Sample Activities To Inculcate Values

DOCUMENT RESUME
ED 440 911 SO 031 687
TITLE Building Good Citizens for Texas: Character Education

Resource Guide. Elementary School.
INSTITUTION Texas Education Agency, Austin.
PUB DATE 2000-00-00
NOTE 64p.; For related resource guides for middle school and high
school, see SO 031 688-689.
AVAILABLE FROM Texas Education Agency, Austin, 1701 North Congress Avenue,
Austin, TX 78701. Tel: 512-463-9838; Fax: 512-463-9839; Web
site: http://www.tea.state.tx.us.
PUB TYPE Guides Classroom - Teacher (052)
EDRS PRICE MF01/PC03 Plus Postage.
DESCRIPTORS *Citizenship; *Citizenship Education; Concept Formation;
Elementary Education; Elementary School Students; *Ethical
Instruction; *Moral Development; *Public Schools; Social
Responsibility; Social Studies; *Student Development
IDENTIFIERS *Character Education; *Texas
ABSTRACT
This Texas education resource guide is provided for teachers
to plan a character education program which incorporates "Building Good
Citizens for Texas" into the classroom curriculum and schoolwide activities.
The guide points out that, to be effective, instruction in character
education must be appropriate to the developmental level of the students at
the elementary school level. For example, students will be introduced to
concepts of personal and social responsibility on a monthly basis. The guide
suggests that certain components of citizenship be highlighted each month,
such as: September: honesty; October: responsibility; November: compassion;
December: perseverance; January: loyalty; February: justice; March:
self-reliance; April: self-discipline; and May: integrity, and that teachers
integrate these components into their lessons when appropriate. The guide
presents guidelines and details diverse classroom activities for each of
these monthly components. It also discusses community involvement and
site-based implementation and suggests schoolwide activities. (BT)
Reproductions supplied by EDRS are the best that can be made

from the original document.
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Building
Good Citizens
for Texas
Character Education Resource Guide

Elementary School Activities
119
STATE OF TEXAS
OFFICE OF THE GOVERNOR
GEORGE. W. BUSH
GOVERNOR
Spring 1996
Dear Educator:
Our public schools in Texas must teach our children excellence in a core curriculum
of basic subjects: english, math, science, and social science. These subjects will
provide the foundation for success in learning and in life.
I also believe we have the responsibility to instill values in our children -- not
the values of one faith or religion, but values which have stood the test of time,
concepts that were true yesterday and will remain true tomorrow.
The Texas Education Agency's resource guide, "Building Good Citizens for Texas,"
is valuable. I appreciate the hard work that went into preparing the guide and hope
local educators will use it to mold good citizens for Texas.
POST OFFICE Box 12428 Aus-ns. TEKAs 78711 (512) 463-2000 (VoicE)/(512) 475-3165 (TDD)
ver
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TEXAS EDUCATION AGENCY
"cr '0 1701 North Congress Ave.* Austin, Texas 78701-1494 * 512/463-9734 * FAX: 512/463-9838 * http://www.tea.state.tx.us
Jim Nelson
Commissioner of Education
January 2000
TO THE EDUCATOR ADDRESSED:
Serving as the Commissioner of Education in Texas provides many opportunities to

recommend or endorse existing initiatives which I believe will continue to benefit the
children and adolescents of this state. The character education initiative remains a
major step to building responsible citizenship in our young people.
In order to be successful, each campus should develop its own character education
implementation plan. Instruction in character education is not mandated by the state but
is highly encouraged. The commitment developed through district and campus
involvement is critical to the success of the project.
As educators, we hope to model good character and promote good citizenship. If we are
conscious of the components of good citizenship and deliberately teach them in a
planned fashion, we are going to do a better job.
"The Building Good Citizens for Texas Resource Guide" is provided to districts for
review and optional implementation. Professional development and the utilization of the
guide continue to be coordinated 'by local districts and regional education service
centers.
Once again, let me remind you that we all have an important role to play in developing
the character of our state's young people. Thank you in advance for your commitment to
and support of character education in Texas public schools.
Sincerely ours,
Nelson
Commissioner of Education
Celebrating 50 Years of Service to Public Education

A MESSAGE FROM THE INSTITUTE ON AMERICAN VALUES
A major concern on the minds of many Americans today is how to build a more highly principled
society based on strong character and sound ethical standards. We believe our schools can play
a significant role in responding to this concern by providing a strong citizenship and character
education program.
To assist schools in implementing such a program, the Institute on American Values and various
education leaders in Texas have developed a program entitled "Building Good Citizens for
Texas." It is based on character and ethical principles of Texas and America which are
encompassed in this Teacher's Resource guide.
Early Texas settlers were a people of courage, perseverance, faith, determination, and
responsibility. Blending with other cultures over the years, certain truths and standards emerged
to identify Texans as a people of fierce loyalty, independence, a strong sense of responsibility
and commitment to their families, friends and others. These traits have been passed from
generation to generation.
In this program, students are given basic concepts of good citizenship and character to augment
academic training. From honesty to self-discipline, these concepts are discussed in ways to give
local school boards, teachers, and educators the flexibility to be creative in adding or deleting
parts of the resource materials. We recommend that the principles be integrated in social studies
or other designated courses.
During the coming years, today's students will become the workers and leaders in our institutions,
professions, and businesses. More responsibility will be thrust upon them to make ethical
decisions without supervision. This Guide can assist teachers and educators to prepare students
in citizenship and strength of character. Many people have contributed to the development of
this Guide. Citizens and public officials have offered constructive ideas to assist in creating an
interesting as well as effective program.
To assist school leaders in the implementation of a strong citizenship and character education
program training for teachers in the 20 educational service centers will be available. We
encourage interested local school leaders to send designated teachers to these training
sessions.
We wish to extend our appreciation to the Houston Independent School District for sharing their
materials and expertise with regard to character education curriculum.
INSTITUTE ON AMERICAN VALUES
Linus Wright, Chairman

Frank Tucker, President
6
Dear Educator:
Welcome.to the "Building Good Citizens for Texas" Education Resource Guide. I am
encouraged with your commitment to Character Education. In order to help you to utilize
these materials, the following items are important to consider:
This Education Resource Guide is provided for planning your Character Education
Program which incorporates "Building Good Citizens for Texas" into the classroom
curriculum and schoolwide activities.
The teacher activities are options to choose from when planning your lessons.
Examine this resource guide carefully. It is a valuable planning tool and will be
needed for the curriculum integration and implementation of "Building Good
Citizens for Texas".
Do not ignore an activity if a particular content area is not referenced on the activity
sheet. The reference to content areas is not intended to limit your choices.
As you read and review the teacher activity options, be encouraged to develop other ways
to integrate "Building Good Citizens for Texas" into lessons when appropriate. Your ideas
and adaptations will move you toward a creative and caring Character Education Program.
Superintendent Signature
Board President Signature
Board Vice President Signature
Board Membership Signatures
7
Building Good Citizens for Texas
Resource Guide
Honesty September
Responsibility October
Compassion November
Perseverance December
Loyalty January
Justice February
Self-Reliance March
Self-Discipline April
Integrity May
Suggestions:
* These components of citizenship may be highlighted each month
districtwide; however, teachers are encouraged to integrate these
components into their lessons when appropriate.
* As you use the guide and develop ideas for activities and projects, please
share them with other classroom teachers in your building and in your
district.
* In May, a Citizenship Day can be planned to celebrate all of the

components of citizenship studied throughout the year.
2 8
Overview of Building Good Citizens
for Texas Resource Guide
ORGANIZATION:
I. SYNOPSIS: Specific components may be addressed on a monthly
basis throughout the year.
II. COMMUNITY INVOLVEMENT: Information may be sent to

parents about activities and experiences that reinforce the monthly
citizenship component.
III. SITE-BASED IMPLEMENTATION AND SCHOOLWIDE

ACTIVITIES: Activities are organized schoolwide that reinforce
the citizenship component of the month.
IV. CLASSROOM GUIDELINES AND SUGGESTED

CLASSROOM ACTIVITIES: Suggested activities and bulletin
board ideas can be correlated with activities and resources (films and
books, role models, speakers, and civic organizations).
CHARACTER EDUCATION PROGRAM OVERVIEW

To be effective, instruction in character education must be appropriate to the developmental
level of the students. At the elementary level, students will be introduced to concepts of
personal and social responsibility on a monthly basis. The program focuses on active
involvement and demonstration of these concepts so that children learn that these concepts
are essential to academic success as well as lifelong success. As the program develops,
students will be involved in school and community projects and will work with role models
from the community.
At the middle school level, the program will focus on an integration of character education,
study skills, critical thinking, and decision-making. At the high school level, the program
will focus on civic responsibilities and applications of the concepts of personal and social
responsibility. Students will apply these concepts in all content areas in order to prepare
themselves for their roles as future decision-makers. The program may also include a
community service component in which students perform as supervised volunteers in
service organizations within their communities: hospitals, schools, student care centers,
and other organizations. This service would provide not only an opportunity for students
to learn about the needs of the community, but also to discover the positive influence they
can exert.
9
I. SYNOPSIS OF CITIZENSHIP COMPONENTS BY MONTH
SEPTEMBER HONESTY
Through a variety of activities, students will demonstrate trust-
worthiness, fairness and straightforwardness of conduct in
their own character development and interpersonal
relationships.
OCTOBER RESPONSIBILITY
Students will exhibit moral, legal, and mental accountability
for their choices, regardless of pressures to do otherwise.
NOVEMBER COMPASSION
Students will demonstrate empathy and respect for others in
school, life, and career settings, accepting the right of all
people to be treated with courtesy and dignity.
DECEMBER PERSEVERANCE
Students will acknowledge the importance of persistence while
encountering negative influences, forms of opposition, or
discouragement.
JANUARY LOYALTY
Students will recognize the need to establish personal and
career relationships and select causes based on positive ethical
principles for which they can remain true.
FEBRUARY JUSTICE
Students will exhibit fair and equitable behavior which is
consistent with the laws and principles that govern a
democratic society.
MARCH SELF-RELIANCE
Students will believe in their own self-worth and learn to rely
on their strengths. Students will also demonstrate knowledge
of their skills, abilities, and impression on others.
APRIL SELF-DISCIPLINE
Through activities, students will demonstrate positive patterns
of behavior and the strength of mental and moral courage to
accomplish tasks, manage time, and relate effectively with
others.
MAY INTEGRITY
Students will understand the importance of adherence to a
code of conduct necessary for successful performance in the
workplace and in their personal lives.
4
II. COMMUNITY INVOLVEMENT
To be effective, this program must enlist the support of the entire community. Parents
must be informed and encouraged to support their children's involvement. The curriculum
resource guides include monthly letters to parents that identify the citizenship component
under study that month and suggest activities for the family that reinforce that citizenship
component. The character education program and these letters might best be introduced at
the School Open House so that parents may ask questions about the program. Parents
should be made aware that this program focuses on citizenship, but does not advocate a
particular system of beliefs. The monthly letters might be distributed at monthly PTA/PTO
meetings or sent home with the school's monthly communiqué.
Representatives from all segments of the community should be encouraged to participate in
the school's community involvement programs. Community representatives should come
into the schools to talk with and work with young people, to describe their own careers and
the decisions that affected them, and to help students understand what is required to prepare
themselves for the opportunities available to them. Through Volunteers-in-Public Schools
(VIPS), employers in both the public and private sectors will be encouraged to allow their
employees to get involved through volunteer work at their children's schools or through
company-sponsored adopt-a-school programs. Retired professionals should be
encouraged to share their time and their expertise with the students of this community.
A statewide public information campaign will be ongoing. When principals share their
successes, periodic reports on the exemplary practices and successes of the program can be
shared with the public. This will not only inform, it will also reward and sustain the
enthusiasm of the participants at each school.
III. SITE-BASED IMPLEMENTATION AND SUGGESTED

