DOCUMENT RESUME

ED 464 362 CS 511 101

TITLE Developing Character through Literature: A Teacher's

Resource Book.
INSTITUTION ERIC Clearinghouse on Reading, English, and Communication,
Bloomington, IN.; Family Learning Association, Bloomington,
IN.
SPONS AGENCY Office of Educational Research and Improvement (ED),
Washington, DC.
ISBN ISBN-0-9719874-3-2
PUB DATE 2002-05-00
NOTE 187p.
CONTRACT ED-99-CO-0028
AVAILABLE FROM ERIC Clearinghouse on Reading, English, and Communication,
Indiana University, 2805 E. 10th Street, Suite 140,
Bloomington, IN 47408-2698. Family Learning Association,
3925 Hagan St., Suite 101, Bloomington, IN 47401 (Order #
180-2199, $19.95). Tel: 800-759-4723 (Toll Free); Fax:
812-331-2776;Web site: [Link]
PUB TYPE Guides - Classroom - Teacher (052) - - ERIC Publications
(071) - - Reference Materials - Bibliographies (131)
EDRS PRICE MFOl/PC08 Plus Postage.
DESCRIPTORS *Adolescent Literature; Annotated Bibliographies; *Childrens
Literature; *Citizenship Education; Concept Formation;
Elementary Secondary Education; *Individual Development;
Learning Activities; *Values Education
IDENTIFIERS *Character Development; Character Education; Family
Activities; *Trade Books

ABSTRACT
Based on the idea that the most important foundation of
education is character development, this book guides teachers and parents in
building strong character traits while reading and discussing popular books.
Children's books and young adult books draw students into discussions that
can lead to action and to personal development. Thoughtful teachers and
parents can ,use that literature and the activities suggested [Link] book as
a means of bringing their children to the commitments that will gradually
form character traits and citizenship attitudes that everyone is proud to
acknowledge. The units in the book stand for the most commonly described
topics in character education: responsibility, honesty, integrity, respect,
living peaceably, caring, civility, and the golden rule. Each unit in the
book begins with a brief essay about the selected trait, followed by teaching
suggestions, classroom resources, parent activities and Web sites, annotated
student booklists, student Web sites, teacher Web sites, and an ERIC
.annotatedbibliography. By reading the initial essay in each unit and
selecting one of the activities or discussion suggestions, a teacher could
begin work on the trait featured in that unit. A comparison of common core of
beliefs as identified by selected programs and organizations is appended.
(NKA)

Reproductions supplied by EDRS are the best that can be made

from the original document.
 Developing
Character
Through Literature
A 'Ileacher's Resource Book
ERIC and the Family Learning Assocation
-
Evelyn Holt O t t e n C o n s u l t a n t
Indiana Department of E d u c a t i o n

FAMILY
LEARNING
ASSOCIATION

3
 Developing Character Through Literature
A Teacher’s Resource Book

Published by
ERIC Clearinghouse on Reading, English, and Communication
Indiana University, 2805 East 10th Street, Suite 140
Bloomington, Indiana 47408-2698
Carl B. Smith, Director
and
The Family Learning Association
3925 Hagan Street, Suite 101
Bloomington, IN 4740 1

Copyright 0 2 0 0 2 by The Family Learning Association

Copy Editor: Darra Ellis

Production Editor and Cover Illustration: Neal Stepp

This project has been funded at least in part with Federal funds from the U.S. Department of Education
under contract number ED-99-CO-0028. The content of this publication does not necessarily reflect the
views or policies of the U.S. Department of Education nor does mention of trade names, commercial prod-
ucts, or organizations imply endorsement by the U.S. Government.

ERIC (an acronym for Educational Resources Information Center) is a national network of 16 clearinghous-
es, each of which is responsible for building the ERIC database by identifying and abstracting various educa-
tional resources, including research reports, curriculum guides, conference papers, journal articles, and gov-
ernment reports. The Clearinghouse on Reading, English, and Communication (ERIC/REC) collects educa-
tional information specifically related to reading, English, journalism, speech, and theater at all levels.
ERIC/REC also covers interdisciplinary areas such as media studies, reading and writing technology, mass
communication, language arts, critical thinking, literature, and many aspects of literacy.

4
 Acknowledgements

This book comes from the minds and hearts of many people. We want to thank all those who encour-
aged us and who gave us ideas along the way. Though we may not mention you by name, please know that
we are grateful for your comments and for the gentle nudges that you gave us in the development of this
guidebook on character development.

Evelyn Holt Otten deserves special recognition here because' we used her basic concepts and features in
constructing this resource book. She wrote most of the introductory essays and guided us throughout the
process of collecting materials and resources that will help teachers and parents.

Joanne Weddle took on the difficult task of writing the essay for the unit on faith-based programs. She
included in her final draft the comments of several people who helped us sort out the question of how to
open class discussions of the personal principles that guide children as they shape their characters. Don
Wigal wrote an extensive review and gave thoughtful guidance for the faith-based programs chapter. He was
. instrumental in the inclusion of reminders that classrooms need to be open to multi-faith and multi-philoso-
phies in discussing the principles that help people develop their characters.

Vera Frye found and wrote copy for the sections on heroes and lesson ideas. These features make it con-
venient for teachers and parents to show examples of a character trait as expressed in actual historical person-
alities and for developing actions that help children put the trait into practice. Vera's considerable invest-
ment in this character education effort puts us deep in her debt. Mei-Yu Lu, our resident expert on chil-
dren's books, compiled the list of books and their summaries that will help teachers and parents choose from
among the many options that are available on each character trait.

Steve Stroup and his highly professional research staff gathered the research and the numerous websites
that are significant resources for each chapter.

Neal Stepp as book designer and Darra Ellis as text organizer and copy editor provide us with the attrac-
tive and easy-to-read format that makes us all proud to send this book to the many people who have been
asking for it.

Judy Stark, our Federal project monitor, has offered meticulous and helpful editorial comments that
make this a more valuable book to all who use it. Even after all of us on the writing and editorial team have
finished, Judy fine tunes our work and makes all of us look better because she participates in the process.

Our book advisors - Leo Fay, Jane Henson, John Patrick, Joanne Weddle, Evelyn Holt Otten, and
Amy Eldridge - gave us a sense of direction with specific suggestions on how to make this a useful guide-
[Link] all these fine people, we say thank you and hope that you are as pleased as we are with the results.
It is a better book because of you, and the readers know better than to blame you for printed ideas with
which they might disagree. Thank you.

Carl B. Smith

5
 Table of Contents

Acknowledgements
Introduction

1. Responsibility .......................................................... 1
2. Honesty ................................................................. 27
3. Integrity ................................................................. 45
4. Respect .................................................................. 61
5. Living Peaceably .................................................... 79
6. Caring ................................................................... 99
7. Civility and School Climate ................................ 115
8. The Golden Rule ................................................. 139
9. Faith-Based Initiatives .......................................... 153

Appendices .............................................................. 169

Index ....................................................................... 173

6
Developing Character Through Literature A Teacher’s Resource Book

Introduction: Literature and Character Development

We do not suggest that children’s literature or reading stories leads directly
to character development. Ordinarily fiction does not intend to teach some-
thing specific, such as, being honest pays dividends. Yet, I dare say, many of us
have found books that helped us to grow, that pushed us to rethink our views,
perhaps even brought about a change in our standards-in other words, the
books influenced our character and helped to make us the person we are today.

