Using the Sun Sentinel to Promote Good Character

KIDS OF
CHARACTER
Using the Sun Sentinel to Promote Good Character
Special “Take-Home” Insert Inside: Character Education Activities for Families.
KIDS OF CHARACTER
Table of Contents
Cooperation
page 3-4
Responsibility
page 5-6
Citizenship
page 7
Kindness
Respect
page 8-9
page 10-11
Parent/Student Take-Home Insert
Honesty
page 12-13
Self-Control
page 14-15
Tolerance
page 16-17
Patriotism
page 18
Resources
page 19
About this curriculum:
Kids of Character -- Using the Sun Sentinel to Promote Good Character, was
written in response to the Florida Legislature Senate Bill 20E, a section of
which mandated that character education be expanded to include grades
K-12. The Broward County School District set the standard with their
program which can be used as the state model for character education
curriculum. If any school district would like a copy of the Broward
curriculum, please e-mail: [email protected]
About the Sun Sentinel Kids of Character program:
Sun Sentinel Kids of Character is a partnership with Broward County
Schools and Publix Super Markets to honor students for doing exemplary
deeds, at home, in school and in the community.
A message from Broward County Schools:
Credits:
Written by: Ellen Schatz
Edited By: Debbie Rahamim, Sun Sentinel
Designed by: Erin Silver, Sun Sentinel
Access to all monthly Character Education activity sheets with curricula
will now be available in electronic version only through the district’s
website at www.browardschools.com. Go to “Departments” and then
to “Student Support Services,” click on “Character Education,” and then
select the desired trait. Also, your Character Education contact designee
at your school site will receive an electronic version (PDF file) to distribute
each month to the staff. Please contact Renee Brown, your new Character
Education Coordinator, if you have any additional questions about this
process: [email protected]
For additional website resources, go to: www.browardprevention.org
About the Sun Sentinel News In Education program:
Throughout the school year, the Sun Sentinel NIE program provides newspapers, both digital and print, to South Florida schools at no
charge. Our goal has been to help teachers help their students, promote literacy, encourage hands-on learning using the newspaper, and
help students stay up-to-date on the world around them. Another key focus of our program is providing curriculum materials, like Kids of
Character, to enhance lessons in the classroom across all subject areas. These complimentary booklets are aligned with the Sunshine
State Standards.
2
For more information about Sun Sentinel News in Education and to download educational materials,
visit our website at: www.SunSentinel.com/nie
Quote:
“
“Coming together is a
b
beginning. Keeping together
iis progress. Working
ttogether is a success.”
— Henry Ford
COOPERATION
COOPERATION – Working
with others to accomplish a
common purpose.
Demonstrators:
1. When given the opportunity I offer
to take responsibility for the portion
of the project/assignment where my
skills, talents and/or knowledge can
be utilized.
2. When assigned a specific role or
task, I ask what is expected of me to
successfully complete my part of the
project.
3. I listen to the ideas from the other
members of the project to understand
how my task will enhance what they
are to do.
4. I encourage my partners or team
members. I assist them in anyway
I can to be sure we complete the
assigned task, and by the appointed
time.
5. By working cooperatively, we can
often accomplish more in the same
amount of time than we could by
working alone.
Elementary Level:
ACTIVITY 1: SPORTSMANSHIP = COOPERATION!
Look in the SPORTS section of the Sun Sentinel Digital Edition to find an article that talks
about a sports team whose players cooperated with each other in playing a game. Write
down the things that the players did that demonstrated cooperation with each other during
the game. Look at the list of things that you wrote down. Now think about a time that you
were part of a sports team. How did you cooperate with your teammates? Write down the
things that you did to display cooperation with your teammates.
How the sport’s team
players cooperated
How I cooperated
with my teammates
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
ACTIVITY 2:
Belonging to a family and being part of a class in school is like being part of a
sports team. You all work together and cooperate with each other to get things
done. Think about how you cooperate with the people in your family and with your
classmates in school. In one column,
write the things that you do that show
how
how you cooperate with your familyy at
home. In another column, write the
things that you do that show how you
cooperate with your classmates and
nd
teacher in school.
6. When working with others to
complete a project from which we all
benefit, I feel good about myself.