SCHOOLWIDE ACTIVITIES
To be successful, each campus should develop its own character education implementation
plan. Instruction in character education is not mandated by the state, but is highly
encouraged. The commitment developed through district and campus involvement is
critical to the success of the project, particularly at the secondary level. The teachers and
administrators who teach character education should model it daily for their students. This
will create a socially responsible community that reflects the concepts our students are to
demonstrate.
DISTRICT SUPPORT
The Building Good Citizens for Texas Resource Guide is endorsed by Governor George
W. Bush, Commissioner of Education Mike Moses and sponsored by the Institute on
American Values. This program, if adopted by the local district, will be coordinated and
supported by local district resources. Training and support activities are available to
districts, provided by program sponsors.
EVALUATION
This program will be evaluated in regard to its effects on student achievement, student
attendance, involvement in student activities, discipline problems and other indicators of
personal, social, and civic responsibility as coordinated by local district staff.
SUGGESTED SCHOOLWIDE ACTIVITIES
To integrate character education into the life of the school, activities should be implemented
schoolwide as well as in individual classrooms. The climate of the school reflects the
citizenship that is modeled and honored by both students and adults. The suggestions are
intended to stimulate ideas as the staff members on each campus plan their character
education program.
Art display
Awards assembliesmonthly, quarterly, yearly; including incentives from kical
businesses
Breakfast or lunch with the principal
Buddy system and orientation for new students
Buddy system for mainstreamed students
Bulletin board decorated by students in a class or grade to reflect monthly citizenship
component
Bumper stickers
Canned food drives; Toys for Tots; Christmas or holiday baskets
"Caught Being Good"
Cultural arts assemblies
Communication via PTA newsletter
Door decoration contestsbased on a citizenship theme
Environmental study or task force programs
Essay contests; other writing activities on being an American
Guest speakers from the community on citizenship and ethics
"Hall of Fame" for Good Citizens
Honor Roll for pupils demonstrating citizenship component of the month
International Day
Literary magazine
News features enhancing positive image of teachers and other staff members
12
6
New teacher seminar
Peer tutors/ mentors/ counselors
Perfect attendance recognitionindividual students, homeroom sections
Principal's Honor Roll (based on academics, citizenship, skill development)
Reading lists and read-a-thons
Recognition of teachersflowers, candy, certificates, services
School/community service projects
School spirit committee/activities
School spirit daysschool colors, twins day, dress-up
Self-concept enhancement through curriculum as well as student recognition programs
Showcases/displays related to citizenship components
Student advocate or mentor program
Unsung Hero Awards
"Way To Go" slips
School administrators are urged to share the schoolwide programs developed by their staff
that are effective with other schools in their district and with the district at large.
IV. CLASSROOM GUIDELINES AND SUGGESTED

CLASSROOM ACTIVITIES
Flexibility is a key element of this curriculum. Feel free to modify or adapt the lessons
to meet community, school or classroom needs.
Character education can be reinforced by teachers, nurses, principals, librarians,

counselors, aides, parent volunteers, and specialists.
Collaboration among teachers is encouraged for both planning and teaching the lessons.
Infuge citizenship components into lessons.
Take advantage of daily opportunities in the classroom to discuss the citizenship

components of character education. The curriculum is not confined to the activities
listed. Teachers are encouraged to create new activities.
7 13
Try to vary the methods used, incorporating a balance of large and small group
discussions, and hands-on activities.
Allow time at the conclusion of lessons to "process" or reflect on the activities.

Processing allows the students time to think and verbalize for themselves what their
experiences felt like and what they learned as a result of their participation. Processing
can help students make connections between their experience and its application in their
lives. Making these connections and stating them increases the retention of learning.
Communicate with parents about the activities you are teaching in your classroom. A
sample letter is found in each section. It suggests activities that the parents can do at
home pertaining to character education.
Refer to the list of resources for suggested readings and films.

RememberWe teach more by what we do than by what we say. Experiences gained in a
positive, motivating atmosphere produce lasting, positive effects on the students.
SETTING THE CLIMATE AND TONE

To foster active participation and facilitate interaction during the character education
lessons, it is a good idea to establish "ground rules" with your students. Here are a few
suggestions:
Raise Your Hand

Waiting to be called on gives all students time to think.
Taking turns offers everyone an opportunity to participate.
We respect each other by listening and taking turns.
I Know Somebody Who.. .

Using "Somebody Who" allows students to maintain privacy.
This may avoid embarrassment during the group discussion.
Everyone Has A Right To Share

All ideas are okay.
There are no right or wrong answers to open questions.
We respect the rights of others to tell their feelings and opinions.
It's All Right To Argue For The Opposite Point of View

Considering all points of view helps students think through the issue.
Taking the other side encourages students to talk about alternative strategies.
It's Okay To "Pass"

If a student does not want to respond to a question, he may just say, "pass."
Listen To Others When They Talk
Listening shows respect for the speaker.
Listening takes effort, but gets easier with practice.
I4
8
Give Put-ups Only -- (No Put-Downs)
A put-down is name calling, teasing, making faces, or any behavior that hurts a
person's feelings.
TAKE A RISK This is not a rule, but it is a suggestion. In Character Education, a risk is
being willing to share your thoughts and feelings with others. We want to learn to care
about each other's feelings when they share them with the group.
TEACHER TIPS ON MANAGEMENT

Keep the ground rules chart, discussed in Setting the Climate and Tone, posted and visible.
Before beginning each session, briefly review and discuss the rules listed. Remind
students of the importance of following the rules to avoid negative and hurt feelings. The
goal is to maintain a positive, nonthreatening atmosphere in which ideas and experiences
can be freely shared.
GROUPING FORMATS AND CLASSROOM ARRANGEMENTS

Use varied groupings or classroom arrangements for each session. Depending on the type
of activity selected, the arrangement of the students or chairs contributes to an environment
conducive to positive student interaction. Create a space to form a circle, if possible.
Role-playing and simulations can be conducted to provide opportunities for students to

assume roles and practice skills in real-life situations. This format provides a secure
environment for students to attempt to develop problem-solving and decision-making
strategies without the inhibition of real-life consequences. Carefully structure the role-
playing activity to maximize its effectiveness. Consider the following:
Decide whether you want to structure and develop the scenario or have the students
create and develop the scenario based on a given citizenship component.
Choose situations that are appropriate to the citizenship component or lesson being
taught.
Invite students to choose a role or select students for the specific roles of the scenario.
CLASSROOM ENVIRONMENT
It is important for students to feel a sense of trust when sharing their personal ideas and
feelings. The classroom environment is crucial in establishing a sense of safety, trust, and
support to foster and promote a nonthreatening and nonjudgmental atmosphere to
encourage student participation. During the discussion sessions, emphasize the positive.
Encourage good listening by having students repeat or "mirror" what is said by the other
students.
For students who are quiet or shy, provide encouragement and allow them to participate
when they feel comfortable with the task. Some students may not feel comfortable
expressing their own ideas, but they may be willing to participate by "mirroring" or
retelling or restating ideas or feelings that have been expressed by others. It is important
that the students not feel threatened during the sessions.
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15
GUIDELINES FOR ASKING QUESTIONS
Students learn early to listen and respond to cues given by their teachers. The way in
which a teacher introduces a discussion, asks a question, responds to an answer, will
provide clues to the students of the response expected. Consider the following suggestions
for encouraging thoughtful and honest discussions:
Start with questions that require students to draw upon the information, concepts,
thoughts and experiences in their past. Their responses will tell you whether the
students have the needed background and resources to respond to the questions you
wish to pose. Using their responses, prompt the students to process that data such as
the following: determine cause and effect relationships, summarize, analyze,
synthesize, and compare/contrast.
Facilitate sharing by reminding students of the ground rules to be followed, modeling

active listening and modeling positive responses.
Discuss the concept of "wait time for thinking" with the students. Explain that this
gives all students time to consider the question before anyone responds.
Encourage students to ask questions as well as respond to your questions. Foster true
discussions by stepping out of the leader role and allowing students to engage in
interaction with one another.
Accept solutions offered as plausible and worthy of further discussion. This will
encourage students to take the risk of developing and sharing their own ideas and
solutions.
As needed, guide the discussion to probe all points of view.
Conclude by helping students consider what they have learned. After the discussion,
have the students reflect on what was said and learned. This can be done orally or in
writing and can be shared or kept private.
If a student brings up a topic that may be embarrassing to you or to the other students,
note the comment and immediately move to another topic or question. Avoid appearing
shocked as the students will take their cue from your reaction. Later, talk to the student
privately about the comment or question so that the student will understand that some
topics are better discussed in private than in public. If the student has a serious
problem, contact the school counselor or the principal and arrange a conference.
Attempt to come to a conclusion in discussions of individual citizenship components as

to what is right or wrong.
ELEMENTARY SCHOOL
ACTIVITIES
CHARACTER EDUCATIONSEPTEMBER
HONESTY
Honesty will be discussed during the month of September. The students will discuss the
importance of being honest at home and at school.
Create an honor creed in which the students pledge to be honest at school. The
students can write the creed.
Use school bulletin boards to highlight historical figures who were known for being
honest. Examples: Abraham Lincoln, George Washington, Martin Luther King, Jr.,
Benito Juarez, and so on. Include a section on the bulletin board where students are
honored for honest deeds. Have students write an essay about historical figures of
their choosing.
ACTIVITIES FOR GRADES K-6

Red Light-Green Light
Play the game Red Light-Green Light. After the game discuss how each member of the
game had to be honest because the game leader's back was turned during most of the game.
Have the students explain how they would handle a player who was not being honest.
Pinocchio
Read the story of Pinocchio. Discuss the character of Pinocchio and the examples of
cause-and-effect relationships relating to honesty and dishonesty. The students can act out
the story or put on a puppet show involving the different characters. Have students discuss
why it is important to be honest.
Intermediate: The children can write a short play about a character who was or was not
honest.
FableThe Boy Who Cried Wolf
Read the fable, The Boy Who Cried Wolf. Discuss the consequences of not being honest.
Encourage the children to write their own fables. If you prefer, the children can create their
fables in small groups.
Playing Games Fairly