Representing human struggles and feelings Content and Sensitive Issues

is an essential part of good story telling.
Whether told in the books of young children or
This book looks at the same traits or cate-
gories that appear frequently in other work relat-
of adults, stories give the reader the vicarious
ed to character education. Under each of the
experience of living through the trials and the
categories you will find book summaries for ele-
thrills of characters in a book. With reflection,
mentary, middle, and secondary students. The
the reader can decide how he or she personally
selected books have been chosen from standard
would have responded to the decisions the fic-
references and reviews of children and young
tional character made. Each of those reflections
adult books. We did not censor the book list to
and decisions gradually influences the thoughts
make it more or less palatable to one political
and actions of the reader.
group versus another.
With the guidance of parents and teachers,
some of the titles summarized in this book can With that understanding, however, it should
be clear that teachers and parents need to use
help our children to reflect, to decide, to
discretion in choosing books. The philosophy or
become a principled person. Isn’t that the under-
lying purpose of all character education?
the religious beliefs of the family can be applied
to any event in a book, but parents and teachers
Perhaps the underlying purpose of any educa-
may want to choose which elements in a story
tion?
they want to highlight as part of their discus-
For many current and historical reasons, cit- sions. There are children’s books, for example,
izenship education, character education, and that hint at child abuse or violence. Middle
service learning have risen in the consciousness school and young adult fiction today reveal all
of our citizens. We at ERIC and our partners in of the social and personal dilemmas that are dis-
this work see that we can contribute to the cussed in the evening news and in the school
efforts of the broad community by focusing on locker rooms. In our summaries we try to alert
specific character traits and associating children’s adults to some of these matters and use terms
and young adult books with them. We hope such as adult content, violence, and challenging
our effort facilitates reflection and leads to the traditional beliefs.
attitudes and behaviors that are summed up
here. This book is part of our contribution to Just as we have precluded politically correct
pull together resources for teachers in a handy selections, we have also avoided knowingly
adopting a particular philosophy or a sectarian
format. On our website we have a much larger
ethic. The attitudes, virtues, and behaviors that
database of programs, instructional guides, and
research studies that the public may view as they we have chosen seem to be generally acceptable
wish. to all major religious philosophies. For that rea-
son we feel that parents and schools can use

. .. 7
Introduction

these categories, select the books that match Each unit begins with a brief essay about
their purposes, and guide student reflection and the selected trait, followed by teaching sugges-
discussion as is appropriate. tions, classroom resources, parent activities and
websites, annotated student booklists, student
Decisions and Actions
websites, teacher websites, and an ERIC anno-
We want to say several times in this book tated bibliography. The resources and activities
that character development involves more than enable various stakeholders in character educa-
storing knowledge. That’s the reason we encour- tion to be involved and to see their own set of
age reflection, response, and action. Those are resources. This is not a teacher‘s manual for a
the ingredients that lead to personal change. specific character education program. A teacher
Besides reading and discussing events in books, or parent could easily use the units in this book
we feel that young people need to engage in to carry on a character education program and
activities that require a personal decision. It is would find numerous resources to match the
through those decisions that character develops. direction they want to go.
The value of reading stories and discussing By reading the initial essay in each unit and
life’s challenges with teachers and parents is that selecting one of the activities or discussion sug-
the child is swimming under the watchful eye of gestions, a teacher could begin work on the trait
a lifeguard, not diving alone into a muddy river featured in that unit. From there on, teachers,
with unknown currents. Today, children’s and parents and students all have resources that they
young adult literature explore life’s realities as can use to read about, discuss, and act on devel-
they have never done before. Thoughtful teach- oping the trait under consideration.
ers and parents can use that literature and the We encourage you to send us your reactions
activities suggested in this book as means of to this book and your experiences in character
bringing their children to the commitments that development, especially the books or stories that
will gradually form character traits and citizen- you find particularly valuable in character devel-
ship attitudes that we all will be proud to opment. We thank you in advance for sending
acknowledge. us your thoughts.
How to Use this Book
The units in this book stand for the most Carl B. Smith, Director
commonly described topics in character educa- ERIC Clearinghouse on Reading, English and
tion: respomibiLity, bonesty, integrity or doing Communication
one2 best, respect, Living peaceabLy, caring civili-
ty, and thegolden rule.

11

a -
d$
‘\ 1.
‘ 8
k
Responsibility
I

wA
\---/

Synonyms I

i trustworthy
I competent
I dependable
i accountable

I Definition
I
~ Our understanding of responsibility
includes the basic belief that each
of us has a mutual agreement with
, those around us t o do our part, to
, carry our fair share of the load and
I t o accept the consequences of our
1I actions. Thus i n the family,
neighborhood, school, church, and
workplace, I personally need t o
j contribute time and effort
according t o my role and the
I
1
expectations of my associates.
("Developing Responsibility i n
l Children," Parent Talk, 2001)
I
I

I . 9
ChaDter One RESPONSIBILITY

Thomas Lickona, a recognized leader in

the field of character education today, identi-
fies responsibility as one of the basic qualities
that schools should develop in their own stu-
dents (199 1). Lickona asserts that responsibil-
ity is an additional “r” that schools should
emphasize in their teaching of basic skills.
But how can we address this complicated
concept in a diverse world of students and conflicting beliefs? This paper
addresses (1) the various definitions of responsibility; (2) challenges in inte-
grating teaching of this concept in the classroom; (3) suggestions for helping
children develop personal and social responsibility; and (4)resources to aid in
teaching the concept of responsibility.