Sunshine State Standards: LA.3.1.7.1, LA.3.1.6.1, LA.3.4.2.2, LA.3.6.4.1
3
Secondary Level:
ACTIVITY 1: WORLD-WIDE COOPERATION
Using your Sun Sentinel Digital Edition or visiting www.SunSentinel.com, look for articles on cooperation and conflict between people and/or
countries. Read two articles about conflict and list all the factors that promoted conflict within the situation. Using the two lists, write about what
needs to be changed in the stories about conflicts, to promote cooperation and resolve the situations.
COOPERATION
THINGS DONE SUCCESSFULLY
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
CONFLICT
FACTORS THAT PROMOTED CONFLICT
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
HOW CAN WE PROMOTE COOPERATION AND RESOLVE SITUATIONS?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
ACTIVITY 2:
Think about a situation at home and/or at school that is causing conflict. Write about ways
that can help the people involved cooperate with one another to resolve the problem. Share
your ideas with your classmates if the conflict is at school. Talk to the members of your family
about your ideas to resolve any conflicts at home.
WAYS TO HELP PEOPLE COOPERATE
IN HOME AND/OR SCHOOL
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Sunshine State Standards: LA.6.1.7.1, LA.6.1.6.1, LA.6.4.2.2, LA.6.6.4.1, LA.6.4.2.4
4
Quote:
“Always do right –
this will gratify some
and astonish the rest.”
— Mark Twain
RESPONSIBILITY
RESPONSIBILITY – Meeting
obligations by being reliable,
accountable and dependable
to self and others.
Demonstrators:
1. Being a person of my word. I do
what I say I am going to do.
Elementary Level:
Activity 1: Responsibility Collage
Look through the Sun Sentinel Digital Edition or at SunSentinel.com for words and
phrases that show responsibilities that you have at home, at school, and in your
community. Write them on a separate piece of paper.
2. Using a check off list, I am sure
that I will always have the tools I need
to complete a task, job or assignment.
3. Doing my part to be sure that a
team project is completed on time.
4. Doing my share, my part, to make
sure this is the best place in which to
learn, to live, to work, and to play. It
makes me feel valuable.
5. Accepting the consequences, as
well as the benefits, of my words,
actions and behaviors.
Activity 2:
Make a list of what your responsibilities are; one for each day of the week.
Indicate what kind of responsibility it is: home, school, or community.
RESPONSIBILITY
KIND
ex. Feed the dog
MON. _____________________
Home
__________________________
TUES. _____________________
__________________________
WED. ______________________ __________________________
THURS.____________________
__________________________
FRI. _______________________
__________________________
SAT._______________________
__________________________
SUN. ______________________
__________________________
6. Making choices that insure I lead
a healthy and productive life while
supporting others to do the same.
Sunshine State Standards: LA.3.1.7.1, LA.3.4.2.2, LA.3.5.2.2, VA.A.1.2,
VA.B.1.2, LA.3.6.4.1, LA.6.1.7.1, LA.6.4.2.2, LA.6.4.2.3, LA.6.5.2.2, LA.6.6.4.1
5
Secondary Level:
ACTIVITY1: THE 5 W’S OF RESPONSIBILITY
In the Sun Sentinel Digital Edition or at
www.SunSentinel.com, find an article about
someone acting responsibly. Look for the
5 W’s in the article, and write them in the
chart to the right. Next, spend a few minutes
thinking about a time you did or didn’t act
responsibly. In the space below, write a
short paragraph describing what happened
and why.
WHO? ________________________________________________
WHAT? _______________________________________________
WHEN?_______________________________________________
WHERE? _____________________________________________
WHY? ________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
Sunshine State Standards: LA.3.1.7.1, LA.3.1.6.1, LA.3.4.2.2, LA.3.4.2.3, LA.3.6.4.1. LA.3.5.2.2, VA.A.1.2, VA.B.1.2
6
Quote:
“The strength of a nation
lies in the character of its
citizens.”
— Francis Bacon
CITIZENSHIP
CITIZENSHIP – Knowing,
understanding and displaying a
high regard for rules, laws,
government, heritage, and for
those who have served and
sacrificed for community and
country.