Discuss why the students should practice honesty while playing games. The discussion
could include the following questions: Would you enjoy playing with someone who is not
fair or honest? Why is it important to play honestly or fairly? What would happen if you
didn't?
Cheating
Ask these questions, "Is it honest to look on someone's paper for an answer?" "Why?"
"When is it appropriate to work together?" "When is it not?" These questions could lead to
a discussion about cheating. Stress that there are times when it is appropriate to collaborate
and times when it is not appropriate to collaborate.
12 18
Copying
Have the students analyze the following scenarios.
Lakisha drew her teacher a picture. She dropped the paper on the floor. Jack found the
paper and put his name on it and gave it to the teacher.
Graham wrote a story about his pet Baron. He let Pam read the story. She copied the story
because she was having trouble writing her own story. Have the children explain how they
would feel if they were Jack or Graham. Include in the discussion that when you copy or
steal something that someone has written or created, you are taking ideas that belong to
someone else.
Lost
Have the students role play what they would do if they found a lost item. Provide different
items that the students can use in the role play. You should vary the value of the items so
that the students can explore the conflict of being honest when the item is something the
children want or need. You should also vary the value of the items so that students
recognize that it is as important to be honest about items of low monetary value as well as
high monetary value. The children can discuss how they would feel about returning a
diamond ring as opposed to returning a dollar. Have the children explore how they feel
when they are honest and when they are dishonest. The connections between self-reliance
and honesty could be identified at this time.
My Store
Have the students identify their favorite store. Ask them, "If you owned this store, what
kind of person would you hire to work in your store?" Discuss the importance of honesty
in the workplace. They can draw a picture or use a shoe box to create a model of their store
and the employees. Emphasize the story of Abraham Lincoln returning a few pennies to a
customer.
Good Role Model
Cut out articles or invite the students to bring articles about people in the news that
exemplify honesty. The students can write descriptions of the people and their actions.
These descriptions would make a nice bulletin board.
What If?
Have the students predict what it would be like if no one was honest. One group of
students can write a short story about their predictions. The other group can write a short
story fantasizing about what it would be like if everyone was honest. The students can
compare and post their stories. The stories can be compiled into two books.
Conflicting BeliefsIntermediate
Invite the students to discuss if honesty is always the best policy. You can use the
following questions to lead the discussion: How do we handle situations where being
honest might not be the best solution? When could honesty hurt someone's feelings? Do
you tell the person if you don't like the gift they gave you? What is the difference between
honesty and tattling? Are you being dishonest when a stranger calls and you tell them that
your mother and father are home when you are really alone?
Honest PoliticiansIntermediate
Discuss the importance of honesty in politics. During the month of October, you can
discuss the election and the politicians who are running for office. The students can bring
articles to class and discuss the events that are occurring during the election.
13 19
Honesty in Sports
Discuss the importance of honesty in sports. Have the students discuss how the baseball,
football, or basketball games would be different if the players were not honest.
Lost Lunch Money

Have the students discuss what they should do if they find someone's lunch money in the
classroom or other places in the school. You can let them role play different situations
involving lost lunch money.
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14
PARENT AND HOME EXTENSION ACTIVITIES
Dear Parents,
An instructional program focusing on Character Education will begin in our school district
this year. A particular component of citizenship has been selected for each month of the
school year.
This month your child will be discussing Honesty. Through a variety of activities your
child will demonstrate trustworthiness, fairness, and straightforwardness of conduct in
their own character development and interpersonal relationships.
Listed below are activities which will reinforce honesty and will offer opportunities for you
to become involved in your child's education.
Praise your children each time they exhibit honesty.
Discuss the importance of being honest at home. Your children should also discuss the
consequences of being honest and dishonest.
Incidents from the newspaper and television can be used to discuss the importance of
being honest.
Use events that occur in the family to point out the importance of being honest.
As you and your children watch television and read, identify the characters that exhibit
traits of honesty and ones who are dishonest.
Your cooperation in this effort is greatly appreciated.
15 21
RESOURCES
FILMS
Connie Goes To Court 26 min.
To Tell The Truth 14 min.
Pinocchio 8 min.
Plain White Envelope 20 min.
Sophie Minds the Store 26 min.
That's My Bike 12 min.
That's Stealing 16 min.
What Price Honesty? 11 min.
BOOKS
Alexander, A. (1975). To live a lie. Riverside, NJ: Atheneum Publishers.
Brown, M. (1981). The true francine. Boston: Little, Brown, and Company.
Coleman, H. C. (1978). Tell me no lies. New York: Crown Publishers.
Hughes, D. (1982). Honesty, myron. Riverside, NJ: Atheneum Publishers.
Lexau, J. (1978). I'll tell on you. New York: E.P. Dutton & Company, Inc.
Morgan, A. M. (1973). A boy called fish. Scranton, PA: Harper & Row Publishers,
Inc.
Rockwell, A. (1974). The gollywhopper egg. New York: Macmillan Publishing Co.,
Inc.
Skurzynski, G. (1980). Honest andrew. San Diego: Harcourt Brace & Jovanovich, Inc.
White, E. B. (1970). The trumpet of the swan. Scranton, PA: Harper & Row
Publishers, Inc.
Wylie, J. & D. (1983). A big fish story. Canada: Regensteiner Publishing Enterprise.
FIELD TRIPS AND SPEAKERS
Invite a newspaper reporter to come speak to the students on the importance of honesty in
reporting the news. Have the students interview the journalist on the role and
responsibility of reporting the facts accurately. The students can also tour a city or
community newspaper to observe the creation of a daily newspaper.
The children can visit a department store and discuss honesty with the store security
department. The children can observe how the security department monitors the action in
the store. If it is not possible for the children to tour the store, you can try to arrange a
speaker to come and talk to the students.
22
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Invite a lawyer, judge, or law clerk to speak on the importance of honesty in the judicial
system. Have them explain possible consequences that can occur when people are not
honest.
TAAS:
Grade 4:
Social Studies: Objective 3
Writing: Objective 2, Objective 3, Objective 4, Objective 5, Objective 6, Objective 7
Grades 3-5:
Reading: Objective 4, Objective 5, Objective 6
172 3
CHARACTER EDUCATIONOCTOBER
RESPONSIBILITY
The Character Education theme for this month is Responsibility. The students will exhibit
moral, legal, and mental accountability for their choices, regardless of pressure to do
otherwise.
Invite volunteers from food banks, VIPS, and other organizations to discuss their
responsibilities and why they have made these commitments.
A bulletin board in the front hall could be designated "I Am Responsible." This board
could highlight individuals or classes who are responsible and working toward their
commitment.
Conduct a food drive or participate in a fund-raising project.
Adopt a schoolwide project involving the community. Each class can adopt a project
addressing some need in the community. They can take pictures and write stories about
their projects. A school newspaper can be used to record the progress of the projects.

What Is Responsibility?
Define responsibility. Discuss the different types of responsibility (short-term, long-term,
community, school, family, etc.). Have the students identify responsibilities they might
have and what this commitment means to their lives. Teachers can also share
responsibilities they have with their students
Personal Responsibility
Present the following scenario.
Jennifer belongs to a softball team. She has practice once a week and a game every
Saturday. Debbie is having a party next Saturday and Jennifer wants to attend.
What should Jennifer do?
Discuss Jennifer's responsibility to the baseball team and how she must honor this
commitment even if something better comes along. Have the students brainstorm ways
Jennifer could meet her responsibilities to the softball team and go to the party.
Why We Make Commitments To Be Responsible

Explain to the students that Martin Luther King, Jr. and Gandhi were committed to equal
opportunities for all people. They were responsible for working toward achieving this
goal. The students can research and identify other people who made a commitment and
worked responsibly toward achieving their goal. Share other stories of people in history
who have made commitments and discuss why they chose to take on those responsibilities.
Responsibility to Country
Discuss why a soldier takes an oath as a commitment to defend his country, a policeman to
protect the citizens' safety, and the President, Senators, and members of Congress to
defend the laws and the U.S. Constitution.
24
18
Responsibility to Friends
Have the students identify times when they have made a promise to a friend that they kept.
The students can also identify times when a friend makes a promise to them that he/she can
not keep. They can discuss responsible behavior in keeping a promise. Invite the students
to role play how each person would feel in this type of situation.
Responsibility to Health
Discuss the importance of good health. Explain to the students that we must be responsible
for taking care of our body and staying healthy. Have the students brainstorm how they
can take care of their bodies. Include in the discussion:
getting lots of sleep
eating healthy food (vegetables and fruit)
exercising every day .
practicing good hygiene (brushing our teeth and hair, bathing)

Explain to the students that this involves avoiding junk food, getting exercise, sleeping,
etc. They can create a weekly plan demonstrating how they would follow through on their
responsibility to good health. The nurse could come and talk to the students about the
importance of good health.
Little Red Hen

Read the story Little Red Hen. Have the students identify the character that was
responsible and the characters that were not committed. Discuss how the hen stayed
committed and the steps she followed to meet her responsibility. The students can either
draw or pantomime the story. You can encourage the students to create a modern version
of Little Red Hen.
Responsibility to Education
During quiet reflection, have the students think of one problem or weakness they may have
in school such as a low math grade, a conduct problem, getting to school on time, etc.
Work with the students in small groups and assist them in setting individual short-term
goals. Have them chart their progress as they work to meet their goal.
Responsibility to the Community
The class can make a commitment to be responsible for their community. They can select a
certain area and pick up the trash or plant flowers, help the elderly, build a playground, etc.
They can write short stories, poems or journal entries about their project in the community.
They can also draw pictures or take pictures of their progress. Both the writings and the
pictures can be combined in a book the students make and display in the classroom or
library.
Responsibility to the School

Explain to the students that everyone has to take care of the school. The students can make
a commitment to clean up or take care of the school grounds. They can divide the
responsibilities among the members of the class and honor this commitment all year long.
19 2 5
I Will Help You
Identify other students in the school that may need help with their schoolwork. Ask the
students if they would like to be responsible for helping these students. Create a schedule
with other teachers and arrange times for your students to honor their responsibilities.
My Word
Explain to the students that when you give someone your word, you are making a verbal
commitment to that person. The students can discuss instances when they have given their
word and identify whether they were able to keep their word and circumstances that
prevented them from keeping their word.
26
20
Dear Parents,
During the month of October, the students will discuss Responsibility. The students will
exhibit moral, legal, and mental accountability for their choices, regardless of pressure to
do otherwise.
Listed below are suggested activities which you can do at home to reinforce those your
children are doing in the classroom.
Discuss the importance of responsibility and identify various responsibilities that the
members of the family have and how they meet them.
Demonstrate family responsibility by volunteering in the community - help an elderly

neighbor, volunteer at a food bank, etc. Set an example for your child by following
through with this responsibility.
Highlight responsible individuals noted in the newspaper or television. Discuss with

your child the steps these people took to meet their responsibilities.
Volunteer your time and expertise to the teachers and the principal. Join the PTA.
We appreciate your continued involvement in your child's education.
2 11
RESOURCES
FILMS
Karen Keeps Her Word 26 min.
Island of the Skog 13 min.
Just an Overnight Guest 36 min.
Just One Place 15 min.
BOOKS
Cleary, B. (1983). Dear mr. henshaw. New York: Morrow.
Gipson, F. (1956). Old yeller. New York: Harper & Row.
Mac Lachlan, P. (1985). Sarah, plain and tall. New York: Harper & Row.
Mordillo, G. (1971). The damp & daffy doings of a daring pirate ship. New York:
Harlan Trust.
Paterson, K. (1978). The great gilly hopkins. New York: Crowell.
Seuss, D. (1968). Horton hatches the egg. New York: Random House.