Definitions of Responsibility And she was on target. Employers want people

who are responsible, who will do what they
What does it mean to “be responsible”? contract to do, who keep priorities straight,
Cultural definitions vary, but all societies have a who are reliable day to day.
concept of what it means to be a responsible
Included in our understanding of responsi-
member of that society. Social and civic groups
bility is the basic belief that each of us has a
often stress building responsibility in their
mutual agreement with those around us to do
activities, from rites of initiation or passage to
our part, to carry our fair share of the load.
evidence of civic engagement required of its
Thus in the family, neighborhood, school,
members. However, even within local commu-
church, workplace, and so on, I personally need
nities, opinions vary as to what it means to be a
to contribute time and effort according to my
responsible citizen. The discussion among these
role and the expectations of those around me.
differing- constituents in the community must
take place in order to reach a consensus on How to Communicate a Sense of
what it means to be a responsible community ~ ~ ~ ~ ~ ~ ~ i b i l i ~ ?
member.
With students it is helpful to make a list of
Becoming a Responsible Adult the agreements and expectations that the family
Looking for Models or the school has for each individual. Some
schools put out a statement of their rules and
Karin was applying for a job and was wrap-
policies so children know what is expected of
ping up her reasons why she would be a good
them. Those rules may actually be printed in
employee. As a final selling point she said, “We
the front of student planning guides that the
are responsible people. We take care of our
school distributes each year. In the family, too,
house and we educate our kids. We pay our
it is helpful to list those things that individuals
bills and our taxes. We vote.”
are expected to contribute to keep your home
The character trait of responsibility implies running smoothly. It may be helpful to use the
all that she listed. More significantly, she felt home as a familiar setting for thinking about
that her statement about responsibility was the responsibilities.
capstone, the clinching argument for hiring her.
Developing Character T h r o u g h Literature A Teacher’s Resource Book

Here is an example of a list in its beginning able for a deed or misdeed. Just as society
stages. What do we do to make our home and imposes sanctions for misbehavior or neglect of
family work? What is expected of each of us? responsibility, we must also recognize and cele-
Make a few notes, then you can write them on brate our actions and accept the consequences
a separate sheet for posting for all parties to see. for what we do.
Parents Typical Expectations Challenges in Integrating
Parents provide food, shelter, Responsibility in the Classroom
money, and sense of direction A character education program that teaches
for the children. responsibility must involve the local community
Encourage students to think in building a common language and common
through their own obligations. expectations.
Assist with household chores, take rea- Several states, including Indiana (1995),
sonable care of clothes and toys, com- have developed a common core of beliefs and
plete school and church assignments. expectations for its citizens. Phi Delta Kappa’s
What are my concerns about these Study ofcore Values (2000-2001), “found that
expectations? In which areas do I need there are a number of core values on which
to improve to make me a more respon- most people agree, including learning, honesty,
sible member of my family and school? cooperation, service to others, freedom, respon-
sibility, and civility”. ( 5 )
What steps must I take to improve my
actions and show that I am a responsi- Many teachers feel uncomfortable when
ble person? embarking on a discussion of beliefs because
religion may become part of the discussion, a
Lickona offers a working definition of
natural consequence of a group discussion of
responsibility: “Responsibility is an extension of
how we become responsible people. It is impor-
respect. If we respect other people, we value
tant to understand that teaching about religion
them. If we value them, we feel a measure of
and teaching religion are two different topics.
responsibility for their welfare. Responsibility
Students need to develop a historical context
literally means ‘ability to respond’. It means ori-
for belief systems. Every culture develops a
enting towards others, paying attention to
belief system over time. Religious belief systems
them, actively responding to their needs.
are an important part of any social system.
Responsibility emphasizes our positive obliga-
Teachers are only helping students develop
tions to care for each other.” (Educatingfor
“perspective consciousness, .... and awareness of
Character: How Our Scbool[r Can Teach Respect human choices” called for by Hanvey in 1976
and Responsibility, 1991, p 44)
to achieve global awareness (Kirkwood, 2001, p
He continues: “Responsibility is the active 11).
side of morality. It includes taking care of self
Efforts to integrate character education
and others, fulfilling our obligations, contribut-
must be school-wide and community-wide.
ing to our communities, alleviating suffering,
Although it is possible for one teacher to stress
and building a better world.” (p 68)
character and responsibility in his or her class-
Being responsible, then, is not static but room, it is difficult to see fruition unless the
dynamic. Students in the learning community whole school and community embrace such
must be actively engaged in learning and must efforts. Indeed one teacher can have a tremen-
help other students to learn. Children must also dous influence in a child’s life; however, to be
understand that their actions, or inactions, have truly effective on a larger scale, we must all
consequences in that they will be held account-
Chapter O n e RESPONSIBILITY

work to model and encourage responsibility in behavior in the group. To help encourage the
whatever venue we encounter the child. growth of personal and social responsibility in
Otherwise, “this lack of cohesiveness or school the school community, teachers may try a vari-
wide initiative dilutes the effectiveness of the ety of activities to foster development within
systematic character curriculum” (Brooks & their students. In some classrooms, students are
Goble, 1997, p 100). allowed to share in developing rules of behavior
In Education is (not) a Spectator Sport and the consequences for misbehavior. Students
(Daggett & Kruse, 1997), the authors provide a have specific tasks or chores assigned that they
“suggestion for how a character-instilling educa- are expected to do and know the results of not
tion program can be implemented within a completing the tasks and the rewards that
framework of local definitions and goals” (p accompany successful completion of them.
265). Their procedures model those discussed Some students create classroom constitu-
above and conclude: tions and aid in resolving issues that arise under
In the process, students should be able to the constitution. Students participate in school
describe and compare their own cultural government that includes a process developed
and ethnic dtfferences, search for a niche for redress of grievances. Across the years stu-
f o r their own immediate and extended dents have engaged in local and community
families within society as a whole, and events and service-learning activities to further
come to an understanding of universal expand their view of the breadth of their
rights and responsibilities within this con- responsibilities.
text (p 266). Interaction and discussion seem critical to
Personal responsibility and social responsi- the process. Children need to examine the role
bility are both emphasized in the character of allegiances and resolving differences. “If edu-
qualities listed by the Indiana General Assembly cators fail to delve into motivational factors,
in the 1995 citizenship legislation, which calls character education can turn very authoritarian
for “responsibility to self, family, and the com- in practice. We must allow children to express,
munity” (Indiana General Assembly, 1995). discuss, and explore the variety of motivations
The family has a great effect on development of for moral behavior” (Glanzer, 2001, p 693).
personal and social responsibility, especially for
those early pre-school years so important in per-
Training; for Responsibility
- -
sonality development. The child is exposed to
six Steps
social responsibility in the family setting in By following a routine, you can
relating to other siblings and extended family build a sense of responsibility in
members, neighbors, child-care providers, and your students for the areas that you
in religious or other social gatherings. The old think are most appropriate. Here are six steps to
Swahili proverb that “it takes a village to raise a follow to establish the kinds of behavior that
child” gives all of us a stake in helping children will benefit your students.
develop a sense of personal and social responsi-
bility for their actions. 1. Create an image.
Make sure that your students have a picture
School Responsibilities in their minds of the behavior you focus on.
When children arrive at school, a new set When they are finished playing a game, show
of influences expands their sense of personal them where to replace the material and what
and social responsibility. Not only are they the storage area looks like when replaced and
responsible for picking up their personal what the room looks like when the toys are put
belongings, they are also held accountable for back. .
Developing Character Through Literature A Teacher’s Resource Book

