institutions, organizations and foundations, such as The Red Cross, United Negro
College Fund, MacArthur Foundation, United Way.
Under each organization list the services that it gives.
Contact persons or places that have received help from any of the organizations.
64
Examine situations which provoke positive or negative reactions of citizens to charitable
causes.
Keep an account of these reactions in journals.
Activity 6:
Have students use library resources to find information an international and national
events where help was given. Some examples are:
• Food and supplies for North Korea
• Haitian “boat-people”
• Flood victims in North Dakota and Minnesota
• Cuban
• Earthquakes in California
• Hurricanes in North Carolina and Florida
Do some interviewing of faculty, family, neighbors, peers to evaluate how people feel
about helping others.
Assemble data as appropriate for a well-organized two minute speech or essay.
Activity 7:
Service as Kindness
• Engage students in a discussion on Dr. Martin Luther King, Jr., and his teaching of
equality and service.
• Ask each to respond to the meaning of his words, “Everybody can be great because
everybody can serve…”
• Given the list below, ask students to prioritize the list below in order of importance to
them as the best way to show kindness:
- volunteering at hospitals
- volunteering to stock food pantries
- helping at a nursery or day care center
- helping at a senior citizens’ home
- service in the school, such as tutoring younger students
- cleaning up the community
- carrying groceries
• Discuss and decide on the top-ranked area, whether the students would like to develop
a class “kindness” project during the school year. Divide the class into working
groups and make a plan; include:
- date, times, places of service
- duties
65
- permission slips
- contacting agencies/transportation
- cost/fundraising
- pictures
- other
• Once the plan is made, solicit parent/adult support and do the project.
Materials:
Planning journals, yellow pages, permission note forms, and Dr. King’s biography
a a a a a a a a a aa a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a
Activity 8:
Assessment:
Each student will create a folder or portfolio on kindness and helpfulness. It will include
personal reflections, class assignments, homework, art work, notes from group
discussions, and all other related items.
66
What’s the Most Difficult Thing to Mend?
Cultivating:
Valuing and Empathy
Emotional hurt may have a far greater intensity and impact than physical hurt. Learning
to deal with it isn’t easy, for how we feel about things has a tremendous effect on what
we do and how well we do it.
Knowing that other experience emotional problems from time to time is worth knowing
for a youngster. While experiencing feelings of this kind, at least there is some
understanding that others have gone through it and, usually, the condition is only
transitory.
Getting Started:
Distribute the activity and allow time for completion. It is suggested that little information
is provided. There may be some students listing physical or object kinds of mending.
Just let it be, because the discussion period afterwards should be the real essence of
the exercise.
Encourage students to share what the most difficult things to mend would be for them.
Afterwards:
Use the opportunity, after the sharing, to get into the concept of emotional hurt. In all
probability several students will cite hurts of this type which you could expand on with
sensitivity and meaning.
Expand on the notion that in many cases disappointments can become opportunities.
Sometimes because of losing we become winners. Look for examples of this in
biographies or autobiographies of famous people.
What’s the Most Difficult Thing to Mend?
What would it be? ________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Why? __________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
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Future Mirror
Cultivating:
Self-esteem and Empathy
How we would like others to perceive us is, in a sense, goal setting. Our feelings of selfworth are enhanced when our positive perceptions of self coincide with the perceptions
that others have of us.
Getting Started:
Encourage students to draw their future portraits from the waist up on the activity sheet.
Have them think how they might stylize a shirt, blouse, or coat in a way that might
indicate future plans or dreams.
Do not have students sign their names on their individual activity sheets. Upon
completion, collect the portraits and place them on a table or tape them to the
chalkboard. Place different numbers on each portrait and have each student list on
paper the number and the name he thinks the image is.
Caution:
This activity might identify very graphically those students with poor self-concepts. This,
should it occur, will be valuable information to know. Feature some of these students in
those activities in this book that focus on “self-esteem through group participation.”
Afterwards:
Have a general class discussion on the importance of getting to know people.
Emphasize that in order to know someone that person must be willing to share of herself
or himself. Long or lasting friendships occur this way. Friendship is a commodity that is
important to all of us. Friends can help us fee! better about ourselves.
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What we see reflects the past and foretells the future.