Invite the volunteers that work in the school to speak about their responsibilities.
Individuals from food banks or other volunteer organizations could come and discuss their
role and how they assist the community.
Invite professionals (male and female) representing all ethnic groups into the classroom to
talk to the students on the importance of education. They can share the process of attaining
their degrees and how education affected their lives.
TAAS:
Grade 4:
Social Studies: Objective 1, Objective 3
Grades 3-5:
Reading: Objective 1, Objective 2, Objective 3, Objective 4, Objective 5, Objective 6
28
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CHARACTER EDUCATIONNOVEMBER
COMPASSION
This month the children will focus on developing, and demonstrating Compassion. They
will become aware of the similarities and differences among their classmates and discuss
the importance of respecting individual differences. Respect of property, symbols, and the
flag will also be addressed during this month.
Stress respect for all people when they use good judgment and obey the laws and rules
of society.
Highlight the different ethnic groups found in the school. Discuss the characteristics
that make each group unique.
Irivite speakers from various ethnic service organizations, like the Lions Club, and
charity groups to speak to different classes or the whole school.
Discuss the holidays for various ethnic groups at your school.
Use the school-wide bulletin board to recognize the different ethnic groups of students
at the school. You can call the bulletin board "We Are Family".
Use a PTO/PTA program to discuss the different groups (for example, cultural, ethnic,
religious, and social) to highlight the component of the month.
Encourage the students to respect school property by designating "clean-up days".

Involve the children in renovation projects like painting the bathrooms, decorating the
cafeteria, planting, etc.
Have the students participate in taking care of the school mascot. This symbol
represents the school and each class could be assigned a week to have the mascot in
their classroom. If you don't have a mascot have the children assist you in identifying
and naming a mascot.
Use a bulletin board in the front hall to canvas children's feelings on a current event,
school event, community event, political issue, etc. This would allow the children to
observe the differing ideas people have on a subject.
Have a tasting party where the children taste dishes from around the world. Make it a
class or school project where parents and volunteers participate.
What Is Compassion and Respect?
Have students think of their favorite person. Working in pairs or small groups, have
students brainstorm or list reasons why this person demonstrates compassion and respect.
Students can share their lists with the class. From the lists, have the students develop a
consensus of what compassion and respect means to them.
Ways to Show Respect

Have students brainstorm or list ways to show respect. Prompt students to identify
listening to others politely; waiting and taking turns; not interrupting; obeying rules and
laws within the home, school, and community; taking care of the property of others; etc.,
as ways we show respect for others. The children can draw a picture of them showing
respect to another individual.
Individuals Who Demonstrate Compassion

Identify or list figures of authority on the chalkboard or chart paper. For instance, teacher,
principal, nurse, plant operator, police officer, fire fighter, etc. Have students identify why
they are important within the community and ways they work together to keep us safe.
Have students think of ways we can show compassion and respect to these individuals.
More Than One Way

Bring in different toppings for ice cream such as nuts, chocolate sprinkles, fruit, etc. Have
the children select a topping to put on their ice cream. Point out that the children have
different likes and dislikes and that everyone does not have to like the same thing. We still
respect the person even though they don't share your favorite topping.
My Favorite Television Show

Poll the children on their favorite television show. Create a graph showing the different
shows. The children can discuss why they like and dislike certain shows. Have the
children also discuss why everyone does not like the same show.
Intermediate Variation: You can have the children poll the other classes in the school on
their favorite television shows.
Traditions
Ask the children to share a family holiday tradition. Explain to the children that various
ethnic and religious groups celebrate holidays differently. Invite speakers from ethnic or
religious groups to come and tell the students about their different religious and holiday
traditions.
Sneetches
Watch the film Sneetches from Dr. Seuss on the Loose (25 min.). Have the students
observe what happens between the two different groups. The children can identify the
lesson learned from the film. You can also read the book (Sneetches,
Dr. Seuss, New York: Random House, 1961).
What Would You Do?
Have the students role-play how they would handle situations in which they have to respect
another person's rights. For example: You want to listen to radio while your brother or
sister is studying. You are playing at the park and have gotten very hungry. You go to the
hamburger stand, but there is a long line of people waiting to be served.
32Q
I'm Different, But...
Discuss how all children are the same and different in many ways. Have children identify
the similarities and differences between themselves and children with special needs. You
can invite children with special physical needs to spend time with your children or visit
such places as the School for the Deaf. Explain that we all have strengths and weaknesses
and should focus on our strengths. Discuss how we can show compassion for people with
special needs.
Don't Judge A Book By Its Cover
Define the term "prejudice". Have the children identify times when they have been
mistreated because of someone's preconceived ideas. Discuss why we should not prejudge
a person by their ideas, religion, dress, color, outward appearance, etc. Explore ways to
handle prejudices at school and in the community.
Ways to Respect Others' Property

Have the children discuss how they feel when someone uses their property and either
breaks or destroy their property. Children can share past examples of someone not
respecting their property. (Remind the children not to use names in their examples.) Invite
the children to brainstorm rules or guidelines they should follow when using someone's
property.
Beautifying Our School and Community
Begin this discussion by asking the students who owns the school property, city property,
and state property. The children can identify why and how they should care for this
property. Explain to the children that our tax dollars are used to build and care for this
property. When we destroy or damage the property the state must use more money to
repair and rebuild. The class can organize and clean-up a part of the school or the
community. You can invite the parents to assist in this project. They can plant flowers,
add a trash can, etc. They can adopt this area all year to ensure that it stays clean and
beautiful.
Respect for Symbols

Explain how symbols can represent an object or ideas. Display various symbols, such as
stop sign, yield sign, railroad crossing, and ®. Have students identify and explain what
each symbol means. Explain that symbols convey meaning. Emphasize the importance of
respecting what symbols stand for or represent. Note: You can refer back to honesty
when discussing the copyright symbol. A copyright prevents plagiarism because a person
can not copy a name or an article that has been copyrighted.
Intermediate Variation: The students can create models of different symbols.
What Does the Symbol Represent?

Display symbols associated with the Girls Scouts, Boy Scouts, Camp Fire Girls, 4-H, etc.
Have students identify and explain what each symbol represents. Ask students to identify
reasons why they feel these symbols are important to each group.
Respect for the Flag

Display the American flag. Have students identify the flag's colors. Explain the meaning
of each symbol and color. While working in groups, have students discuss and share why
they feel it is important to respect the flag. Students can share their discussions with the
whole class.
Veterans Day
Remind students of the importance of Veteran's Day in November. Explain that many
servicemen and women have given their lives to ensure that others are able to live in a free
country where we have choices about how our country is governed. Display an American
flag. Explain how the flag serves as a symbol to remind us of those that fought in wars to
preserve our way of life. Working in groups, have students list reasons why we should
respect our flag in honor of those veterans and write letters to servicemen and women.
Flag Raising Ceremony

Conduct a flag raising ceremony for your school. Prior to the ceremony, discuss and
explain the correct procedures for folding, unfolding, and handling the flag. Emphasize the
importance of what our flag represents and the need to handle it with respect.
Political Symbols
Have students identify the symbols associated with the major political parties. Divide the
class into groups. Have each group select a party symbol (elephant, donkey) and identify
the ideas each party represents. Emphasize that even though the parties differ in their
beliefs, they respect each other and their ideas. Explain that both parties want the best for
our country, but they have different ideas on how we should work to achieve those goals.
Students can create their own political parties. Have them develop their own party beliefs
and ideas.
Famous Words in History
Ask students to find out who said "I disapprove of what you say, but I will defend your
right to say it." (Voltaire-French author) Ask them what that means. Discuss the first
amendment of the Constitution which guarantees free speech and ask students why the
colonial leaders felt it was needed.
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Dear Parents,
This month Character Education will focus on developing and demonstrating Compassion
and Respect. Your child will demonstrate empathy and respect for others in school, life,
and career settings, accepting the right of all people to be treated with courtesy and dignity.
The students will become aware of the similarities and differences among their classmates
and discuss the importance of having compassion for individual differences. They will
also discuss respect for property, authority, and free expression of ideas.
Listed below are activities which will reinforce the classroom instruction and will offer
opportunities for you to become involved in your child's education.
Discuss family history, traditions, and customs. Identify how your family is similar
and different from other families.
Discuss with the children why they should respect other people and their property.
Discuss ways the members of the family show compassion for one another. Have the
children explain how they feel when someone does not show respect for them or their
property.
Develop family rules which encourage compassion and respect for others and their
property.
Demonstrate how your children can respect their property and the property of others.
Praise them when they take care of their belongings.
Discuss current events and let your children observe that family members can respect
each others' differing ideas on a subject.
Discuss authority figures with your children so that they understand that we respect
people in certain roles or positions and expect them to uphold the responsibilities that
go with those positions.
Point out symbols of our culture and our country that we respect, such as the flag,
service club insignias, the pledge of allegiance, etc.
27
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RESOURCES
FILMS
What Color Are You? 15 min.

Values-Being Friends 9 min.
I Am 19 min.
I'm The Only Me 4 min.
Do Your Own Thing 13 min.
Different People, Different Values 11 min.
Respecting Others Game 11 min.
I Am Me..And I Want To Be, Rev. ED 12 min.
If You Knew How I Feel- Jana And The Crowing Hen 16 min.
I Can Do It Myself 15 min.
If You Know How I Feel- Scott's Old New Friend 22 min.
Invisible Children 24 min.
Horse and The Bee 8 min.
El Caballo Y La Abeja 8 min.
What's Say 14 min.
Free To Be-You and Me 42 min.
BOOKS
Astes, E. (1944). The hundred dresses. New York: Harcourt Brace & Jovanovich, Inc..
Burch, R. J. (1965). D.T.'s worst enemy. New York: Viking Press, Inc.
Carrick, C. & D. (1975). Old mother witch. New York: Harper.
Ness, E. M. (1971). Do you have the time lydia? New York: E. P. Dutton & Company,
Inc.
Peet, B. (1982). The wingdingdilly. New York: Houghton Mifflin.
Robinson, V. (1965). David in silence. Philadelphia: J. B. Lippincott Co.

Visit local galleries or libraries and observe the art of different cultures that is found in
your city.
Have people born in another country come in and discuss that culture.
TAAS:
Grade 4:
Writing: Objective 1, Objective 2, Objective 3, Objective 4, Objective 5, Objective 6,
Objective 7
Grades 3-5:
Math: Objective 5, Objective 12
34
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CHARACTER EDUCATIONDECEMBER
PERSEVERANCE
Perseverance is the focus of this month's Character Education activities. These activities
have been designed to help students reflect on their own abilities and take charge of their
lives. They will learn to be the best they can be by resisting negative pressure and making
positive choices.
Create an "I Can" article in the school newspaper for students to share instances in
which they have exercised perseverance at home, school, and the community.
Create a "The Best That I Can Be" contest where students can display perseverance by
"showcasing" their accomplishments.
Invite speakers that have made accomplishments despite a physical limitation. Have
speakers share with the students how perseverance has helped them overcome these
limitations.