2. Be an example. writing and post it for the students to see. If

picking up materials is the objective, put a note
Don’t expect your students to do something up: Pick up materials and put away before you
that you don’t do. If you want them to replace leave. Then no one can say they didn’t know.
their things, make sure that you put away yours
as an example. Your students need to see the 5. Praise appropriate behavior.
desired behavior in daily action.
“You’re a responsible kid.” “Way to go!”
3. Practice one area at a time. These praises bring about change more quickly
than do shouts of criticism. Let your students
Children are easily distracted, so give them know you notice they are becoming responsible
only one task at a time to focus on. The inclina- and like it.
tion of an adult is to present children with the
entire list of obligations, and to say, “Get it 6. Repeat.
done.” All of us need to work on one behavioral
More than mere patience is needed.
change at a time. Just remember how hard it is
Changing behavior requires numerous repeti-
to fulfill one New Year’s Resolution, let alone
tions. It’s a principle of learning that to fix a
ten of them.
behavior, the learner has to learn and then re-
4. Put it in writing. learn. “OK, Henry, let’s see again what a neat
room looks like after you pick up your things
“I didn’t know I was supposed to do that,” and put them where they belong.”
is the complaint of many students. They forget
sometimes intentionally. So put the obligation in

5
i3
Chamer O n e RESPONSIBILITY

Resources to Aid in Teaching the trustworthiness

Concept of Responsibility respect for others

Numerous resources exist to help teach responsibility

responsibility. They range from the philosophi- fairness
cal to practical teaching techniques. Here are caring
some samples:
citizenship
Thomas Lickona’s Educatingfor Character:
This multi-faceted approach includes all
How Our SchooLs Can Teach Respect and
community stakeholders in the promotion and
Responsibility (199 1) offers a good foundation
projection of character.
for teaching character education and specific
character qualities within the school.
Two works by Barbara Lewis, The Kidj References
Guide to Social Action: How to Solve the Social
Problems You Choose and Turn Creative Thinking Brooks, B.D. & Goble, F. (1997). The casefor
into Positive Action (199 1) and Kids with character education: The role of the school
Courage: True Stories About Young People Making in teaching values and virtue. (Northridge,
a Dzfference (1992), both offer practical applica- CA: Studio 4 Productions).
tion of personal and social responsibility Daggett, W.R. & Kruse, B. (1997). Education
through social actions for students in grades 4- is (not) a spectator sport. (Schnectady, Ny:
12. Similarly, Barbara Lewis published The Kid? Leadership Press).
Guide to Service Projects: Over 500 Service Ideas
for Young People Who Want to Make a Difference Glanzer, l? (2001). “Exit interviews: Learning
(1996), which provides both individual, class- about character education from post-Soviet
room and community projects. educators.” Phi Delta Kappan, May, 69 1-
693.
The Character Education Partnership
(htto://[Link] is a national organization Kirkwood, T.F. (2001). “Our global age requires
that helps parents, schools and local cornmuni- global education: Clarifying definitional
ties in developing character education. The ambiguities.” The Social Studies,
group offers publications, training initiatives, January/February, 10-14.
and evaluation instruments for effective charac- Lickona, T. (199 1). Educatingfor character:
ter education work. How our schools can teach respect and
The Character Counts! Coalition responsibility. (New York, NY: Bantam
(htto://[Link]), sponsored by the Books).
Josephson Institute, promotes the Six Pillars of
Phi Delta Kappa. (2000-200 1). “Ethical leader-
Character on a community-wide basis:
ship camps nurture young leaders.” News,
Notes and Quotes, Winter, 5.

6
Developing Character Through Literature A Teacher’s Resource Book

Lesson Planning - Teaching and cracks in the driveway; how I could use a mix
Learning about Responsibility from a home improvement store to shore up a
crumbling area at the edge of the driveway. I
The sections that follow are designed to could tell that Mr. Lovell saw these explanations
assist the teacher in presenting responsibility as as part of his being a responsible resealing con-
a character attribute. These sections do not nec- tractor.
essarily follow a lesson plan, rather, they give What about your students? What are the
teachers the ideas and resources they can use to responsibilities of being a student and how do
discuss, assign projects, send ideas home for we help prepare them? Here are a few responsi-
family conversation and build a small library on bilities and related actions.
the topic of responsibility.
Gain skill and knowledge
Besides the typical classroom discussion
material, there are World Wide Web references Ask and answer questions
for children and for adults. These can be listed Pay attention in class
and distributed as sources of ideas. These What did you learn?
resources will help children to learn that being
Do assigned work
responsible makes them feel good about them-
selves, and makes others respect and appreciate What are today’s assignments?
them. They allow children to search for ideas Learn to choose desirable alternatives
pertinent to themselves, take notes on specific What are your options?
topics, search web sites and the library for ideas
Setting priorities
that make sense to them.
What must be done first? Second?
In each section of this unit we have sug-
gested several ways that ideas or resources in Personal goals: be a better student,
that section can serve teaching and learning. improve grades, help others succeed
Because children learn as much at home as How do you achieve this goal?
they do at school, it is important, if not essen- Do you need any help?
tial, to involve parents in teaching character to
These are merely samples of the responsibil-
their children. Through take-home sheets par-
ities and the manner in which teachers and par-
ents will learn how they can reinforce and ents can discuss student responsibilities.
demonstrate positive character practices with
their children. The take-home sheets for parents Self-Directed Learners
are full of tips for parents to consider in devel-
oping character. They also show parents what Parents can use questions like those above
the children are learning in school. to encourage children to think about and to
accept their responsibilities as students. Our
How do Children Become goal in working through these details is to help
Responsible Students? children become self-directed learners and to
build self-determination into their lives. When
When Mr. Lovell finished resealing my you ask children, “What do you need to do to
asphalt driveway, he said with pride: “That’s the achieve a goal?”you are asking your child to
best I can do. Can’t ask a fellow to do more think ahead, to set priorities. Those valuable
than his best.” conversations with your children eventually
As he worked, he explained to me the dif- establish a mind set in your child, a way of
ference between water-based sealers and petrole- thinking that says:
um-based sealers; why it was important to fill