Demonstrators:
1. Being a member of a community
(common unit) family, class, school,
village, town, city, county, state,
country (nation), continent, world.
Elementary Level:
ACTIVITY 1: CITIZENSHIP POSTER
How can you be a good citizen? Read the COMICS section of the Sun Sentinel Digital
Edition. Choose your favorite comic character and use him or her to create a poster that
shows how to be a good citizen. Find or draw a picture of your comic character and glue it
to the poster board. Draw a scene and write a phrase on the poster board that shows how
you can be a good citizen. For example Garfield says, “Go out and vote!” “Snoopy always
throws his trash in the trash can.”
It is important to be a good citizen in your community. The school you attend is a type of
community. Write down five ways that you could display good citizenship in your school.
Share your ideas with your classmates.
2. Knowing that with every right there
is the responsibility to use that right in
an appropriate and respectful manner.
Secondary Level:
3. Choosing to be part of the solution,
rather than to be part of the problem.
It is important in a society to follow the rules and laws of that society. Look through
the Sun Sentinel Digital Edition or go online to www.SunSentinel.com and find a story
about a person or group of people who have broken the rules. Write down the rules
that have been broken. By each rule you find, write down why it is important to society
to follow that rule. Put yourself in the news story. Describe how would you have
handled the situation so that no rules were broken.
4. Being in service to my ‘community’
by doing my part to help others who
are in need.
5. Whether in school or in my community
I respect and abide by the rules and
laws, which are designed to make it a
better and safer community in which
to learn and live.
ACTIVITY 1:
FOLLOWING THE RULES
Think about the rules of your classroom and school. List all the rules that you can
think of that you must follow during the school day. By each rule, write down why it is
important to your school and classmates.
Sunshine State Standards: LA.6.1.7.1, LA.6.4.2.2, LA.6.4.2.3, LA.6.5.2.1,
LA.6.5.2.2, LA.6.6.4.1, LA.6.3.1.1
7
Quote:
“Those who bring
sunshine to the lives of
others cannot keep it
from themselves.”
— James Barrie
KINDNESS
KINDNESS – Being helpful,
thoughtful, caring, compassionate,
and considerate.
Demonstrators:
1. Doing something for someone
without being asked.
Elementary Level:
ACTIVITY 1: THE GIFT OF KINDNESS
Look through the Sun Sentinel Digital Edition or go to www.SunSentinel.com for words and
pictures that express kindness. Find as many as you can. Write each word in the “gift box”
below. Also write the name of the person that you would like to give these “kindness words.”
Add a sentence telling why you want to give your “gift” to this person.
2. Saying or doing something to make
someone feel a part of my class or
group.
3. Helping someone to solve a
problem or to complete a task.
4. Thinking of someone else’s needs
before my own.
________________________________________________
________________________________________________
5. Greeting everyone with a smile and
a friendly word.
________________________________________________
6. Saying and doing things that
let others know I care about their
feelings.
________________________________________________
________________________________________________
________________________________________________
________________________________________________________
________________________________________________________
Sunshine State Standards: LA.3.1.7.1, LA.3.1.6.1, LA.3.4.2.3, LA.3.5.2.2, LA.3.4.1.2, LA.3.6.4.1
ACTIVITY 2:
Draw a picture or a cartoon of a random act of kindness that
you did for someone recently. Share with your class.
8
Secondary Level:
ACTIVITY 1: AN ACT OF KINDNESS
Look through the Sun Sentinel Digital Edition or check out www.SunSentinel.com for an article about an organization, place, or a group of
people who are in need of help. Write down the facts of the article using the 5W’s, including what the trouble is and why help is needed.
Brainstorm ways on how you might be of help.
WHO? _______________________________________________________________________________
WHAT? ______________________________________________________________________________
WHEN?______________________________________________________________________________
WHERE? ____________________________________________________________________________
WHY? _______________________________________________________________________________
HOW COULD YOU BE OF HELP?
_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Share your article with your class. Listen to each person, read
his/her article, and decide why help is needed. Together, think of
ways that you as a class might be able to help these organizations
or people. If there is money needed, how can you help to raise
money? If volunteers are needed, can some of you volunteer your
time?