What is Perseverance?
Have students identify tasks they are able to do on their'own. List answers on chart paper
or the chalkboard for younger students. Have students reflect on how they learned to
accomplish these tasks on their own. Ask questions such as, "Did someone show you
how?" "When did you realize you could do it by yourself?" "Did you make any mistakes
the first time and had to ask for help?" "When you do these things now, do you need
someone to help you or are you able to do them pretty much on your own?" Lead students
to understand that their ability to accomplish the tasks on their own is a form of
perseverance.
Self-Talk
Use the following scenarios and any others to help students learn how self-talk helps
individuals persevere in making wise decisions and when to get help from others.
1. Lori and Harold are playing in Harold's backyard. Lori's ball gets caught on the
roof of Harold's garage. She pleads with Harold to climb up on the roof and get
the ball for her. Harold notices how upset Lori is and really wants to help her. The
teacher or students can role play Harold's thinking out loud.
"If I climb up onto the roof I might get hurt, and I'd feel bad because I don't really
want to do it. I need to say 'no'." To Lori: "No, Lori, I will not climb onto the
roof. Let's think of some better ways to get your ball down. We can get a grown-
up to help. Let's try asking a grown-up first."
Discuss with students how Harold talked to himself and decided what the positive
and negative choices were and their consequences.
2. Denise is having a good time at her best friend's party. Her friend's parents are
upstairs in their room. A group of kids decide to smoke some marijuana. Denise's
best friend agrees and proceeds to participate along with the others. Denise is
hesitant The kids are calling her "square" and "chicken." Denise is unsure as to
what she should do.
Denise's self-talk:
"I don't want to lose my friends, but I know smoking marijuana is wrong and
dangerous. Frances' parents would be devastated if they caught us. My parents
trust me to do what is right. My friends will laugh at me, but if they are really my
friends, they will respect my decision. I will tell them no, and leave the party."
Discuss with students how Denise arrived at her decision.

3. Andrew needs one more dollar to buy a new set of Micro-wheels. He sees some
money on his brother's dresser. There are several dollar bills, and he doesn't think
he'll notice if one is missing. Andrew is pondering whether or not he should take
the money.
Andrew's self-talk:
"I really want those Micro-wheels. Jeff and I had a good time playing with his set.
If I take the money it would be stealing, and I'd feel bad. I'll feel even worse if my
brother finds out and then tells my mom and dad. They might not trust me
anymore. What can I do to get a dollar? I could ask him for it. I could try to earn
the money. If I ask for the money, he might give it to me. If I earn the money, I'll
feel good and my family will be proud of me. I think I'll ask my dad if there is
something I can do around the house to earn a dollar."
Discuss how Andrew arrived at his decision.
Use one of the scenarios or develop one of your own and let the children practice using
self-talk to solve the problem.
Where To Go For Help

Explain to the students that there will be times when they will need to seek help to solve
their problems. Discuss how children can decide when they must seek help from others.
Have the children recall situations when they have had to seek help in the past. Who
helped them? How? What steps did they take to solve their problems?
Overcoming the Odds

Discuss how students with special needs exhibit self-reliance as they strive to attain
independence in completing daily tasks. For instance, how a child that is blind or in a
wheel chair moves from place to place, drinks water from a fountain, cooks, gets dressed,
etc. Explain how students with special needs exhibit a great amount of courage and
perseverance. Have students role-play how a student with special needs may complete a
task to discover the difficulties these children face.
Vacation Planning
There will be a lot of time when students will have to plan their own activities. Ask them to
think about positive ways they can use that time to help themselves (reading, exercising,
learning to play a sport or instrument) or to help others (do chores for parents, organize
their rooms, decide on toys or clothes that can be handed on to younger children or to those
less fortunate, participate in community center activities, tutor younger children, read
newspapers and magazines to younger children or to older adults). Ask students to make a
calendar for their vacation listing positive activities they plan to do. Be sure they include
trips to the local library so they can read books. The children can take the list home and
post it.
Dear Parents,
During this month your child will discuss Perseverance. Your child will acknowledge the
importance of persistence while encountering negative influences, forms of opposition, or
discouragement. Our goal is to enable your child to gain confidence while overcoming
obstacles in order to achieve goals.
We hope that you will take the time to discuss the importance of perseverance with your
child. Listed below are suggestions for helping your child develop perseverance:
Praise your child for taking responsibility in completing chores or displaying

independence in selecting clothes for school.
Provide opportunities for your child to exhibit perseverance by assigning a task and
allowing your child to use his or her own ingenuity and creativity in getting the job
done.
Provide opportunities for your child to learn how you think through decisions and how
you tackle problems and challenges. Model, by thinking aloud, the steps you take
when making decisions.
When viewing a movie or television show, call attention to ways characters within the
show display perseverance. Explain how perseverance enables the character to achieve
a positive goal or overcome an obstacle.
We appreciate your involvement in your child's education.
38
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RESOURCES
FILMS
Decision Making - Critical Thinking in Action 30 min.
Decisions, Decisions! 18 min.
Decisions, Decisions 15 min.
Fear 10 min.
Feelings 13 min.
Feeling Yes, Feeling No, Parts 1, 2, 3 44 min.
Home Sweet Home 15 min.
I Can Do It 53 min.
I Can Do It Myself 15 min.
I Dare You 15 min.
I Think 19 min.
Must I-May I 15 min.
The Foundling 24 min.
You Have Something to Offer 14 min.
What Mary Jo Shared 13 min.
Wizard's Son 10 min.
BOOKS
Burch, R. (1980). Ida early comes over the mountain. East Rutherford, NJ: The Viking
Press, Inc.
Calhoun, M. (1982). The night the monster came. West Caldwell, NJ: William Morrow
& Company, Inc.
Chapman, C. (1981). Herbie's troubles. New York: E.P. Dutton & Co. Inc.
Collier, J. and Collier, C. (1988). Jump ship to freedom. New York: Delacorte Press.
De Foe, D. (1983). Robinson crusoe. New York: Charles Scribner's Sons.
Gammell, S. (1982). Get along, old scudder. West Caldwell, NJ: Lathrop, Lee &
Shepard Books.
George, J. C. (1972). Julie of the wolves. New York: Harper & Row.
George, J. C. (1959). My side of the mountain. New York: Dutton.
George, J. C. (1970). The moon of the winter bird. New York: Thomas Y. Crowell.
Hall, K. D. (1984). Footprints up my back. Riverside, NJ: Atheneum.
Haugaard, E. C. (1983). A boy's will. Boston: Houghton-Mifflin.
Hesselberg, E. (1970). Kon-Tiki and i. Englewood Cliffs, NJ: Prentice Hall.
Holland, I. (1984). Kevin's hat. West Caldwell, NJ: Lathrop, Lee, & Shepard Books.
Houston, J. (1965). Tiktaliktak. New York: Harcourt Brace & Jovanovich.
Lindgren, A. (1950). Pippi longstocking. New York: Viking Press.
McKee, D. (1970). The magician who lost his magic. New York: Abelard-Schulman.
Miles, Miska. (1978). Beaver moon. Boston: Little &Brown.
0' Dell, S. Island of the blue dolphins. Boston: Houghton Mifflin.
Pfeffer, S. B. (1981). What do you do when your mouth won't open? New York:
Yearling Books.
Sperry, A. (1940). Call courage. New York: MacMillan.
Invite a librarian to come and speak on the reading programs being offered during
vacations.
The students can interview a person with special needs to learn how he/she lives and the
modifications he/she makes to overcome his/her special needs.
TAAS:
Grade 4:
40
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CHARACTER EDUCATION-JANUARY
LOYALTY
Loyalty will be the component of citizenship emphasized during this month. Students will
recognize the need to establish personal and career relationships and select causes based on
positive ethical principles for which they can remain true.
Provide a display area for students to decorate a bulletin board or room which promotes
school loyalty (posters, pictures, collage of school activities, etc.).
Invite a serviceman or woman to talk to students about loyalty to country.
Invite a professional or local high school athlete to talk to the students about what it
means to be loyal to a team.

Loyalty
Write the word LOYALTY on the chalkboard or chart paper. Ask students what the term
means to them. List all definitions. Afterwards have a student find a definition of loyalty
in the dictionary. Write it down and compare with students' definitions.
A Time to Be Loyal
Discuss with students scenarios which involve loyalty among friends. Provide situations
or have students develop situations which involve making a choice.
Example: Your best friend is involved in vandalizing the school over the weekend;
your favorite teacher's room is ruined. Your friend is making plans to do more of
the same next weekend.
Should you inform his parents or another authority figure you trust? Would you be
disloyal to your friend if you told? Would you be disloyal to your school if you didn't tell?
How would you feel if you knew you could have prevented more vandalism?
Loyalty to Personal Beliefs

Discuss how people have different beliefs and faith. The students can identify there beliefs
and customs they practice. The students can discuss how they feel when they cannot do
what everyone else is doing because of their personal affiliations. The students can also
discuss how they feel when they want to do something and their friend cannot do it because
of personal beliefs and customs.
Storytime
Discuss stories in which major characters demonstrate acts of loyalty. Examples: Snow
White, Frog and Toad Are Friends, Old Yeller, Charlotte's Web, etc. Invite the students to
supply other examples from stories they have read.
American Heroes
Discuss how various American heros have exhibited their loyalty to our country and their
causes: George Washington, Paul Revere, Samuel Adams, John Paul Jones, Martin
Luther King Jr., Susan B. Anthony, Cesar Chavez, etc.
35 41
Red, White, and Blue
Discuss the symbolism of the national flag. Write the pledge on a chart and verify that the
students know the pledge and understand the meaning of all the words in the pledge. Have
the students discuss in small groups why we say the pledge.
The Lone Star Flag

Discuss the symbolism of the state flag. Identify historical figures involved in Texas
history and how they demonstrated their loyalty to the state. The loyalty displayed by the
men at the Alamo is an excellent example for discussion, e.g., Daniel Boone, Jim Bowie,
William Travis, Stephen F. Austin, Sam Houston, etc.
Loyalty Pledges
Have students develop a list of organizations which have loyalty pledges. Discuss the
pledges and develop one for the class or school. (Girl Scouts, Presidential Oath, 4-H
Clubs, Boy Scouts, Pledge to the Flag, etc.)
Signs of Loyalty
Ask the students why they would protect their family, school, and friends before they
would protect a stranger. The students can role play scenarios where their brother, sister or
friend is in trouble and they display their loyalty by going to their rescue.
Examples of Loyalty
Ask the students to identify instances where they have been loyal to a person or
organization. Have them draw a picture illustrating one of those instances. Have the
students discuss the findings they experienced.
42
36
Dear Parents,
The theme for this month focuses on Loyalty to self, family, friends, school, and country.
Students will recognize the need to establish personal and career relationships and select
causes based on positive ethical principles for which they can remain true.
Your continued support and participation will enable your child to gain a broader
understanding of how relationships are strengthened by loyalty. Listed below are several
suggestions which will reaffirm your family's beliefs as they relate to loyalty:
Explain what loyalty means to you and your family. Talk about why it is important for
family members to be loyal to one another.
Have your child identify a person to whom they should feel loyal and explain why.
Identify reasons why you feel loyalty is an important quality and explain why.
Point out examples of loyalty that are portrayed by characters in various types of
printed materials or other forms of media.
We appreciate your involvement in your child's education.
43
37
RESOURCES
FILMS
Boy and Snow Goose 11 min.