Future Mirror
Draw a self portrait from the waist up of what you think you might look like 25 years from
now. Be sure to include any changes in clothing, hair style, etc.
Do NOT put your name on your portrait.
Do NOT look at the portraits being drawn by other students.
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Preface on Respect
A great writer once penned the phrase: “No man is an island”. These words
embrace the fact that we cannot live in this world alone. As citizens of a global
community, we must accept and appreciate the differences of others, while giving
consideration for the rights of our fellow human beings. This is respect at its
most basic level. For us to function at a level which nurtures humanity, the
brotherhood of man must be connected by this bond of respect.
Respect determines how we speak to others, how we act around them, and how
we treat their property and person. Respect, more than any other character trait,
takes root in the life of the individual and manifests itself in everyday interactions
which eventually broaden the world view.
Focused inwardly, respect for oneself moves the person to practice punctuality
rather than tardiness, to listen to others rather than interrupt them, and to realize
that violence is never a reasonable solution to problem solving or conflict. While
people can and will disagree, respect for oneself and others rules out
disagreeable behavior.
As students move from the classroom into the working world, it is essential that
the skills necessary to positively interact with others have been developed. The
teacher must help the student move beyond thinking solely about him or herself
and toward thinking about the needs, feelings, and thoughts of others. This
focus helps move the student beyond an isolated viewpoint, encouraging and
expanded level of sensitivity. In the final analysis, how we treat others becomes
the gauge by which we measure the level of respect we hold for them.
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Character Trait:
a a a a a a a a a a aa a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a
Respect
…It is not so desirable to cultivate respect
for the law, so much as for the right.
Henry David Thoreau
Objectives:
• Use metacognitive skills.
• Integrate affective and cognitive domains.
• Reflect on perception of respect, and self-respect and the rewards and effects of these
qualities on the individual, school, and community.
Strategy/Focus
• Use reflection and writing to gain and expand understanding of needs, rewards, and
benefits of giving and receiving respect.
• Use storytelling to gain and expand understanding of need for preparation prior to
emerging as a respectful individual.
• Use student and teacher experiences to role-play situations that can reflect real life
situations.
• Discuss the impact of this value on creating an effective community of learners.
Integration of Content/Subject Areas:
• Language Arts
• Speech
• Social Science
• Art
• Mathematics
• Logic and Critical Thinking
• Physical Education
• Science
71
Activity 1:
What Is Respect?
Have the class listen to Aretha Franklin’s recording of Respect.
Divide students into small groups to talk about the meaning of the word respect. Have
them record comments in their journals. Let one person from each group share the
insights with the class.
Have students record in their journals at least one quality for each letter in the word
respect. After identifying the components of respect, students can create a respect
board. This would be the first step in naming qualities of respect that everyone can
agree upon.
The teacher will share with students the expectations for respect in the classroom.
Students will share their expectations for respect from school authority figures,
especially teachers.
Name activities that demand a respectful attitude throughout the school day. Emphasis
should be placed on identifying what happens in schools and classrooms when respect
is missing. Expand the discussion to include specific situations in students’ homes,
communities, and part-time jobs where respect should be given.
Divide students into small groups of four or five. Have each group pick a secretary who
will record information to be shared with class. Let the discussion include those
situations in job, home, and community where they think respect is not earned and
should not be given. Is it possible to deny respect in a respectful manner?
Have students record in journals opportunities for volunteering service. How can
volunteering in jobs, homes, and communities enhance feelings of respect among
people?
Materials:
Bulletin boards, writing paper, construction paper, letter stencils, pens, pencils, markers,
and scissors.
Please list qualities that represent each of the letters in the word Respect.
R ______________________________________
E ______________________________________
S ______________________________________
P ______________________________________
E ______________________________________
C ______________________________________
T ______________________________________
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Activity 2:
Respecting Individual Differences
Have students bring in pictures from newspapers and magazines of people in the news.
Ask students to name qualities for which the person is respected.
Take a Polaroid or digital snapshot of each student.
Using class input, list under each picture the qualities that identify each one as a
respectful person.
Have students bring mirrors to class. Let them look at themselves for three minutes, and
then write three sentences about how a respectful person should look and act.