Sunshine State Standards: LA.6.1.7.1, LA.6.1.6.1, LA.6.4.2.2, LA.6.4.2.3, LA.6.6.4.1
Photo courtesy of Frank Benavides, Sun Sentinel
9
Quote:
“Even if someone doesn’t
treat you with the respect you
deserve, you can give them
the respect they don’t.”
— Sharon Smart
RESPECT
RESPECT – Showing consideration,
understanding and regard for
people, places and things.
Demonstrators:
1. Saying and doing what makes
people feel safe and valued.
2. Looking at and listening to the
person who is speaking to me.
3. Saying “please,” thank you,”
“please be quiet,” and when
appropriate, “excuse me” and
“I’m sorry”.
4. Leaving other’s belongings and
property alone or receiving permission
to borrow or use it.
5. Honoring everyone’s right to a safe
environment in which to learn to the
best of his/her ability.
6. Telling myself to be and to do my
best at all times!
Elementary Level:
ACTIVITY 1: RESPECT YOURSELF
AND ALL AROUND YOU!
In order to keep the earth safe and healthy, we need to have respect for the environment.
How do you show respect for the environment? Do you recycle? Do you pick up litter
and throw it in the trash? Look through the Sun Sentinel Digital Edition to find words and
pictures that show how to respect the environment. Use several sheets of construction
paper to create a “Respect The Environment” booklet. Use the newspaper words and
pictures on each page to show different ways to keep the environment clean. Write a brief
description of the scene for each page. Share the booklet with your classmates.
ACTIVITY 2:
Having respect for yourself is very important. Use the letters of
your name to create an acrostic poem that tells about the kind
of person you are.
Example: An acrostic poem for DEBBIE might be:
D
E
B
B
I
E
- Dolphin lover
- Enthusiastic
- Beautiful
- Bubbly
- Intelligent
- Energetic
Create your own poem about yourself.
Sunshine State Standards: LA.3.1.7.1, LA.3.4.2.2, VA.B.1.2, VA.A.1.2, LA.3.6.4.1, LA.3.5.2.2
10
TAKE-HOME INSERT
Ways to Promote Good Character
at Home and in Your Community
KIDS OF CHARACTER
Publix Super Markets Character Education Activities for Families
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For additional parent resources, visit www.browardprevention.org
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Secondary Level:
ACTIVITY 1: RESPECT YOURSELF AND OTHERS!
Think about what the word “respect” means. What kind of qualities would you respect in another person? Look in the Sun Sentinel
for an article about a person you admire. In the space provided, write a list of qualities that you respect in that person. What did that
person do to earn your respect?
QUALITIES YOU RESPECT
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
WHAT DID THEY DO TO EARN YOUR RESPECT?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
ACTIVITY 2:
Think about yourself and how you
show respect to others. Write down
a list of adjectives that describe your
respectful qualities. For example, polite, helpful, kind. Next to each word,
write about a situation in which you
used that quality to show respect for
someone or something.
QUALITIES
SITUATION
Polite
1. _______________________
I helped an older person cross the street.
1. ________________________________________________
_______________________
________________________________________________
2. _______________________
2. ________________________________________________
_______________________
________________________________________________
3. _______________________
3. ________________________________________________
_______________________
________________________________________________
4. _______________________
4. ________________________________________________
_______________________
________________________________________________
5. _______________________
5. ________________________________________________
_______________________
________________________________________________
6. _______________________
6. ________________________________________________
_______________________
________________________________________________
Sunshine State Standards: LA.6.1.7.1, LA.6.4.2.2, LA.6.6.4.1
11
Quote:
“A lie has speed, but the
truth has endurance.”
— Edgar J. Mohn
HONESTY
HONESTY – Being truthful,
trustworthy, and sincere.
Elementary Level:
ACTIVITY 1: COMIC HONESTY
Demonstrators:
1. Taking responsibility for what I say
and what I do, even if it means there
may be a consequence.
2. Sharing what I know about a
situation that could be harmful to
others or to property.
In the COMICS section of the Sun Sentinel Digital Edition. Find examples of honesty
in each comic’s story line or through what the characters are saying. On the lines
below, write the 5W’s about what is happening in the strip. Be sure to write about
how honesty is being demonstrated.