7
Chapter One RESPONSIBILITY

1 . I am responsible for becoming the stu- Goal Setting for Kids,

dent (or person) that I visualize. The LongView
2. I want to make choices that direct my
What makes responsible behavior impor-
studies, that direct my actions.
tant is not the fact that the child’s room is
Across the years, we want our children to clean, though some of us would do back flips
grow into self-directed learners. That means for neat rooms. What makes these little things
that they pursue the knowledge, the experiences important is their long term effect on the way
and the skills that they need to reach their we fulfill our jobs and live our lives. Our class-
goals. For example, when a child says, “I want room eventually becomes our work room. The
to become a teacher or a doctor,” you always habits we learn as children, we carry into adult
push them to find out what that means for life.
their student years-- “What do you need to
As best we can, then, we want to keep our
study and to learn to become a doctor?”
children looking to the future. Until they have
Accept the Consequences of reasonable experience, it is difficult for children
Your Actions to look beyond the week or the month. Yet,
goal setting plays a valuable role in the lives of
One of the major principles of being a children. Our desire is to get them to look
responsible person is to accept the consequences ahead as far as they can so they see that their
of your actions. Our decisions and actions lead behavior will lead to desirable effects in the
to results. future.
Positive acts help people and situations. Goals act like long range magnets that draw
These acts often bring praise and personal satis- us toward the result. The more visual and con-
faction. That’s why it is so important to compli- crete the goal, the more likely the magnetism
ment children when you notice them doing will work.
things that benefit school life. Make it a point
Children often have a vague inclination of
to catch them doing good things.
how the long range process works. Someone
Negative acts or an attitude of neglect asks them what they want to be when they
weaken the school environment or result in grow up. “I want to be a policeman when I
poor grades or trouble at school. These acts grow up.” At that moment, the child views the
result in a messy room or irritated people who policeman as his hero.
express their frustration in [Link] or neg-
The adult response should be: “What do
ative actions.
you like about being a policeman? Do you
Compliments or reprimands are under- know how to prepare for the job?” Thus the
standable reactions to the actions of your chil- parent or the teacher uses those early opportu-
dren. Talk to them about consequences. Help nities to:
them see that they initiate a chain of reactions Clarify the image of the hero
by what they do. They need to learn to accept
Suggest that there are preparations for
responsibility for their actions. Reassure them,
too, that you will help them understand and the job
guide them towards actions that bring satisfac- Get an immediate sense of the goal:
tion and away from those that bring hurt and “Let’s ask that policeman what he does
shame. everyday.”
In terms of adult goal setting, the process looks
like this:

8
Developing Character Through Literature A Teacher's Resource Book

Immediate steps or actions to reach goal For example, if my long-term goal is to carry
out my obligations just like a policeman, what
will I want to accomplish in the next 3-6
months (intermediate goals) and what will I do
Intermediate goals, e.g., education this week (immediate actions)? It always helps
parents and children to write down these goals
as magnets. They may change many times in the
months and years ahead, but the process
becomes established in the child's mind.
Long term or life goals. (State these as concretely
as you can. Picture your hero.)

9
Chapter One RESPONSIBILITY

(Handout for Students)

Where are you headed?
You may want to present students with a worksheet like the following:

Picture your goal.

0 What are the school requirements?

List the skills and knowledge you can gain now.

Developing Character Through Literature A Teacher’s Resource Book

(Letter for Parents)

Parents on Responsibility

Dear Parent,

At school we are working on activities that help develop good character. Recently we have
been working on responsibility. Since we want children to do some tasks at home, your coop-
eration will be appreciated. Being responsible means:
Doing what you promised you would do.
Doing what you are expected to do.
Doing your best.
Keeping on trying.
Accepting consequences of actions

Please help your child feel good about being a responsible person. Here are some ways
that you can show why people respect a responsible person:
1. Explain that a responsible person follows through on commitments. Let your child see
that as they grow they will be trusted with greater freedom.
2. Praise them for behaving responsibly. Actually tell them that their responsible behav-
ior means a lot to you.
3. Don’t bring up past failures, but feel free to share your own convictions with your
children.
4. When decisions seem complicated, be willing to talk with you; children about those
decisions.
5. Read stories together and discuss ways that characters display responsible behavior.
6. Turn to resources about character education. See [Link] for ideas and
resources.

If you find or develop helpful ideas for this topic, please share them with other parents
and with us at school. Thank you for your help.

Sincerely,
Chapter O n e RESPONSIBILITY

(Handout for Parents)

Responsibility and Your Child
A sense of responsibility changes from year to year as your child develops. To make this more
concrete, review the following list of activities where a child can show personal responsibility. Put a
"+" in front of items your child already does, then go back through the list and put a > mark in
front of those that you think should be the next steps for your child.
This list includes responsibility for self, for personal things, for the home environment, for
school and for the community.
As you can see, some of these obligations are simple and some are more complex. The secret
to changing a child's behavior is to start with simple tasks, establish the behavior and then move to
another task.
There is no fixed sequence to any of these matters. Perhaps you should start with an area that
irritates you most when your child doesn't act responsibly. If you get bent out of shape when toys
and games are left lying all over the room, that would be a good place to start.

Personal Care Care for House, Neighborhood

- Brushes teeth without parent reminder - Carries dishes to sink
- Washes hands after toilet and before - Closes doors and windows
meals - Wipes up own spills
- Eats reasonable diet - Cleans cooking dishes
- Other - Other

Orderly Room Money

- Puts clothes where directed - Saves for personal purchases
- Cleans room as directed - Accounts for money
- Makes own bed - Earns some money through chores
- Other - Other

Toys and Games School Work / Church Work

- Returns toys to storage area - Brings assignments & announcments homt
- Picks up game material when finished - Finishes homework in a timely manner
- Plays games during designated time - Prepares for tests as needed
periods - Keeps parents informed of progress
- Other - Other
Developing Character Through Literature A Teacher’s Resource Book

Historical Figures Who Exemplify slave to learn to read and

Responsibility write, Washington
received no formal educa-
tion. After the Civil War,
Eleanor Roosevelt (1884- 1962), American he worked several manual
jobs in West Virginia.
First Lady & humanitarian, modeled civic and
Eager to get an educa-
national responsibility as a social activist. When
tion, he traveled five
Franklin D. Roosevelt was elected president in
hundred miles by foot to
1932, the country gained another great leader -
his wife, Eleanor, who became America’s most attend the Hampton
influential First Lady. She changed the percep- Normal Agricultural
Institute, which had been
tion of what a First Lady could do, working
tirelessly for human rights, civil rights and established to train black
women’s rights. Eleanor felt a responsibility to students as teachers and
tradesmen. Samuel Chapman Armstrong, the
serve. She believed that the United States was
her country. Throughout the White House founder, and the institution he created were to
become the one great influence in Washington’s
years, everything she did, she did with a sense
life. Armstrong believed in work, study,
of power and responsibility. Her belief that
“what one has to do usually can be done” hygiene, morality, self-discipline and self-
helped Roosevelt pave the way for the women reliance in large amounts. The Institute was not
who would follow her. Eleanor was also a civil a place for slackers. Washington graduated with
rights activist. While First Lady, she went on honors and went on to teach Native Americans.
In 1881, he was hired as principal by the
nationwide lecture tours, and held over 350
Alabama school that under his leadership would
press conferences for women reporters only.
She championed domestic civil rights for all become the Tuskegee Institute. Washington
groups, pushed for better housing in all com- consistently emphasized individual responsibili-
ty. He thought that gaining the values of indi-
munities, and advocated more influence for
vidual responsibility, the dignity of work, and
members of her gender. In 1946 she was elected
the need for enduring moral and spiritual char-
chair of the U ” s Human Rights Commission
and she helped draft the UN Universal acter were the best means for former slaves to
Declaration of Human Rights. Her integrity, assume their rightful place in America. And the
best way to do this, he argued, was to encour-
her graciousness, and her sincerity of purpose
endeared her personally to many people. age business and industry, and not through
political agitation. He is famous for a speech in
Atlanta in which he urged blacks to accept their
social position, but to educate and train them-
Booker Taliaferro Washington (1856-19 1 9 ,
selves for a higher position through economic
born a slave in Hale’s Ford, Virginia, and
independence. Washington believed that politi-
deprived of any early education, went on to
cal power was a responsibility to be achieved
become America’s foremost black educator of
rather than a right that must be granted.
the early 20th Century. Since it was illegal for a