Create a bulletin board with the theme: I Respect You and Your Differences
In their journals have students complete the following:
• Ways in which they are like peers
• Ways in which they are different from peers
• One quality for which they want others to respect them
• Reasons why they should be respected
• The value of differences
Have students complete the following chart:
List Below Ways In Which You Are Different Or Like Your Peers
Like
Different
_________________________________ ________________________________
_________________________________ ________________________________
_________________________________ ________________________________
_________________________________ ________________________________
_________________________________ ________________________________
_________________________________ ________________________________
_________________________________ ________________________________
_________________________________ ________________________________
List one quality for which you want others to respect you. _______________________
I deserve to be respected because _______________________________________
Is it good to be different? _____________________________________________
Materials:
Polaroid camera, film, crepe paper, writing paper, construction paper, letter stencils,
pens, pencils, and scissors
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Activity 3:
How To Achieve Respect
Divide students into groups and have them use role-playing techniques to demonstrate
how respect can be shown in the following situations:
• Your parents give you a curfew with which you disagree.
• You are called to the attendance office.
• The coach wants you to play a different position than you are now playing.
• The teacher asks you to pay attention.
• The librarian says you owe an overdue fee, but you think you returned the book.
• Your grandmother does not like your music.
Have students critique the presentations and write criticisms in their journals. Have them
name the benefits of having respectful attitudes in these situations and put the
observations in their journals.
Materials:
Journals, pens, and pencils
Worksheet on Behaviors That Earn Respect
Have students make a list in their journals of the people they respect. Have them name
the qualities and why these qualities earned their respect for these persons. When
students have completed the writing, they will share information with the class.
1. Have students complete worksheet.
2. Tally each response.
3. Discuss the three highest and three lowest-rated behaviors.
Behavior That Earns Respect
Earning good grades
Yes
No
®
®
Obeying parents
®
®
Speaking kindly
®
®
Making out in public
®
®
Stealing when given the chance
®
®
Having a boyfriend
®
®
Trying but failing
®
®
Saying “please” and “thank you”
®
®
Smiling
®
®
Getting along with others
®
®
a
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Activity 4:
Have the students individually rate the following behaviors, as to whether they result in
earning respect:
• Earning good grades
• Obeying parents
• Speaking kindly
• Stealing when no one is looking
• Smiling
• Having a boyfriend
• Trying but failing
• Making out in public
• Saying please and thank you
• Getting along with others
After individual students have rated the behaviors have a class discussion on why or
why not they earn respect. Should there be uniformity in the students’ evaluation? Why
or why not?
Worksheet on People I Respect
Procedure:
1. Have students bring a magazine picture or a personal photo of someone they respect.
2. Identify the person in the picture.
___________________________________________________________________
3. How did you meet the person?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. Why do you respect this person?
___________________________________________________________________
75
Preface on Responsibility
As Nikki Giovanni states in her poem, “On Liberation”, mistakes do occur. How we
accept the consequences of our mistakes and the actions we take afterwards speak to
the degree of responsibility that we claim in our lives.
For students to learn responsibility, we must teach it in our schools as part of Character
Education. In a society that frequently refuses to accept the responsibility of its actions,
it has become normal for students to refuse responsibility for their actions. The media,
business leaders, and political leaders present examples of individuals who commit
actions and refuse to accept responsibility for their deeds. Someone else is always to
blame for the shortcomings in their lives or the actions that they fail to perform. When the
blame always lies elsewhere, the person is not responsible and acts irresponsibly.
The classroom must become a counter-cultural setting to engender the teaching of
personal responsibility. In setting the tone for responsibility in the classroom, the
teacher begins by setting parameters for classroom behavior and interaction. This set of
classroom rules is very definite in terms of expectations for the individual and
consequences when the expectations are ignored or unmet. Above all, teachers must
make it clear to the students that in the classroom setting, all are responsible for their
actions. The shifting of blame or non-acceptance of responsibility is not practiced by the
individual or allowed by the members of the classroom. Students assume responsibility
for themselves and for helping the others in the classroom practice the same type of
responsible behavior. In addition, students learn how to make better and more effective
choices and decisions.
The teacher helps the students identify the actions that are available to them. Next, they
must think about the consequences of each action. Then they make the decision on
which action they wish to take. After taking the action, students also take responsibility
for the consequences of the action. In this way, students learn how to value their own
actions.
By teaching students to value their own actions, teachers give them a sense of personal
worth. They also learn that while mistakes can occur, they are not the end of life.