WHO? _____________________________________________________
WHAT? ____________________________________________________
WHEN? ____________________________________________________
3. Returning anything I find to the
person who lost it, or turning it into
the proper authorities.
WHERE? ___________________________________________________
WHY? _____________________________________________________
HOW? _____________________________________________________
4. Knowing what I say and do can be
counted on as true.
5. Doing all of my own work, unless
collaborating on a group project or
studying with a partner or friend.
6. Remembering that it is easier to
tell the truth than to live a lie.
Sunshine State Standards: LA.3.1.7.1, LA.3.4.2.2, LA.3.4.2.3, HE.3.B.3.5,
LA.3.6.4.1, VA.A.1.2, VA.B.1.2, HE.3.B.4.1
12
ACTIVITY 2:
Draw a comic strip about yourself and a situation in which you displayed honesty.
Remember to include all the people (characters) that were involved in your act of
honesty. Give your comic strip a title. Share your “honesty comic strip” with your
class.
Secondary Level:
ACTIVITY 1: HONEST ACTIONS
Look through the Sun Sentinel Digital Edition for articles about people who were being dishonest in some way. Write down the dishonest
action(s) that you find in each article in list format on a piece of paper. Next to each dishonest act, write the honest resolution to the
situation.
DISHONEST ACTION(S)
HONEST RESOLUTION
Example: A man robbed an electronics store.
Go into the store and pay for what you want to buy.
In the chart provided below, write about a lie that you have told. Then fill in each line on the chart, telling the reason for the lie, the
thought behind the lie, and what the truth is about the situation.
LIE
REASON FOR LIE
“I’m all finished with my science project.”
“I’m all finished with my science project.”
1. ____________________________________________
1. ____________________________________________
____________________________________________
____________________________________________
2. ____________________________________________
2. ____________________________________________
____________________________________________
____________________________________________
3. ____________________________________________
3. ____________________________________________
____________________________________________
____________________________________________
THOUGHT BEHIND LIE
TRUTH
“I can’t tell you the truth because you might get mad at me.”
“I’m not finished yet, and I could maybe use some help
on this part.”
1. ____________________________________________
1. ____________________________________________
____________________________________________
____________________________________________
2. ____________________________________________
2. ____________________________________________
____________________________________________
____________________________________________
3. ____________________________________________
3. ____________________________________________
____________________________________________
____________________________________________
Sunshine State Standards: LA.6.1.7.1, LA.6.4.2.2, LA.6.4.2.3, LA.6.6.4.1
13
Quote:
“I’ve learned that it is easier
to stay out of trouble, than
to get out of trouble.”
— H. Jackson Browne
SELF-CONTROL
SELF-CONTROL – Having discipline
over one’s behavior or actions.
Demonstrators:
1. Before I speak or act, thinking how
my words and actions can have a
positive effect on myself and others,
2. Knowing that I can learn how to
turn a frustrating situation into one
that will be positive and productive.
3. Understanding that rules and laws
are in place so that everyone can be
safe and productive.
4. Using the power of my thoughts
to control the actions of my body,
to include what I say to myself and
others.
5. Being sure that what I say and what
I do is appropriate for the time and
place.
6. Always asking myself, “How will this
choice help me to fulfill my potential
to be a better and healthier person?”
Elementary Level:
ACTIVITY 1: SELF-CONTROL FOR HEALTH
Keeping in shape and staying healthy takes a certain amount of self-control. Look
through the Sun Sentinel Digital Edition for activities that you could do and good foods
that you can eat to keep yourself healthy and in shape. Make a list of the foods and
activities that you find in the newspaper. Tell why and how each type of food and each
activity can help to keep you healthy.
FOODS THAT
KEEP YOU HEALTHY
HOW/WHY THEY DO?
________________________
________________________
________________________
________________________
________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
ACTIVITIES THAT
KEEP YOU HEALTHY
HOW/WHY THEY DO?
________________________
________________________
________________________
________________________
________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
ACTIVITY 2:
On poster board, make a chart that lists all the healthy foods
you will eat and all the exercises that you will do for one week.