Everybody Knows That! 15 min.
Wild Swans 9 min.
Hating Movie 15 min.
I'm Not Oscar's Friend Anymore 7 min.
Values Being Friends 9 min.
BOOKS
Armstrong, W. H. (1969). Sounder. New York: Harper & Row.
Bianco, M. W. (1983). The velveteen rabbit. New York: Random House.
Bulla, C. R. (1973). Dexter. New York: Crowell.
Carrick, C. (1979). Some friend. Boston: Houghton-Mifflin.
Fritz, J. (1981). Traitor: The case of benedict arnold. New York: G. P. Putham's Sons.
Gipson, F. (1956). Old yeller. New York: Harper & Row.
Lexau, J. (1964). Benji. Garden City, NJ: Dial.
Paterson, K. (1977). Bridge to terabithia. New York: Crowell.
Paterson, K. (1980). Jacob have i loved. New York: Crowell.
Rawls, W. (1961). Where the red fern grows. New York: Bantam.
Violist, J. (1974). Rose and michael. Riverside, NJ: Atheneum Publishers.
White, E. B. (1952). Charlotte's web. New York: Harper & Row Publishers, Inc.

Invite a speaker from Veterans Organizations to discuss what it means to be loyal to your
country.
An expert on Texas history could be invited to come and talk about famous Texans that
were loyal to the state of Texas. Identify Texas monuments in the local area; tour them or
invite a local historian in to talk about them. The students could tour the Battleship Texas,
the Alamo, and the San Jacinto Monument or any Texas monuments in a local area.
TAAS:
Grade 4:
Grades 3-5:
Reading: Objective 1, Objective 2, Objective 3, Objective 4, Objective 5, Objective 6
44
38
CHARACTER EDUCATIONFEBRUARY
JUSTICE
The Character Education theme for this month is Justice. Students will exhibit fair and
equitable behavior which is consistent with the laws and principles that govern a democratic
society. They will also focus their attention on maintaining justice in the school,
classroom, and community.
Invite parents that are attorneys, judges, police officers, or anyone affiliated with the
justice system to a "Justice Day." The parents can speak to the students about justice
and how it affects their lives.
Use a bulletin board to display students' writings on what justice means to them.
Create a student advisory group that will review school rules and determine fair and just
consequences for breaking the rules.

Justice Means
Have the students brainstorm all the phrases they have heard that contain the word
"justice." You can help them by providing some examples such as "justice of the peace",
"Supreme Court Justice", "...with liberty and justice for all", etc. The students can infer
the definition of justice from these phrases.
Primary Variation: If the students are having trouble understanding justice, you
could define fairness and compare fairness to justice. A graphic organizer could be
used to illustrate the similarities and differences between the two words.
Justice in The Real World

Discuss current events that involve justice (example: a school suspending students for bad
conduct, schools prohibiting students from wearing certain types of clothing, etc.). You
could include in your discussion current court cases. Have the students discuss why the
events are just or not just. The students can identify examples of situations that have
happened to them which were unjust. Conclude the activity by helping the students
identify ways to handle injustice. Explain to the students that there is injustice in the world,
but we will focus our attention on solving injustice in a positive manner.
School Rules
Discuss the rules the students must follow at school. Have the students explain why we
need rules for school. Do the rules ensure that all students are treated fairly? Would it be
fair to treat each person differently when they break a rule?
495
Just or Unjust
Read scenarios to the students and have the students discuss whether the person was acting
fairly or unfairly.
Ex. Jack came to your house to play games. He was playing with your favorite toy,
and he broke it. You get angry at Jack, and you hit him.
Were you just in your response? Discuss alternative ways to handle anger.
What Should You Do
Have the students identify situations when they were not treated fairly or justly, such as a
department store incident or an incident at school. They can identify ways to deal or cope
with situations that are not just. Instead of hitting back, what should you do? The students
can work in groups to choose one of the situations to role-play.
Rules, Laws and Consequences

Identify the differences between rules and laws. List some school rules and some city
laws. Also discuss and compare the consequences of breaking a school rule or a city law.
The students can explain why there is a difference. They can also discuss whether all
consequences are fair.
How To Seek Justice
Read the following scenario:
Sue was playing in the backyard and fell from a tree. Her hand was hurting so she
called her sister who was baby-sitting her. Her sister decided that she needed to go to
the hospital. Sue was crying so her sister started to drive faster. The police stopped
her sister and gave her a ticket for speeding. Sue's sister felt that it was unjust for her
to get a ticket when she was only trying to get Sue to the hospital. She went to traffic
court to plead her case before the judge.
Explain to the students that everyone has a right to seek justice in the courts. They can
pursue justice all the way to the Supreme Court if they feel they have been treated unjustly.
Who Makes the Laws?

Identify the people who make the laws in your city. Take the students on a field trip to a
city council meeting so that they can observe their city government in action.
The Justice System

Explain to the students that when you break a rule, you have to suffer the consequences.
Sometimes the consequences involve going to court. The judge hears both sides of a case
and rules whether the person is innocent or guilty. Invite a judge or an attorney to visit the
classroom and discuss the justice system.
The Case of Goldilocks and the Three Bears

Read the story of Goldilocks and the Three Bears. Discuss whether Goldilocks was right
or wrong to enter the three bears' house. Depending on the age of the students you can
stage a mock trial in the classroom. The students can assume the various roles and decide
the consequences for Goldilocks' actions.
The Law Enforcers

Discuss how laws are enforced in our community. Have the students identify the people
who ensure that everyone obeys the law. The students can discuss times when they or
their family have dealt with the police. Note: This may be a very delicate subject for some
students and you need to be accepting and understanding when feelings of anger, hostility,
fear, etc., are expressed. Remind the students that police officers are human beings, and
they don't make the rules, they only enforce them.
40 46
If You See A Crime Committed
Have the students brainstorm what they would do if they observed a crime being
committed. Review the list and determine whether the actions would be appropriate. You
could invite a police officer to come and speak to the students on this subject.
Letters to the Editors

Have the students write letters to the newspapers about injustices they observe in the
community. For example, the closing of a community park or a reduction in park services
would be a relevant problem that the students could address. They could also invite a
representative from the city government to discuss problems in their community.
47
41
Dear Parents,
The theme for Character Education this month will be Justice. The students will exhibit fair
and equitable behavior which is consistent with the laws and principles that govern a
democratic society.
Listed below are suggestions which will reinforce the activities in the classroom and will
offer opportunities for you to become involved in your child's education.
Have your child identify instances of just and unjust punishments for infractions of
home rules. This may be a good time to explain to him/her that some rules are more
important than others. Consequences may vary based on the importance of the rule and
the severity of punishment for breaking that rule.
Discuss current events involving justice. Explain why certain events have occurred.
Share strategies which you have used in dealing with unjust situations.
Discuss appropriate and inappropriate solutions for dealing with injustice.
48
42
RESOURCES
FILMS
Late for Dinner - Was Dawn Right? 8 min.

Connie Goes To Court 26 min.
BOOKS
Carrick, M. (1979). I'll get you. New York: Harper & Row Publishers, Inc.
Coleman, H. C. (1977). The case of the stolen bagels. New York: Crown Publishers,
Inc.
Karp, N. (1974). Nothing rhymes with april. San Diego: Harcourt Brace & Jovanovich,
Inc.
Naylor, P. R. (1981). All because I'm older. Riverside, NJ: Atheneum Publishers.
Sarnoff, J. & Ruffins, R. (1980). That's not fair. Riverside, NJ: Charles Scribner's
Sons.
Taylor, M. D. (1978). Roll of thunder, hear my cry. Garden City, NJ: The Dial Press,
Inc.

Invite a lawyer, judge, or police officer to come and talk to the students about the judicial
system.
The students can tour the municipal courts and observe the judicial system in action.
Invite a school board member to discuss school rules and reasons for them.
The students could also visit a Police Academy.
TAAS:
Grade 4:
Social Studies: Objective 1, Objective 3
Objective 7
Grades 3-5:
Reading: Objective 1, Objective 2, Objective 3, Objective 4, Objective 5
49
43
CHARACTER EDUCATIONMARCH
SELF-RELIANCE
During this month the students will participate in activities which will foster the
development of Self-Reliance. To develop self-reliance, a child will accept himself and feel
he has something to contribute both as an individual and as a member of a group.
A bulletin board in the front hall could be designated to identify the "Students of the
Week" by grade. The students' names could be announced on the loudspeaker.
Have students exhibit self-reliance through peer-tutoring or "reciprocal teaching"

sessions. Invite the students to select a partner for these activities. Have students
select a skill, talent, or interest that they feel comfortable in sharing or teaching to
others.
Designate a date where all the students, faculty, and staff will wear the school colors.
A pep rally could be organized to inspire school pride. A school creed could be
written.
Highlight successes of students in the school. These success stories could be included
in morning exercises or included in the school newspaper.