Having students take responsibility for their own actions also brings to the classroom a
sense of honesty toward self and others. It builds a sense of commitment among the
students as each realizes that the other will hold them accountable for their actions.
Such commitment is the beginning of community
.
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Character Trait:
a a a a a a a a aa a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a
Responsibility
Mistakes are a fact of life. It is the
response to error that counts.
Nikki Giovanni
Objectives:
• Develop an awareness of one’s identity.
• Show an awareness of one’s mental and emotional strengths.
• Discover an awareness of one’s value system, power, and control over own destiny
and future.
• Develop an understanding of an appreciation for responsible behavior.
Strategy/Focus:
• Use the appropriate conventions of the English language.
• Paraphrase and summarize to increase understanding.
• Make inferences and draw conclusions about content, events, characters, setting
theme, and style.
• Use language which is simple and appropriate for communicating.
• Organize compositions in a clear, coherent, cohesive, and logical order.
Integration of Content/Subject Areas:
• Language Arts
• Speech
• Social Science
• Mathematics
• Critical Thinking
77
Activity 1
What is Responsibility?
Responsibility is the act of acquiring effective control of oneself
and one’s environment. It involves extending a positive response
to others. Being responsible has as one of its main focii, “doing
unto others as you would have them do unto you.”
Responsibility literally means:
• the ability to respond in a positive manner to others.
• the ability to care for self and others.
• the ability to respect and value learning.
• the ability to set expectations for self and others.
• the ability to set goals and stick to them.
• the ability to organize thoughts and to communicate them to others.
• the ability to grow toward independence.
Students will name and discuss additional words or ideas that should surround the
character traits of Responsibility.
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Activity 2
Student Information:
A recent survey was given to 160 Chicago Public High School students. They were
asked the following questions:
• What do you wish for most in your life?
• What is your worst fear?
• If you were in a position to change your community and make it the number one
community in the nation, what would you do, and how would the
community look?
A copy of this survey can be found on the next pages. Please photocopy the
appropriate number for your class, and have your students complete it. Encourage
them to take their time and reflect thoughtfully on each question before answering. Direct
them to write their responses in grammatically correct complete sentences.
Students may not be able to complete this survey in one class period. If they do not,
allow time in another class period or give as a homework assignment. Please remember
that it is important to give students sufficient time to think about and write their
responses.
When all surveys have been completed, have those students who would like to share
their responses with the class, do so.
Next, divide the class into collaborative teams. Have each team conduct a survey to
determine how many of the team responded to some of the questions in similar ways.
For example, if the response to the question “Who do you care about most?” is
answered with “my mother, father, aunt, grandmother, or some other family member” by
five of the six group members, then we can conclude that family or family members
topped the list of other possible choices, such as teacher, friends, or pets.
Have the class develop a matrix that will show the number of like responses for each
question. Then have the class analyze and synthesize this data and develop some
summative statements regarding the feelings, future plans, expectations, and fears of
class members.
After the class has completed its matrix, share the most frequent responses given by the
other 160 students who took the survey. The responses by these students for each of
the questions were:
“To graduate from high school, get a good job that pays a lot of money, and live a
good life.”
“Dying at a young age.”
“My community would be great. No gangbangers, no drug dealers. It would be a
place where my brothers, sisters, neighbors, and kids could play outside
and be safe.”
Have your students complete a comparison chart on their responses and the responses
of others. Have them write their findings and summation in narrative form.
79
High School Survey Of Students Ideas And Opinions
Your Grade Level Is ____
Instructions: Please read the following questions/statements carefully and answer
them as thoughtfully and honestly as possible.
1. List at least four things that you expect to get from a high school education.
a. ______________________________________________________________
______________________________________________________________
b. ______________________________________________________________
______________________________________________________________
c. ______________________________________________________________
______________________________________________________________
d. ______________________________________________________________
______________________________________________________________
2.