Each day, look at the chart and check off the exercises you
have done and the foods that you have eaten. Have you had the
self-control to obtain your healthy goals?
Sunshine State Standards: LA.3.1.7.1, LA.3.4.2.2, LA.3.4.2.3, VA.A.1.2,
VA.B.1.2, LA.3.5.2.1, LA.3.5.2.2, LA.3.6.4.1
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Secondary Level:
ACTIVITY 1: WAIT FOR IT!
Having self-control means knowing the difference between what you need and what you want. You need clothes and food. You want to
buy a $300 stereo or eat at a fancy restaurant. Look through the Sun Sentinel Digital Edition or go online to www.SunSentinel.com for the
retail advertisements. Find examples of items that are things that people need and find items that people might want. List the items in
the correct columns below. Write about why you think each item is something people need or something that people want. Be prepared
to defend your choices.
NEED
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
WANT
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
WHY?
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
ACTIVITY 2:
Part of having self-control is being able to wait for something that you want. Think of one or two things that you want to buy but can
not afford right now. Write a list of ways that you could earn money to buy the item that you want. How long will it take you to earn the
money?
ITEM
_______________________
_______________________
_______________________
_______________________
_______________________
WAYS TO EARN
________________________
________________________
________________________
________________________
________________________
HOW LONG WILL IT TAKE?
________________________________
________________________________
________________________________
________________________________
________________________________
Sunshine State Standards: LA.6.1.7.1, LA.6.4.2.2, LA.6.4.2.3, LA.6.6.2.1, LA.6.6.2.2, LA.6.4.2.4, LA.6.5.2.2, LA.6.6.4.1
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Quote:
“Darkness cannot drive out
darkness; only light can do
that. Hate cannot drive out
hate; only love can do that.”
— Martin Luther King, Jr.
TOLERANCE
TOLERANCE – Recognizing and
respecting differences, values,
and beliefs of other people.
Demonstrators:
1. Knowing that each of us has the
right to his/her own thoughts and
beliefs.
2. Appreciating that no two people
are exactly alike and yet we all share
many of the same traits and needs.
3. Believing that when taking the time
to understand our differences, there
is always something more I can learn
about myself.
4. Understanding that to recognize
another’s beliefs still allows me the
right to have my own.
5. Realizing that each person’s basic
need is to feel safe and accepted as
an ‘equal’.
6. I remind myself that “Differences
can divide people while diversity can
strengthen them!”
Sunshine State Standards: LA.3.1.7.1, LA.3.1.6.1, LA.3.4.2.2,
LA.3.4.2.3, LA.3.6.4.1
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Elementary Level:
ACTIVITIES: WE ARE ALL DIFFERENT
1. Look through the Sun Sentinel or search magazines for three photos of people who
are in some way different from you, or you can find pictures online and print them
out. Cut out the photos, and mount them on poster board. List the physical features
that you see about the person in the photo and write them beneath each photo on
the poster board.
2. Read the captions or the stories that accompany the photos, and find out what you
can about each person based on what you read. Write down all the facts found about
each person. When you have listed the facts about all the people in your photos,
compare them to one another. Find the things that they have in common, and find the
things that are different.
3. On a large piece of construction paper, draw a picture of yourself. Leave space to
write your “profile.” A profile is a list of things that describe you as a person. In your
profile, list your physical traits (brown eyes, blonde hair, etc.) and list your personality
traits (friendly, funny, etc.). You may also list things you like to do: hobbies, favorite
television shows, etc.
4. When you are finished, compare yourself with the photos and facts about the
people that you found in the newspaper. How much do you have in common with
them? How much is different? Share your self-portrait with your class. Talk about
the things that are the same and different about yourselves in comparison to each
other.
Secondary Level:
ACTIVITY 1: IT’S MY OPINION!
It is important to show tolerance and respect for other people’s opinions. The Sun Sentinel offers a variety of editorial commentary every
day on current topics in the news.
Look through the OPINION pages of the digital edition of the Sun Sentinel. Read the editorials and the columns in this section. Pick out
an editorial or a column that talks about a topic that interests you. Read it and decide if you agree or disagree with how the writer feels.
Write down the reasons that you agree or disagree with the writer. Back up your reasons with facts.