2%
Chaoter O n e RESPONSIBILITY

C. S. Lewis (Clive Staples Lewis) ( 1 898 - studying many civilizations - including the
1963), an English author, was born in Belfast, Ancient Egyptian, Old Norse, Ancient Jewish,
Ireland. Indeed, C.S. Lewis is hailed as one of Babylonian, North American Indian, Hindu,
the greatest Christian philosophersof the 20th Ancient Chinese, Roman, Christian, Greek,
century. He was a tutor and lecturer at Oxford Australian Aboriginal, Anglo-Saxon, Stoic, and
University, and later Professor of Medieval and Ancient Indian and identified eight objective
Renaissance English Literature at Cambridge values which they held in common. One of
University. In the judgement of many, he is the eight cornerstone values Lewis discovered was
most popular and most effective explainer and Responsibility. Lewis was one of our greatest
defender of the Christian faith writing in modern thinkers about the responsibility of
English in the 20th century. Lewis spent decades adults in educating the young.

14
22
Developing Character Through Literature A Teacher’s Resource Book

Websites on Responsibility htt~://www.~[Link]/siukai82/res~onsib~[Link]

for Students Responsibility requires self-discipline so that
your tasks are accomplished. Its value is also
Definition of Responsibility. linked to that of respect. Understanding and
httD://[Link]/character/ practicing the principles will help to make you
htrn
rnonthlvtraits/ResDonsibility. mature and able to take charge of yourself and
httD://[Link]/~ro~rams/chared/ your conduct.
Res~[Link]. htrn Some Thoughts of Kids for Kids on
These two sites contain a short list of ways you Responsibility.
can exhibit the trait of responsibility. htto://[Link]/rnain/Character%20Grows
Stories about Responsibility. htrnl
/Res~onsibilitv/res~onsibilitv%2Okids/rability.
Adventures from The Book of firtues. .
httr,://[Link].ordlOO1709/thinkquest
htto://[Link]/Storytirne/ values/3res~onsibili~/responsibi~i~ frarneset.htrn1
[Link] This site defines responsibility, the word in
Lots of interesting stories! You can write stories other languages, and a folktale. Fun, interactive
about your own life, read stories from other site.
kids and experience some of the best stories
from around the world. There are some of your Thoughts on Responsibility.
favorite puzzles and games in a treasure chest to httD://[Link]/school/character/
play! resDonsibility.htrn1
This site contains an explanation of what it
Good Rules to Follow. means and some quotations about this trait.
[Link] Learn more about responsibility by reading The
[Link] Aspen Declaration here.

15
Chapter One RESPONSIBILITY

Books on Responsibility Grades 5-7

for Students CREECH, Sharon. (2000). The Wunhm.
Harper Collins. ISBN0060277300. 13 year old
Grades K-4 Sophie and her cousin Cody record their
BARTON, Byron. (1993). The Little RedHen. transatlantic crossing aboard the Wanderer, a
HarperCollins. ISBN 00602 16751. The little forty-five foot sailboat, which, along with
red hen finds none of her lazy friends willing to uncles and another cousin, is en route to visit
help her plant, harvest, or grind wheat into their grandfather in England.
flour, but all are eager to eat the bread she CUSHMAN, Karen. (1995). The Midwife's
makes from it. Apprentice. Clarion. ISBN 0395692296. In
BUNTING, Eve and HIMLER, Ronald. medieval England, a nameless, homeless girl is
(1997). A Duy2 Work. Clarion. ISBN taken in by a sharp-tempered midwife, and in
0395673216. When Francisco, a young spite of obstacles and hardship, eventually gains
Mexican-American boy, tries to help his grand- the three things she most wants: a full belly, a
father find work, he discovers that even though contented heart, and a place in this world.
the old man cannot speak English, he has FREEDMAN, Russell. (1987). Lincoln: A
something even more valuable to teach him. Photobiogrupby. Clarion. ISBN 0899 193803.
STEIG, William. (1986). Brave Irene. Farr, Photographs and text trace the life of the Civil
Straus & Giroux. ISBN 0374309477. Plucky War President.
Irene, a dressmaker's daughter, braves a fierce GARDINER, John. (1980). Stone Fox.
snowstorm to deliver a new gown to the Crowell. ISBN 0690039832. Little Willie
duchess in time for the ball. hopes to pay the back taxes on his grandfather's
TEAGUE, Mark. (1994). Pigsty. Scholastic. farm with the purse from a dog sled race he
ISBN 0590459155. When Wendell doesn't enters.
clean up his room, a whole herd of pigs comes LOWRY, Lois. (1993). The Giver. Houghton
to live with him. Mifflin. ISBN 0395645662. Given his lifetime
WARD, Lynd. (1952). The Bigest Bear. assignment at the Ceremony of Twelve, Jonas
Houghton Mifflin. ISBN 0395148065. Johnny becomes the receiver of memories shared by
goes hunting for a bearskin to hang on his fam- only one other in his community and discovers
ily's barn and returns with a small bundle of the terrible truth about the society in which he
trouble. lives.
NAYLOR, Phyllis Reynolds. (1991). Shiloh.
Atheneum. ISBN 0689316143. When he finds
a lost beagle in the hills behind his West
Virginia home, Marty tries to hide it from his
family and the dog's real owner, a mean-spirited
man known to shoot deer out of season and to
mistreat his dogs.

16

24
Developing Character Through Literature A Teacher’s Resource Book

Grades 8-12 PATERSON, Katherine. (1991). Lyddie. Puffin.

ISBN 01403498 12. Impoverished Vermont
BAUER, Joan. (1998). Rules of the Road. farm girl Lyddie Worthen is determined to gain
Putnam’s. ISBN 0399231404. Sixteen-year-old her independence by becoming a factory worker
Jenna gets a job driving the elderly owner of a in Lowell, Massachusetts, in the 1840s.
chain of successful shoe stores from Chicago to
Texas to confront the son who is trying to force VOIGT, Cynthia. (1981). Homecoming.
her to retire. Along the way Jenna hones her tal- Atheneum. ISBN 0689308337. Abandoned by
ents as a saleswoman and finds the strength to their mother, four children begin a search for a
face her alcoholic father. home and an identity.
HINTON, S . E. (1967). The [Link]. WILHELM, Kate. (1998). The Good Children.
ISBN 0670532576. The struggle of three broth- St. Martin’s. ISBN 0312179146. Four children
ers to stay together after their parents’ death and in Oregon hide their mother’s death for fear of
their quest for identity among the conflicting being sent to foster homes. Eventually, they are
values of their adolescent society. forced to report her disappearance. A lawyer is
appointed and falls in love with the eldest
daughter who narrates the tale.