List at least four life skills that you think a high school is responsible for helping
students to learn.
a. _____________________________________________________________
_____________________________________________________________
b. _____________________________________________________________
_____________________________________________________________
c. _____________________________________________________________
_____________________________________________________________
d. _____________________________________________________________
_____________________________________________________________
3. List at least four things that students who graduate from a good high school should
know or be able to do.
a. _____________________________________________________________
_____________________________________________________________
b. _____________________________________________________________
_____________________________________________________________
c. _____________________________________________________________
_____________________________________________________________
d. _____________________________________________________________
_____________________________________________________________
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4. What do you dream or wish for most?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
5. What is your worst fear?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
6. If you had the power to change your community and make it the number one
community in the nation, how would it look?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
7. How would you feel about the community if the changes you want to make were
made?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
8. Who has been the most significant person in your life?
________________________________________________________________
________________________________________________________________
________________________________________________________________
9. What do you care about most?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
10. What do you want more than anything else in your life right now?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
81
Activity #3
Student Information:
I would like you to sit back and just listen to a story you probably heard when you were a
child in kindergarten. Now don’t laugh, but the story is Jack and the Beanstalk. You
may think of this story as a silly fairy tale that little kids read or listen to. But if you pay
close attention to the actions of Jack, I think you will learn a great deal about
responsibility or the lack of it. Listen carefully, because I am going to ask you some very
specific, high level questions about this so-called babyish fairy tale. After hearing the
story, questions relating to the story will be discussed.
The Story Of Jack And The Beanstalk
(Retold as an allegory for high school students)
Once upon a time there lived in a very poor town a boy named Jack and his mother.
Now Jack was not the brightest boy, but he had a good disposition, told good jokes, and
was kind and loving. He was, however, extremely lazy. Some attributed his laziness to
the fact that he was “brain-challenged.”
Jack’s mother, like most mothers, loved her son, but knew he had a few cards missing
from the deck. One day, after the mother had given Jack the last piece of bread in the
house, she looked around and realized she had sold every possible possession they had
in the world in an effort to feed herself and her son.
All they had left that was of any value was the old, dried-out cow. So she gave Jack the
responsibility of taking their last food source to town to sell. She explained to Jack the
importance of getting the highest possible price for the cow. The more money he was
able to get, the more food they could buy, and the longer they would be able to survive.
So Jack, happy that his mother trusted him with this great task, set off for town with the
cow. He had not gotten very far before he encountered a strange looking little man who,
after talking to Jack for a few minutes, knew he had an easy mark. He talked Jack into
trading the cow for five pretty beans.
Jack ran home, proud and excited, thinking he had made a great deal. Of course you
know what his mother thought! She was so angry that she threw the beans into the
backyard and sent Jack to bed hungry.
Well, the next day when Jack awoke, he found a gigantic beanstalk that had grown from
the beans his mother had thrown away. Like most boys, he was curious; so he climbed
it and ended up in a whole different land.
He saw a castle down the road. He walked up to the huge doors, knocked, and asked
for food. It so happened that the castle belonged to a “cannibal giant.” Luckily for Jack,
the giant’s wife came to the door. She informed him of the giant’s fondness for “people
stew” and begged him to leave. But Jack talked her into letting him in the house, where,
she fed him a delicious vegetarian meal.
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The giant’s wife had been married for more years than she wanted to count. In fact, she
was really tired of the big, ugly, greedy guy and longed to be free and single.
When the giant returned home unexpectedly early, she hid Jack in the oven where he
remained until the giant fell asleep.
When Jack was sure the giant was sleeping soundly, Jack stole his hen that produced
golden eggs. Jack and his mother could have made it pretty good with this item, but
Jack climbed the beanstalk two more times to return to the giant’s house. Each time the
giant’s wife let him in and each time Jack stole items from his castle, namely, the giant’s
bags of money, then his golden harp.
The golden harp theft did not go off smoothly, and Jack had to run for his life. The giant
tried to follow Jack down the beanstalk, but Jack managed to get down first, grab an ax,
and cut it down with the giant swaying in it high off the ground. Needless to say, the
giant fall killed him. Jack and his mother lived rich and happy forever and ever.
Student Activity:
In the story of Jack and the Beanstalk:
1. How would you characterize Jack? Was he honest? Responsible? Respectful?
Dependable? Obedient? A risk taker ? Why or why not?
Explain and give examples.
2. How would you characterize his mother? Why did you select the character traits you
Attributed to her?
3. How would you characterize the giant and his wife? Why? Give examples.
4. What did Jack wish for most in his life during the time of the story?
5. What was his worst fear?
6. In your opinion, was Jack ethical in the choices he made regarding the giant and the
giant’s most prized possession?