TOPIC
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
AGREE/DISAGREE
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
REASONS/FACTS
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
Photo courtesy of Debbie Rahamim, Sun Sentinel
ACTIVITY 2:
Choose a current social topic that interests you. Do
some research on the topic using the internet, books,
newspapers as well as talking to different people about
the topic. You can talk to your family, friends, teachers,
etc. When you have completed your research, write
your own editorial or opinion column about the topic.
Support your opinions and your reasons for them with
facts from your research. After writing your column, read
it to someone who disagreed with your viewpoint. Did
they come around to your way of thinking?
Sunshine State Standards: LA.6.1.7.1, LA.6.4.2.2, LA.6.4.2.3,
LA.6.5.2.2, LA.6.6.4.1
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Quote:
“Then join hand in hand,
brave Americans all! By
uniting we stand, by dividing
we fall.”
— John Dickinson
PATRIOTISM
PATRIOTISM – Love of and devotion to one’s country.
Elementary Level:
ACTIVITIES 1: OUT AND VOTE!
Voting is one of the special benefits of living in a free country. It is one way to show your patriotism to your country. Look through the retail
ads in the Sun Sentinel Digital Edition. On a separate piece of paper, create an ad that tells people the importance of voting and persuades
them to go out and vote. You may use words and pictures from the newspaper to create your ad.
You actually “vote” every day. Voting means that you have to make a decision about something. Sometimes you make a decision for yourself,
such as what you want to eat for breakfast (“I vote for waffles”). Sometimes you make decisions within a group, such as what game you and
your friends want to play (baseball or kickball). When you are making these decisions, you are casting a vote for what you want to do.
Keep a list over the course of several days and write down all the things that you vote or decide about during that time. Divide a piece of
paper into two columns. On one side list all the things that you vote on by yourself. On the other side, list all the things that you vote on
with a group. Use a different sheet of paper for each day. Check your lists at the end of that time. Did you vote the same each time in similar
situations or did you vote differently each day?
Secondary Level:
FREEDOM OF SPEECH
Freedom of speech is an important right in America. People in many other countries
do not have that right.
1. People exercise their right to free speech by writing to the editor of the newspaper
to express their opinions or concerns about topics covered in the newspaper or
events in their neighborhood and around the world. Look at the OPINION pages of
your Sun Sentinel Digital Edition, and read through all of the Letters to the Editor.
2. Find an article or topic in the Sun Sentinel about which you feel strongly. Do you
agree or disagree with what the writer of the article said about the topic?
3. Write a letter to the editor of the Sun Sentinel stating your opinion of the article,
whether you agreed or disagreed with the writer, and why. Share your written letters
with your classmates.
Research events in America’s history that have helped preserve our basic freedoms.
You may use the library or the Internet to do your research. Choose an event in
American history that you feel helped to preserve a specific freedom or right. Write
about why you feel this event helped to preserve that freedom. Use facts from your
research to back up your thoughts. Share your report with your classmates.