17 25
Cha me r O n e RESPONSIBILITY

Websites on Responsibility Responsibility can and must be taught. Being

for Parents responsible is an attitude as well as a skill. Teach
your child now.
Money and Kids: A Parental Guid Child Raising Advice: responsible children.
to Teaching Financial Responsibility [Link] rcsphtrn
By Paula Hogan Steps at every age of your child's development
httD://[Link]/ to follow to ensure that you are raising a caring
publications/[Link] and responsible child.
Knowing how to use money wisely is a critical
skill that is best learned starting at a young age. Helping Your Child Learn Responsible
Imparting this knowledge is an issue many par- Behavior with activities for children
ents wrestle with. Edited by Theodor Rebarber
[Link]
Helpful tips for teaching responsibilitywith [Link]#honesty
chores. Our children deserve to learn important lessons
httD://[Link];.com/[Link] from us and to acquire important habits with
By giving your children chores to do, you are our help. They need help in learning what mat-
not only teaching them to be productive mem- ters to us. We want our children to grow up to
bers of the family but you are also teaching be responsible adults. We want them to learn to
them responsibility. Get children involved with feel, think, and act with respect for themselves
the process of choosing which chores to do! and for other people. We want them to pursue
This will encourage your child and give the their own well being, while also being consider-
feeling of self importance. ate of the needs and feelings of others.
Teach your Child about Responsibility Stages of Responsibility.
htt~://[Link];[Link]/4hcritters/
htm
httD://[Link]/resDonsi.
PAR [Link] Practical Suggestions for Responsibilities You
h ttp://[Link]/4hcritters/irna~es/ Can Expect Your Child to Begin at Specific
[Link] Ages

Responsibility. Stories and Parents Guide. Responsibility'sMeaning

Adventures from The Book of virtues. [Link]
[Link] responsibility rneans.htrn1
[Link] Responsibility is a social value, part of the com-
Responsibility is an important element of all pact that makes living in a shared world possi-
our relationships with each other. These stories ble. Individual responsibility is the habit of see-
will help your child understand that acting ing oneself in relation others and to the future.
responsibly means understanding that hidher Some say responsibility is the flip side of having
behavior affects other people, and accepting the individual rights; for most, it's about making
consequences of hidher own behavior. There's life better.
also a place for you to ask questions about your Parent's Guide to Responsibility.
child. httD://[Link];[Link]/
Teaching Children Responsibjlity. ";? pide:htm
V A

.. . . l8 26
Developing Character Through Literature A Teacher’s Resource Book

Parent [Link] Children Become The responsible child: How to teach responsi-
Responsible bility (Ages 6 to 8)
[Link] by Mary VanClay
fami~vdeveloprnent/corn~onents/6961 [Link] [Link] [Link]/refcap/parentind
raisin_~/38
[Link]
Chapter O n e RESPONSIBILITY

Websites on Resposibility week unit, which incorporates four disciplines:

for Teachers Computer Science, English, Mathematics,
Social Studies, and to a lesser extent, Science. It
Lesson Plan: Responsibility - Six focuses on personal, community, and global
Pillar Shuffle. responsibilities.
Texans Building Character [Link]
httD://[Link]/tbc/dessonDlans/ Respon/[Link]
[Link] Teaching Children Responsibility.
Being Responsible. Responsibility is the result of a learning process,
Teaching Guide for Grades K-5. of being cared for, of learning to care for others.
[Link] htrn
[Link]
BeimResponsible.htrn1 Learning Activities on Responsibility.
Are you a responsible Person? [Link]
Teaching Guide for Grades 7-12. responsibility means.htrn1
[Link] Grades 3-5
Responsibilitv.htrn1 [Link]
[Link]
Responsibility and Sport.
[Link] Responsibility
You will find the definition of responsibility,
Teaching Responsibility in the Classroom. find out about the benefits of responsible
[Link] tters/ behavior and four levels of responsibility.
teach [Link] [Link]
Middle School Lesson Plan: Be Responsible. Creative Activities on Responsibility.
[Link] from Center for Character Development
rniddle/[Link] [Link]
Character Education Lesson Plans. [Link]
[Link] Helpful Tips for Teaching Responsibility
[Link] with Chores.
List of Activities by Grade Level. Lee-Bee Chore Charts.
htrn
[Link] [Link]

Getting at the Truth: W h o should take A Great Web Site on Responsibility.

responsibility for our history? Meaning and importance of responsibility,
Grades 9-12 many types of responsibilities, some examples,
[Link] proverbs and maxims, steps to making responsi-
ble decisions, more quotes, action steps, and
Hard Work. activities booklist.
Grade Level 1 [Link]
[Link]
[Link] Basics for Teaching Responsibility to
Elem-entary and Middle School Students
related words,
Grades 8- 12

20 28
Developing Character Through Literature A Teacher’s Resource Book

starting point for the development of activities, Are you a responsible Person?:Teaching
lessons, and discussions related to a character Guide.
trait. Grades 7-12.
[Link] [Link]
resDonsibilitv.shtrn1 [Link]
Being Responsible: Teaching Guide. Responsibility and Sport.
Grades K-5. .html
[Link]
[Link]
[Link]

21
29
Chapter One RESPONSIBILITY

ERIC Bibliography on D L [Link]

Responsibility
AN: ED430850
ERIC annotated bibliographies add brief DE: *Citizenship Education; *Citizenship
ideas to help with this topic. Many of the anno- Responsibility; *Public Schools; *Social Studies
tated articles are available in full text. See the AB: This publication includes practical sugges-
Appendix for directions. tions for emphasizing responsibility in social
The following reports of research and class- studies classes for grades 9-12, and is a compan-
room practice are summarized here from the ion to “Building a Foundation for Citizenship,”
ERIC database. For more information on arti- which outlines steps for establishing a
cles in the database, or to find the full text of citizedcharacter education program in North
an article go to [Link] to search Carolina public schools. Strategies for teaching
the database. The numbers at the top of each the social studies strands “Economic, Legal and
reference enable you to go directly to the article Political Systems” and “United States History”
that you seek. include intellectual exercises that require stu-
dents to learn and make choices related to
AN: EJ605448 responsibility. Each of the strategies provides an
AU: Persico, Marilyn A. example of a multidimensional learning experi-
TI: Our Responsibility Is Teaching ence, and is organized to include a goal, skills,
Responsibility. the responsibility theme, a strategy, assessment,
PY: 1996 and resources. An appendix includes rubric
SO: Middle School Journal; v28 n2 p39-42 models and traits for the National Civic
Nov 96 Standards and Responsibilities of School
DE: *Middle School Students; *Socialization; Personnel. (MM)
*Student Behavior; *Student Needs
AB: Describes five effective programs that AN: ED4 17798
address the socialization needs of students: (1) a TI: Activities for Teaching Responsibility:
Vice Principal’s Action Committee; (2) an Teaching Responsibility in the Elementary
administrative dispute mediation program; (3) School Curriculum.
an interpersonal skills offering for sixth graders; CS: North Carolina State Dept. of Public
(4) a conflict resolution guidance component to Instruction, Raleigh.
the discipline office; and (5) a school wide peer PY: 1997
counseling assistance program. (DLH) P R EDRS Price MFOl/PC03 Plus Postage.
DL: httt,://[Link]/
AN: ED430850
TI: The Social Studies CharactedCitizenship AN: ED417798
Education Connection. Teaching Responsibility DE: *Class Activities; *Elementary School
in the High School Social Studies Curriculum. Curriculum; *Learning Activities;
CS: North Carolina State Board of Education. *Responsibility
PY: 1997 AB: The activities in this book are idea starters
AV: North Carolina State Board of Education, for teaching about responsible behavior. The
Division of Instructional Services, Language activities provide opportunities to discuss and
Arts/Social S t u d j e F s l N. Wilmington St., reflect on personal and group_responsibilities
c-
Raleigh, (NC‘2760 1-2825. i) during daily activities in ord?nary, familiar situ-
NT: For’retateaxocument, 1 1” a
/‘ ‘;Buildingcq) @ a s at -’rhome,
/yi>schoolfin neighborhoods
1 -7- ‘and
if
Foundationfor,@&~r&ip?’jee ,,E,D 3$Q66/
PR: EDRS Price MFO 1/PC02 Plus Postage. i ---
$idmmuniti$?h&feas l l can
l j be
+
’ adapted
l
u
\
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- 2