7. Had Jack been apprehended by the police, do you think he would have or should
have gone to jail for his actions? Why or why not? Justify your rationale.
8. Did Jack have an accomplice? Who? Why?
9. Was there a conspiracy between Jack and the giant’s wife? Justify your answer.
10. What do you think was the main problem in Jack’s life? Explain?
11. What was the economic condition in Jack’s home or in his community?
12. What could the beanstalk be symbolic of in today’s world? Why?
83
13. When Jack found that the beanstalk opened the way to gain entry into the giant’s
house, he felt compelled to go in. Did he have a choice? Explain your answer.
14. Once he entered the giant’s home, could he have made other choices? What
choices could he have made?
15. When you feel compelled to act on emotions, do you have a choice? Explain.
Creating a parallel scenario to real life:
Ethical Questions - Responsible Answers
Teacher should say:
We can parallel the giant’s wealth to the worth of a Fortune 500 company. Let’s say you
were recently hired to work with the assistant manager who is in charge of sales. You
have access to all of the new merchandise that has been purchased for distribution to
subsidiary companies throughout the United States. You are responsible for keeping
track of current inventory.
Do you have the right to “relocate” large or small items of merchandise to your home?
Could Jack have responded to his family’s financial situation in a different manner?
Was there a role for the local community to play on behalf of Jack’s plight?
How do you usually go about making decisions when you know that the consequences
could ultimately change your life?
Being unable to support oneself is a risky way to live. What would you have done if you
were faced with a situation similar to Jack’s?
-Take time to reflect on possible choices before you decide to take action. The
choices you make have benefits and consequences.
Something to think about:
A thought is the ancestor to the deed.
What do you spend most of your time thinking about?
A life filled with the benefits of ethical decisions is far better than a life unfulfilled
as a result of unexamined choices and negative consequences.
a a a a a a a a a a a a a a a a a a aaaaaaaaa a a a a a a a a a a a a a a a a a a a a a a a a a a a a a
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Activity 4
Divide students into groups of five or six.
Ask the following questions:
When you seriously consider your life and your future, what do you wish for most
in your life right now?
What are your dreams and goals?
What steps are you currently taking to assure that your dream(s) will become a
reality?
Why is this particular dream or goal important to you? What does it say about
your character?
It is difficult to see the future when all that you truly see is today.
Procedure:
On a sheet of paper or on a 4 x 6 index card, ask students to write in the top left corner
four things theyspend most of their time doing: homework, watching TV, sports activities,
shopping at the mall, or some other pastime.
In the top right corner, ask them to write three dreams or goals they are planning to
accomplish or achieve: better grades, driver’s license, car, graduation, acceptance into
college of choice, or some other goal.
On the bottom left corner, have students write the steps they are currently taking to
achieve their dreams or goals.
On the bottom right corner, ask students to write one positive quality or character trait
they feel is important to be successful in life.
When all students have completed writing their responses to each of the four questions,
encourage them to share their thoughts with students in their group.
When all small groups have completed the sharing process, ask students to share with
the class the information they contributed in their groups.
A note to the teacher:
The ideas, suggestions, and activities provided in these materials comprise a framework
for character building. As an educator, we encourage you to integrate what works from
your perspective into any of the lessons provided. The goal is to facilitate learning in the
affective and cognitive domains by encouraging students to share real life experiences,
while exploring effective ways to make responsible ethnical choices.
We are aware that ethical decision-making is not always easy.
85
Decision-making effectively responds to life in productive ways when we help students
examine the short and long term benefits and consequence of their actions.
If possible share a dream, a hope, a difficulty, or a short synopsis of a story that
highlights some challenge that transformed an aspect of your life into a victory as a
result of being responsible and taking charge of your life.
Mark Twain said, “Keep away from people who try to belittle your ambitions. Small
people always do that, but the really great can make you feel that you, too, can become
great”.
Have students write responses to this and/or the quote “Between the dream and the
reality.”
Ask students to share comments that relate to their own experiences both positive and
negative. Ask them to share thoughts on how they can transform a negative into a
positive. Encourage them to give examples of their own personal success stories. Allow
them to share thoughts on who is responsible ultimately for one’s successes or failures
in life.