Magic Box
Place a mirror inside any type of box, making sure it is in a viewing position. Tell students
the contents of the box will show them someone very special. Allow each student an
opportunity to examine the box. Discuss each individual's uniqueness.
Intermediate Variation: Students will write about their discovery and present it to the class.
Encourage students to use poems, short stories, and so on.
Picture Perfect
Take pictures of students in a favorite outfit or with a favorite item. Put the pictures in a
class book and have students write a short biography to place with their picture.
Intermediate Variation: Students can write captions for the photographs. Create a bulletin
board.
I Like Myself Because
Have students brainstorm a list of qualities they would like to see in themselves and in
others.
44
Primary Variation: Have the students draw a picture of a person who possesses one of the
qualities they like in people.
Intermediate: Have students write individual poems describing themselves using several of
the qualities mentioned. Place poems in a stack and have students read the poems and try
to guess the name of the student in the description.
Name Game
Primary Variation: Have students sit in a circle. Ask each student to think of a positive
adjective which begins with the same letter in his or her name. Move around the circle and
have each student state his or her name along with the adjective. Each student will try to
remember all of the preceding names before his or her turn. (This is a good activity for
getting to know one another.)
Intermediate Variation: Students can create an acrostic from their names written on a sheet
of paper. For example:
G --Good
AArtistic
IIntelligent
L-- Loving
Self-Portraits
Have students draw, paint, or sketch their self-portraits using a wide variety of media, such
as chalk, pencil, ink, charcoal, crayon, pastel, water color, or tempera. Use portraits
throughout the year for special projects such as birthdays, awards, and so on.
Intermediate Variation: Have students write a short biographical selection that does not
make their identity too obvious. Students can try to match the portraits with the correct
descriptions.
My Success
Have each child share with the class what he has learned that day. Students can also be
encouraged to share successes that do not relate to academics, such as learning to play an
instrument or ride a bike.
Intermediate Variation: The students can record their daily accomplishments in their journal
during a specified part of the day.
Collage of Self
Instruct your students to make a collage entitled "Me!" They can collect and cut out
pictures, words, or symbols that are representative of themselvesthings they like to do,
qualities they have developed, etc.
Intermediate Variation: The students can create a mobile to depict who they are and what
they would like to be.
Student of the Week

Place the names of all your students in a box. Each week, draw one of the names from the
box. The student whose name is drawn becomes the Student of the Week. Ask the class
to state the things they like about the chosen student. Have the Student of the Week bring
in a picture or take one with a camera. Post the picture, name, and list of good qualities on
the bulletin board. You can change the bulletin board each week, or you may wish to make
a cumulative bulletin board of "Student of the Week".
4551
My Special Thing
Invite the students to bring a special item that they would like to share with the class. Have
them explain why this item has special meaning to them.
Intermediate Variation: The students can write a story or poem about the special item.
Timeline
Have the students use significant life events to create a timeline. Encourage the students to
recall events that influenced or affected their lives.
Primary Version: The class can create a timeline of events that have occurred during the
first month of school.
This is My Best
Give the students a place in the room where they can post their best work. Encourage the
students to identify their best work each week. You may have them identify two examples;
one to take home and one to post in the classroom.
52
46
PARENT AND HOME ACTIVITIES
Dear Parents,
During the month of March, your child will participate in activities designed to develop
Self-Reliance. For the purpose of Character Education, self-reliance is defined as follows:
Students will believe in their own self-worth and learn to rely on their strengths. Students will
also demonstrate knowledge of their skills, abilities, and impression on others.
The support of the home, school, and community will ensure the success of Character
Education. Your participation will demonstrate to your child the importance of being a
good citizen.
Here are activities you can do at home.
Affirm that each family member is important. Have each member of the family explain
why other family members are special. Recognize contributions made by all family
members.
Have your child interview you about important family events to find out what they
remember. They might include events or interesting stories about how your family
members tackled problems and challenges.
Make a list of words or phrases used in the family to show happiness, anger, love, and
other feelings. Then make another list showing things you might do or say to help
other members of your family feel happy.
Set aside a place where each child can display his/her best or favorite work.
When viewing a movie or television show, call attention to ways characters within the
show display self-reliance. Explain how self-reliance enables the character to use inner
resources or demonstrate his/her skills and abilities.
Teach your child your hobby or participate in your child's hobby.
Discuss practices and customs in your family's culture. Discuss changes that may have
occurred in those practices between past and present generations.
Your cooperation and assistance will be appreciated.
47 53
RESOURCES
FILMS
Different People, Different Values 11 min.
Evan's Corner 23 min.
If At First You Don't Succeed 15 min.
I'm S000 Ugly 24 min.
I Am Better Than You 15 min.
I Am How I Feel 13 min.
I Am How I Look 13 min.
I Am Me 16 min.
I Am What I Know 13 min.
Just One Me 9 min.
Right On/Be Free 15 min.
Runt 14 min.
I Am - You're Wrong 15 min.
BOOKS
Note: Most of the books can be used with students from K through 6th grade. Books with
an "I" require a higher level of reading but could be used as read-aloud books for the
primary children.
Blume, J. (1971). Freckle juice. New York: Dell.

Carle, E. (1971). Do you want to be my friend?. New York: Thomas Y. Cowell
Company.
Carrick, C. (1983). What a wimp! New York: Clarion Books. (I)
Caudill, R. (1966). Did you carry the flag today, charley? New York: Holt, Rinehart and
Winston. (I)
Gackenbach, D. (1975). Do you love me? New York: The Seabury Press,.
Gray, G. (1972). The seven wishes of Joanna peaboy. New York: Lothrop, Lee &
Shepard Company.
Klagsbrun, F. (Ed.). (1974). Free to be....you and me. New York: McGraw-Hill Book
Company.
Kraus, R. (1971). Leo the late bloomer. New York: Windmill Books.
Lasker, J. (1980). Nick joins in.. Chicago: Albert Whitman & Company.
Leine, A. & Levine, S. (1986). Sometimes i wish i were miny. Niles, IL: Albert
Whitman & Company.
Moore, L. (1967). I feel the same way. New York: Atheneum.
Schenk de Regniers, B. (1980). Everyone is good for something. New York: Houghton
Mifflin/Clarion Books.
Sharrnat, M. (1977). I'm terrific. New York: Holiday House.
Talanda, S. 0983). Dad told me not to. Milwaukee, WI: Raintree Publishers.
Udry, J. (1966). What mary jo shared. Chicago: Albert Whitman.
Viorst, J. (1970). Try it again, sam. New York: Lothrop, Lee & Shepard.
Waber, B. (1966). You look ridiculous said the rhinoceros to the hippopotamus. Boston:
Houghton Mifflin, Co.
Wolf, J. (1984). The best present is me. New York: Harper & Row.
Zolotow, C. (1966). If it weren't for you. New York: Harper & Row.
Zolotow, C. (1980). If you listen. New York: Harper & Row.
54
48
Invite members of the school staff to share a special item, hobby, or skill that makes them
special.
Invite people from the community (Chamber of Commerce, Fire Department, Police
Department, sports associations, etc.) to discuss their special contributions to the
community. Invite representatives from a variety of ethnic groups so that they can serve as
role models for your students.
Discuss the characteristics of the men and women found in Texas history. Tour Texas
landmarks and discuss the individuals who participated in the historical events.
Discuss the contributions made by individuals from all ethnic groups in the fine arts. Try
to locate galleries in your area that children can visit.
TAAS:
Grade 3-5:
Reading: Objective 5, Objective 6
Grade 4:
Objective 7
55
49
CHARACTER EDUCATIONAPRIL
SELF-DISCIPLINE
The Character Education focus of this month will be Self-Discipline. The students will
demonstrate positive patterns of behavior and the strength of mental and moral courage to
accomplish tasks, manage time, and relate effectively with others. Students will participate
in activities to help them set and achieve goals and to encourage them to develop critical
thinking and problem solving.
Invite speakers involved in community awareness and the fight against drugs to visit
the school.
Conduct a NO-SMOKING or DRUG PREVENTION campaign at your school. The

school can hold a poster contest and display the posters around the school campus.
Initiate an exercise program for the teachers and students. Each class can chart their
progress and special awards could be given to classes who were disciplined and kept
up with their program.
What Is Self-Discipline?
Have the students recall times when they wanted to do something but knew that they
shouldn't. What prevented them from getting in trouble? Have the students also recall
times when it was hard for them to complete a task. What helped them to accomplish the
task, even though it was hard. Write the word "self-discipline" on a chart or chalkboard.
Explain to the children that we discipline ourselves just like our parents discipline us. We
use self-discipline to help us complete tasks and prevent us from getting in trouble.
Making Choices
Display a chart identifying the decision-making process.
Identify or state the problem.
What are your choices?
Do you need more information or help from others?
Evaluate your decision.
Discuss each step of the process. Allow the students to practice using the decision-making
process. As the students complete the next two activities, have them illustrate the processes
involved in making a decision.
Influences on Decision-Making
Develop scenarios which involve making decisions.
Ex. Juan's mother asked him to stay inside while she went to the store. His
friends, Damien and Carl, came over and asked him to go skateboarding on this
neat ramp kids in the neighborhood had constructed. Juan really wanted to go; he
had just gotten a new skateboard and was eager to try it out. However, he
remembered what his mother said and told his friends he could not go.
Have the students identify the possible influences that were involved in making the
decisions in each scenario. Have students evaluate the decisions as to whether or not good
self-discipline was exercised.
50
56
What Should I Do?
Ask the students to recall situations in which a decision was hard to make. Have students
create situations for role-playing that involve making critical decisions. Discuss the
decisions made and why they were chosen. For example:
"You're at the mall. Your friends decide to steal an article. How do you handle the
situation'?"
Explain how self-discipline is needed when making critical decisions. Discuss how friends
will try to persuade you to do things that may be wrong.
Primary Variation: Prepare situations for the students to role-play relating to the classroom,
school, or home.
Habits
Discuss the definition of the word "habits" with the students. Have one group of students
develop a list of good habits, such as turning in homework, getting to school on time, etc.
Another group could develop a list of bad habits people display such as eating too many
sweets, staying up late, etc. Discuss the positive and negative effects of good and bad
habits. Working in small groups, help the students develop a plan for breaking bad habits
and building good habits.
Self-Discipline and Work

Ask students to identify chores or tasks they are assigned at home. Have students describe
when and how they complete their work. Ask the students, "What if a friend came over to
play and you have not finished getting your chores done? Should you go outside to play
with your friend or complete your chores?" Have students discuss possible solutions to the
problem. The students can also role play how they would handle the situation and what
they would tell their friend.
Procrastination
Read the story "The Man That Didn't Wash the Dishes" or "Sara Cynthia Sylvia Stout
Would Not Take the Garbage Out" by Shel Silverstein. Ask the students to explain why
they think each character failed to do his or her chore. Explain that both characters
procrastinated or put off getting their jobs done because they did not have the self-discipline
needed to complete their work. Have the students think of other stories in which characters
acted with more self-discipline and compare their actions. Invite the students to think of
times they were tempted to procrastinate and talk about how they were able to complete
their task.
Legal vs. Illegal Drugs

Ask students what they think of when they hear the term DRUGS. List their responses on
chart paper or a chalkboard under the categories, legal and illegal. Compare the two
groups, and discuss how each can pose a threat to one's health. (Note: Include tobacco
and alcohol as drugs that are legal but can cause harm to the body.)
Who Should Dispense Drugs?