Suggested website: www.freedom.org Link: Timeline To Global Governance
Sunshine State Standards: LA.6.1.7.1, LA.6.4.2.4, LA.6.6.2.1, LA.6.6.2.2, LA.6.6.2.3, LA.6.5.2.2, LA.6.6.4.1
SS.7.C.2.4, Grade 8 American History standards 2 – 5, SS.8.C.1.5, SS.8.C.2.1
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RESOURCES
COOPERATION - SEPTEMBER
KINDNESS - DECEMBER
SELF-CONTROL - MARCH
Elementary
Elementary
Elementary
Weird Friends – Unlikely Allies in the Animal Kingdom,
Jose Aruego
Space Challenger: The Story of Guion Bluford,
Kathleen Benson
The Teddy Bear, David McPhail
Four Ugly Cats In Apartment 3D, Marilyn Sachs
The Berenstain Bears and the Bad Habit, Stan and
Jan Berenstain
Nothing But Trouble, Trouble, Trouble, Patricia Hermes
Secondary
Holes, Louis Sachar
The Leftover Kid, Carol Snyder
Animal Farm, George Orwell
Freak the Mighty, Rodman R. Philbrick
Websites
Secondary
The Life and Times of Mother Teresa, Tanya Rice
Catwings, Ursula K. LeGuin
Pay It Forward, Catherine Hyde
Petey, Ben Mikaelsen
Websites
Stories To Grow By – www.storiestogrowby.com
Center for Youth as Resources – www.yar.org
Between The Lions – www.pbskids.org/lions
Secondary
Diary Of A Young Girl, Anne Frank
Iron Ring, Alexander Lloyd
Emily Post’s Teen Etiquette, Elizabeth L. Post
The Ironman, Chris Crutcher
Websites
Good Character – www.goodcharacter.com
CyberSmart – www.cybersmartcurriculum.org
RESPECT - JANUARY
RESPONSIBILITY - OCTOBER
Elementary
TOLERANCE - APRIL/MAY
Elementary
I’m Sorry, Sam McBratney
The Butter Battle Book, Dr. Seuss
Elementary
Arthur’s Computer Disaster, Marc Brown
Stone Fox, John Gardiner
Secondary
Hatchet, Gary Paulsen
Tiger Woods, William Durbin
Rough Waters, S.L. Rottman
Michael Jordan, David Pietrusza
Websites
Secondary
The Yearling, Marjorie Rawlings
Jane Goodall, Paula Bryant Pratt
Life In The Fat Lane, Cherie Bennett
Out Of The Dust, Karen Hesse
Websites
All The Colors Of The Earth, Sheila Hamanaka
The Christmas Menorahs: How A Town Fought Hate,
Janice Cohn
Secondary
Gandhi, Great Soul, John B. Severance
Daniel’s Story, Carol Matas
To Kill A Mockingbird, Lee Harper
The Devil’s Arithmetic, Jane Yolen
The Academy Of Achievement – www.achievement.org
U.S. Environmental Protection Agency –
www.epa.gov/students/fun.htm
Adventures From The Book Of Virtue -www.pbskids.org/adventures/treasurebox
/index.html
My Hero – www.myhero.com/home.asp
CITIZENSHIP - NOVEMBER
HONESTY - FEBRUARY
PATRIOTISM
Elementary
Elementary
Elementary
Haimoni and the Picnic, Sook Nyul Choi
The Cabin Faced West, Jean Fritz
A Big, Fat Enormous Lie, Marjorie Sharmat
Lincoln: A Photobiography, Russell Freedman
Our National Holidays, Patricia J. Murphy
The United States Constitution, Kristal Leebrick
Secondary
Secondary
Secondary
Johnny Tremain, Esther Forbes
Mrs. Frisby and the Rats of NIMH, Robert O’Brien
The March on Washington, James Haskins
Liars, P.J. Petersen
The Skull Of Truth, Bruce Coville
No Easy Answers: Short Stories About Teenagers
Making Tough Choices, Donald Gallo
Soldier’s Heart, Gary Paulsen
Nothing But The Truth: A Documentary Novel, Avi
African American Military Heroes, James Haskins
The Man Without A Country, Edward Everrett Hale
Websites
Websites
Kids Can Do It – www.kidscandoit.com
University of Manitoba, Canada/Student Advocacy –
www.umanitoba.ca/student/advocacy
Constitution Facts – www.constitutionfacts.com
Kids Voting USA – www.kidsvotingusa.org
Websites
Ellis Island – www.ellisisland.org
First Gov For Kids – www.kids.gov
Websites
Anne Frank – www.annefrank.com
Southern Poverty Law Center – www.splcenter.org
OF SPECIAL INTEREST! – OPERATION RESPECT: DON’T LAUGH AT ME
The Don’t Laugh at Me Project (DLAM) is a curriculum-based program designed to establish a climate that reduces the emotional and physical
cruelty some children inflict upon each other by behaviors such as ridicule, bullying and sometimes even violence.
Founded by Peter Yarrow of the folk group Peter, Paul & Mary, DLAM utilizes inspiring music and video to support special curricula and lessons
created for your classroom. DLAM is a gateway program designed to provide all educators with an entry point for year-round social and
emotional learning. The program is designed to inspire children, along with their teachers and other educators, to transform their classrooms
and schools into “Ridicule Free Zones.” For FREE materials and information go to www.dontlaugh.org
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