Yes, it is difficult to see the future when all you can truly see is today. However, the
future is here. You only have to think back to yesterday or just five minutes ago. Where
our personal journeys lead us will largely depend upon what we choose to do with each
day. So do what you have to do, and get ready to make the best of who you are.
-It’s your turn. -It’s your time. - It’s your life.
And, guess what? It’s your responsibility.
Possible discussion points:
This class will end in just a few minutes, and the next one will begin, either in school or
out of school. What are you going to do? It’s up to you. Your future is in your hands!
Kind of scary, but it’s true.
Are you ethically fit?
This is a test. It’s called life. Unlike the TV program, Wheel of Fortune, you can’t buy a
vowel in the test of life to solve a particular problem. You have to create the vowels in
your life, and you can
Each time you face and succeed in making an ethically responsible decision that can
affect you or someone else, you’ve made a vowel. The only vowel in our grading system
is an “A”. Go for the “A’s” in ethical living. The opportunities for real success in life
expand each time you make a responsible choice. No doubt about it: the challenges will
be there, too – knocking at your door, perhaps, every day!
However, if you are ethically fit, you will stand tall and challenge those things that
challenge your life. If you make the right choices, you will grow intellectually,
emotionally, and ethically into the best of who you truly are.
a a a a a a a a a aa a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a
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Activity 5
What is your worst fear?
What factors contribute to the anxiety that you feel?
What can you do about it?
Explore your concerns with other students. Brainstorm possible solutions.
Divide students once again into groups of five or six if possible.
Allow them to share their worst fears. Have a recorder available to listen, share, and
write group members responses. Ask one person other person from each group to
express to the class some of the concerns and possible solutions. Encourage all
students to share their comments.
Based on responses, determine if students have within their personal control solutions in
which some of their fears can be effectively responded to or resolved in an ethical
manner.
Have students think of a specific character in literature who experienced great fear. How
did the character deal with the fear(s)?
Examples:
Black Boy by Richard Wright
Cyrano de Bergerac by Edmond Rostand
The Plague by Albert Camus
The Night Journey by Kathryn Lisky
A Bell for Adano by John Hersey
Mutiny on the Bounty by Charles Nordhoff and J. N. Hall
Amos Fortune, Free Man by Elizabeth Yates
Show of a Bull by Maria Wojciechowska
Rifles for Watie by Harold Keith
Samurai of Gold Hill by Yoshiko Uchida
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Activity 6:
We sometimes discover innovative and eye-opening solutions when
we make the decision to look at a particular problem from a different
perspective.
Procedure:
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Draw four straight lines through all nine dots without retracing or lifting your pencil.
From Casse, Pierre (1981), Training For The Cross-Cultural Mind, 2nd edition.
Washington, DC: The Society for Intercultural Education, Training and Research
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Solution to Thinking Outside the Box Activity
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Points to consider:
• Sometimes you have to go “outside the lines” to solve a problem. In other words, you
may have to talk to parents, teachers, peers, or some other person who can
provide or share some possible solutions from a fresh perspective.
• Too often we use “boxed-in thinking” that creates difficulty in looking at an odd problem
from a new perspective. The box can be considered your little world. We live in
a word filled with possibilities and ideas. Your job is to discover and utilize them
in your life. Expand your thinking and broaden your horizons.
• Perceptions are often influenced by what we are told, read, see on the news or on TV.
What problems were you able to solve recently because you went “outside the
box” of your usual thinking and problem solving skills?
Something to think about:
The next time you have a problem, try “thinking outside the box.”
Values-Driven Responsibility:
Many of the “everyday” problems we experience in life are due to one or more of the
following three factors.
We create them.
We promote them.
We allow them.
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Activity 7:
Sometimes we think that maybe in and of themselves problems will go away. The same
problem you had yesterday, more than likely, you will face today if you have chosen not
to do anything about it – especially in a positive and productive way.
Think about something you would like to change or make better in your life that is within
your range of control.
Ask yourself, “Why does this issue or problem exist in my life? Did I create it, promote
it, or allow it?
Does it stick to me like sand sticks to skin when it’s all wet?” Well, what are you going to
do?
Brainstorm.
Think of several other possibilities or alternatives that can change a specific problem or
issue in your life into something better than it is right now.
Don’t forget to think outside the box.