Have students identify personnel, situations, and conditions in which drugs are dispensed.
For instance: The Health Department dispenses inoculations to prevent the spread of
communicable diseases such as measles, etc. Discuss how people involved in the legal
dispensing of drugs are legally, morally, and ethically responsible to the well being and
continued safety of people. Describe people who dispense drugs illegally. List categories
of "safe" and "unsafe" on the chalkboard. Describe a scenario of a person dispensing
drugs. As a class, ask the students if the drug being dispensed is "safe" or "unsafe".
Extend by explaining why the situation is safe or unsafe.
Harmful Drugs
Write WHY DO YOU THINK PEOPLE TAKE HARMFUL DRUGS? on the chalkboard
and list student responses underneath the question. Next to that list write the word
ALTERNATIVE and have students generate a list which reflects an alternative for each
reason given on the other list. Have students explain why they think their alternative
response is a better solution than the drug response.
Timeline for the Future

Have the students create a timeline for their lives. Ask them to think about what they want
to accomplish. What role will self-discipline have in achieving these goals and making
them a reality?
Setting Goals
Once the students have thought about their futures, ask them to set goals for themselves.
For young students ask them to set goals for the next week or month. For older students,
set goals for the year or the rest of elementary school. Have them develop plans of how
they will reach goals.
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52
Dear Parents,
This month's component of citizenship focuses on Self-Discipline. Through activities your
child will demonstrate positive patterns of behavior and the strength of mental and moral
courage to accomplish tasks, manage time, and relate effectively with others.
We feel that your participation is a vital link in our efforts to assist your child in developing
a strong sense of self and in preparing him to meet the challenges of our changing society.
Listed below are several suggested activities designed to stimulate your child's curiosity
and reinforce your family's beliefs as they relate to self-discipline:
Share with your child a personal goal you have such as reading more books, getting
more exercise, losing weight, stopping or reducing the amount you smoke,
participating in volunteer work, repairing an item, cleaning out a closet, etc. Explain
how self-discipline is an important factor needed to achieve your goal.
When viewing the highlights of a sporting event on the news or reading about a sports
figure, explain how self-discipline played a vital role in that person's success. Identify
the sacrifices that athlete made and the amount of hard work he or she has invested in
order to "be the best."
Praise your child for exhibiting self-discipline in various ways, such as limiting the
amount of time he/she watches television, saving money, eating nutritious snacks as
opposed to junk food, starting homework without being prodded, etc.
Identify individuals in various fields who are leaders you admire in business,
education, social services, industry, civic or other community areas. Include persons
that have defied the odds against them. Discuss the choices and sacrifices these people
made in the process of attaining these goals. Emphasize how the individual's self-
discipline aided them in the achievement of their goals.
Have your child identify times when he/she has been able to exercise self-discipline at
home, school, and in the community. Use this opportunity to reinforce your belief in
the child's ability to be self-disciplined and to encourage further progress.
.Explain how ads are designed to get us to purchase items that we might not need.
Discuss how it is important to have self-discipline and not be swayed by what
advertisers say.
Discuss and emphasize the importance of having self-discipline when faced with issues
concerning the use of drugs, such as tobacco, alcohol, and illegal drugs.
We appreciate your continued involvement in your child's education.
535 9
RESOURCES
FILMS
Broderick 10 min.
Decision Making-Critical Thought in Action 30 min.
Dope is for Dopes 14 min.
Doing What the Crowd Does 25 min.
Everybody Knows That! 15 min.
Fatal Compromise 4 min.
Feelings Don't Stay Mad 15 min.
Getting Even 3 min.
Getting Even 15 min.
I Dare You 15 min.
Junk Food 14 min.
Junk Food Film 12 min.
Junk Food Man 11 min.
Just Joking 15 min.
Kids and Drugs, The Reason Why 20 min.
Medicine, Drugs, & You: A First Film 12 min.
Smoking Nags 24 min.
BOOKS
Bejars, B. (1981). The midnight fox. New York: Penguin.

Bulla, C. R. (1981). Almost a hero. New York: E.P. Dutton.
Bulla, C. R. (1983). Charlie's house. Scranton, NJ: Thomas Y. Crowell.
Carrick, C. (1983). What a wimp! Boston: Clarion Books, 1983.
Krasilovsky, P. (1950). The man who didn't wash his dishes. New York: Doubleday.
Lee, R. C. (1979). It's a mile from here to glory. New York: Tempo.
Mauser, P. R. (1983). A bundle of sticks. Riverside, NJ: Atheneum.
Smith, R. (1978). Chocolate fever. New York: Dell.
Wagner, J. (1971). J. T. New York: Dell.
Invite speakers to come and speak on drug prevention.

Athletes can come and speak on how self-discipline relates to training for a sports event.
A college or high school student can speak to the students on the importance of self-
discipline in studying and achieving in school.
The nurse or counselor can speak to the students on drug education. The nurse can also
talk to the students about disciplining themselves and eating the right foods.
TAAS:
Grade 4:
Objective 7
Grades 3-5:
Reading: Objective 1, Objective 2, Objective 3, Objective 4, Objective 5, Objective 6,
54 60
CHARACTER EDUCATIONMAY
INTEGRITY
This month students will identify characteristics or qualities that foster integrity. Students
will understand the importance of adherence to a code of conduct necessary for successful
performance in the workplace and in their personal lives.
Invite speakers whose jobs entail building integrity with their clients and co-workers
such as police officers, fire fighters, dentists, and dentist assistants, etc.
Have the student council develop ideas for involving all students in a campaign to help
establish a code of conduct at school.

Note: Discuss key aspects of integrity at the end of each activity. Have students reflect on
the activities to develop and strengthen student awareness. A round robin session
would allow students an opportunity to communicate and share their perceptions
and feelings with others. Students can also write a personal reflection in their
journal.
Qualities of Integrity
Have students brainstorm a list of people that have integrity. From the list, generate
qualities these people have and how this integrity developed over time. The children can
write a poem about these people.
Themes of Integrity
Discuss the outcomes of movies and stories where the theme involves integrity. Explore
different outcomes that could occur because of integrity or lack of integrity among the
characters.
Careers
Discuss jobs which involve partnerships and how integrity enters into the success of
accomplishing the job. (Examples: doctors, nurses, police, firefighters, athletes, etc.)
Have students discuss ways in which the workers depend on each other and why. The
students can speculate on the amount of integrity shown in the beginning and whether the
amount of integrity increases or decreases based on the person's actions and the length of
time they have worked together.
Groups
During a day when the students have worked in small group situations, allow time for them
to reflect on or review their experiences. Discuss in a large group how each person's
performance in the group project involved the concept of integrity. The children can draw
pictures or write stories about their experiences working in their groups.
5561
Friendships
Have the students discuss why they consider certain people friends and the qualities they
look for in a friend. Discuss the differences between acquaintances and friends and the
amount of personal integrity each type warrants. Have students explain why a very special
friend has integrity. Students can list the qualities that foster their integrity. Make the
children aware of the connections among integrity, trustworthiness, and honesty. When a
person is trustworthy they are honest. Once a person does dishonest things, they destroy
their integrity.
Conflicts
Discuss a situation in which a student entrusts a friend with a secret about what he is going
to do. The friend knows that the activity is dangerous: What should the friend do?
62
56
Dear Parents,
During this month of Character Education your child will be discussing Integrity. Students
will understand the importance of adherence to a code of conduct necessary for successful
performance in the workplace and in their personal lives.
Listed below are activities which will reinforce integrity and will offer opportunities for you
to become involved in your child's education.
Identify specific adults that exhibit integrity, and how they conduct themselves in their
personal lives as well as the workplace.
Discuss the positive traits of integrity and the consequences of not exhibiting these
traits.
Discuss major characters found in comic strips, plays, and television shows you read
or watch with your children. Ask your child which characters exhibit integrity. Ask
them to explain their reasons. Guide them to identify characteristics or qualities that
demonstrate whether the character has integrity or not.
Have each family member complete the sentence: I have integrity because
Discuss how a person's integrity could be tarnished by acts of dishonesty.
Your cooperation in this effort is greatly appreciated. We appreciate your continued

support for Building Good Citizens for Texas throughout the school year. We encourage
to reinforce these citizenship components throughout the summer.
63
57
RESOURCES
FILMS
In Charge At Home 21 min.

In Dutch 7 min.
Going Into Business 15 min.
BOOKS
Ashley, B. (1979). A kind of wild justice. S. G. Phillips, Inc.
Blegbad, L. & E. (1969). The great hamster hunt. New York: Harcourt, 1969.
Carroll, T. C. (1969). The lost christmas star. Champaign, IL: Garrard Publishing Co.
Clymer, E. (1973). Luke was there. New York: Holt.
Cole, S. (1974). Meaning well. New York: Franklin Watts.
Lobel, A. (1979). Frog & toad are friends. New York: Harper.
Silverstein, S. (1964). The giving tree. New York: Harper.
Stearns, P. (1976). Into the painted bear lair. Boston: Houghton Mifflin.
Viorst, J. (1974). My mama says there aren't any zombies, ghosts, vampires, creatures,
demons, monsters, fiends, goblins or things. Riverside, NJ: Atheneum Publishers.

Invite police officers and firefighters into your classroom to discuss how their partners or
fellow workers must have integrity. They can discuss how this integrity was formed and
fostered over time.
TAAS:
Grade 4:
Writing: Objective 3, Objective 5, Objective 6, Objective 7,
Grades 3-5:
Reading: Objective 1, Objective 2, Objective 3, Objective 4, Objective 5, Objective 6,
U.S. Department of Education
Office of Educational Research and Improvement (OERI)
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DOCUMENT RESUME

ED 440 911 SO 031 687

TITLE Building Good Citizens for Texas: Character Education

Reproductions supplied by EDRS are the best that can be made

U.S. DEPARTMENT OF EDUCATION

TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this

Character Education Resource Guide

TO THE EDUCATOR ADDRESSED:

Serving as the Commissioner of Education in Texas provides many opportunities to

Celebrating 50 Years of Service to Public Education

INSTITUTE ON AMERICAN VALUES

Linus Wright, Chairman

Board President Signature

Board Vice President Signature

Board Membership Signatures

* In May, a Citizenship Day can be planned to celebrate all of the

II. COMMUNITY INVOLVEMENT: Information may be sent to

III. SITE-BASED IMPLEMENTATION AND SCHOOLWIDE

IV. CLASSROOM GUIDELINES AND SUGGESTED

CHARACTER EDUCATION PROGRAM OVERVIEW

III. SITE-BASED IMPLEMENTATION AND SUGGESTED

IV. CLASSROOM GUIDELINES AND SUGGESTED

Character education can be reinforced by teachers, nurses, principals, librarians,

Infuge citizenship components into lessons.

Take advantage of daily opportunities in the classroom to discuss the citizenship

Allow time at the conclusion of lessons to "process" or reflect on the activities.

Refer to the list of resources for suggested readings and films.

SETTING THE CLIMATE AND TONE

Raise Your Hand

I Know Somebody Who.. .

Everyone Has A Right To Share

It's All Right To Argue For The Opposite Point of View

It's Okay To "Pass"

TEACHER TIPS ON MANAGEMENT

GROUPING FORMATS AND CLASSROOM ARRANGEMENTS

Role-playing and simulations can be conducted to provide opportunities for students to

Facilitate sharing by reminding students of the ground rules to be followed, modeling

As needed, guide the discussion to probe all points of view.

Attempt to come to a conclusion in discussions of individual citizenship components as

ACTIVITIES FOR GRADES K-6

Playing Games Fairly

Lost Lunch Money

Praise your children each time they exhibit honesty.

Your cooperation in this effort is greatly appreciated.

Conduct a food drive or participate in a fund-raising project.

ACTIVITIES FOR GRADES K-6

Why We Make Commitments To Be Responsible

practicing good hygiene (brushing our teeth and hair, bathing)

Little Red Hen

Responsibility to the School

Demonstrate family responsibility by volunteering in the community - help an elderly

Highlight responsible individuals noted in the newspaper or television. Discuss with

We appreciate your continued involvement in your child's education.

FIELD TRIPS AND SPEAKERS

Discuss the holidays for various ethnic groups at your school.

Encourage the students to respect school property by designating "clean-up days".

Ways to Show Respect

Individuals Who Demonstrate Compassion

More Than One Way