Ask students to analyze a simple issue or problem they are currently facing, perhaps in
school or at home.
Have students ask themselves the following:
• When did the problem begin?
• How did the problem begin?
• Did I create or contribute to the current problem in my life in any way?
(Be honest.)
• Did I, in any way, promote or allow the problem to continue in my life?
• If I were to decide to “think outside the box,” what action(s) on my part would
help provide the best solution to this problem or issue?
• Whose responsibility is it?
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Activity 8:
Allow students to read the poem, “Time Somebody Told Me.”
Somebody Told Me
Time Somebody Told Me
That I am lovely, good, and real
That I am beautiful inside...
If they only knew...
How that would make me feel.
Time Somebody Told Me
That my mind is quick, sharp, and full of wit
That I should keep on trying, and
never, ever quit.
Time Somebody Told Me
How they loved and needed me
How my smile is filled with hope, and
my spirit helped set them free
How my eyes shine...and are full of light
How good they feel...when they hug me tight.
Time Somebody Told Me
So, I had a talk with myself
just me...nobody else...
Cause...it was time...somebody...told me!
Paraphrased: From Hello to Me With Love: Poems of Self-Discovery by C. Tillery Banks.
New York: William Morrow and Company, Inc., 1980
Ask them to share their ideas in a large or small group setting regarding how this young
person took ownership in resolving a problem.
• Have you ever had to encourage yourself when it seemed that no one else would?
• Do you think that what she did was a good idea? Why?
• What would you have done if you were in her situation?
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Activity 9
Time –
The Challenge of Growing Up
Every 8 seconds of the school day, a child drops out.
Every 26 seconds a day, a child runs away from home.
Every 67 seconds, a teenager has a baby.
Everyday 1,106 teenagers have abortions.
Every 7 minutes, a child is arrested for a drug offense.
Every 30 minutes, a child is arrested for drunken driving.
Every 36 minutes, a child is killed.
Everyday 6 teenagers commit suicide.
Everyday 2,989 children see their parents divorce.
Children’s Defense Fund, “Children 1990. A Report Card, Briefing Book and Action
Primer,” 1990
“The Challenge of Growing-Up” highlights a number of issues faced by American youth
today.
In small groups of five or six discuss the following:
• Who is responsible for the social issues that are highlighted in this handout?
(Remember to think outside the box.)
• Who should get involved in responding to the needs of today’s youth?
• Select one issue and create a positive plan of action that could help solve this
particular problem.
Include if necessary the role of parents, teachers, community leaders, or others in
resolving youth issues.
Share your plan in the small group. Gather ideas from other students in the group.
Allow students to find others in class who have selected the same issue in order to form
issue groups.
Students should be given an opportunity to:
• Brainstorm solutions.
• Bring in research, magazine articles, reports, or other materials that support the
group’s position.
• Present ideas to the class, school officials, local community leaders.
• Share ideas at local community forums.
• Explore what representatives from various community organizations are doing
to respond to youth needs.
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Invite individuals who are in positions to make a difference to speak to the class
regarding selected issues.
Encourage students to share issues and findings with classroom teachers in other
disciplines who might be interested in allowing students to continue their research.
Roots, values, and possibilities keep us strong and moving in the right direction.
There are values present in every choice or decision you make. Every ethical choice
you make is a statement about who you really are.
Choices based on values-driven responsibility are choices that you will feel good about
in the long term, not for just the moment but throughout your life.
There is pride and ownership in the choices you make when you choose to become and
remain ethically fit in your thinking and in the way you go about the business of life.
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The positive approach •
Character Education
Teacher Feedback
To help us assist and support the needs of the high school staff, we would like you to
give specific suggestions and/or comments you have regarding this character education
curriculum. Please respond to the questions below:
Department_____________________________________ Grade Level_____________
1. What material or suggestions in this booklet are helpful to you?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What suggestions would you make for improving the material in this booklet?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. How does this curriculum guide support your efforts to teach character education to
your students?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. What CE programs and/or activities are you currently implementing in your classes?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
5. What materials do you use?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
6. What additional materials do you need to support classroom instruction in character
education?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
7. Other comments or suggestions?
__________________________________________________________________
__________________________________________________________________
_____________________________________________________________
Please return this completed form to Pete Stachecki, H-206
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