a e d appropriately inpgmary to uppbelemen-

/
,

22

30
Developing Character Through Literature A Teacher’s Resource Book

tary classes, with the discretion of the teacher PY: 1996

and the needs of the students guiding how the SO: Social Studies; v87 n5 p224-27 Sep Oct
activities are used in the classroom. The follow- 1996
ing components are included for each activity: DE: *Class Activities; *Creativity; *Educational
(1) activity overview, a brief description outlin- Games; *Instructional Materials; *Learning
ing suggested steps to follow; (2) literature con- Activities; *Teaching Methods
nection, a list of books on related topics to use AB: Argues that with a little creativity and some
in integrating instruction; (3) “ways I can use scrounged materials, social studies teachers can
this idea,” an opportunity for teachers to identi- construct interesting games and activities.
fy ways they can incorporate the suggested Provides examples of games and a lesson plan
activities in existing lessons or units and to teaching responsibility through a group con-
adapt to individual and class needs. Selected struction. Profiles an instructional materials
activities also include handout masters, copy center that collects and distributes donated
ready masters to support the activities. Example materials. (MP)
titles of activity units are: (1) “Recipes for
Responsible Behavior”; (2) “Times When We AN: ED395697
Act Responsibly”; (3) “Behaviors that Bug Me”; AU: Williams, Linda K.; and others
(4) “Turn Over a New Leaf”; ( 5 ) “Room TI: Caring and Capable Kids: An Activity
Responsibilities”;and (6) “Oops! Your Guide for Teaching Kindness, Tolerance, Self
Irresponsibility is Showing!” There are 26 activ- Control and Responsibility.
ity units in all. (EV) PY: 1996
AV: Innerchoice Publishing, PO. Box 2476,
AN: EJ547059 Spring Valley, CA 9 1979 (Activity book,
AU: Lickona, Thomas $18.95; cassette tape of songs in this book by
TI: Teaching Respect and Responsibility. composer Linda K. Williams is also available).
PY 1996 PR: EDRS Price MFOl Plus Postage. PC Not
SO: Reclaiming Children and Youth: Journal of Available from EDRS.
Emotional and Behavioral Problems; v5 n3 DE: *Ethical Instruction; *Interpersonal
~ 1 4 3 - 5 1Fall 1996 Competence; *Interpersonal Relationship;
NT: Special theme issue on “Kids and *Moral Values; ‘Values Education
Conscience.” AB: With the purpose of developing caring and
DE: *Change Strategies; *Ethical Instruction; capable children, this book offers teachers and
*Social Development; *Student Responsibility; counselors a collection of over 75 activities as
*Youth Problems teaching and guidance tools. Characteristics of
AB: Argues that the surge of violence by youth caring and capable children, which reflect the
arises from a national crisis of character. development of empathy, compassion, assertive-
Proposes that schools join families, churches, ness, and self discipline, are described. The
and communities in instilling universal ethical activities are grouped into the following eight
values. Outlines a comprehensive approach to developmental units: (1) kindness; (2) toler-
character development and offers supporting ance; (3) respect; (4) service to others; ( 5 )
research and practical examples of schools that responsibility; (6) self control; (7) peer pressure;
implement these principles. (RJM) and (8) ethical decision making. The first com-

~~,
ponent of each unit is a short-story that embod-
0
AN:c7J5fq256
AU: BrowniDGid W.
’
TI: *bgya;apl$
l\‘lll
mT
A&¶n
~~
iF- thsunit theme, followed-by
/,-I <2-5>
pz.--/- \ i ’,’
questions
\c~:

maSilitate2n-exahange oFreactioris>to ihe\story.

-,y,
ue I U C ’ a y A f i n w (cr;piso followi<Gea& ‘story is’ a;sheetI fp,r‘\stydents
to

‘iJ/
\-. -.-- ..-, .
Social Studies Class. (co,recordi - ~ - - ’their person$-responses to thcJstory
c‘ C

-
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23
31
Chamer O n e RESPONSIBILITY

and similar situations that they may have expe- skills in a deliberate, enjoyable fashion and to
rienced. The subsequent four or five activities elevate their awareness of each person’s responsi-
in each unit are designed as small group discus- bility to create a cooperative environment wher-
sions, called “sharing circles.” Their purpose ever they may be. Interdependence is a central
and the process of their implementation are theme as is the awareness that dissent and con-
described in the introductory chapter. In addi- flict are natural and productive elements in
tion, four to six class activities are included in society. Activities are grouped into seven topic
each unit. The final component of each unit areas with accompanying handouts. The topic
consists of song lyrics that relate to the theme areas include: (1) “Appreciating Dif-ferences”;
of the unit, and reinforce the lessons learned (2) “Communicating Effectively”; (3)
from the unit. Adaptations to activities are sug- “Developing Friendship Skills”; (4) “Helping
gested for younger students, and may also be and Being Helped”; ( 5 ) “Including Others”; (6)
made to suit different ability levels, cultural “Re-solving Conflict”; and (7) “Working
backgrounds, and interests of students. BAC) Together.”(EH)

AN: EJ5 1908 1 AN: ED366425

AU: Pauly, Lynn; and others AU: Grossnickle, Donald R.; Stephens, Ronald
TI: Know When to Say No. D.
PY 1995 TI: Developing Personal and Social
SO: Learning; v24 n2 p12-14,16 Sep 1995 Responsibility. A Guide to Community Action.
DE: *Parent Teacher Cooperation; *Student CS: National School Safety Center, Malibu,
Behavior; *Student Responsibility; *Teacher CA.
Expectations of Students; *Teacher Student PY: 1992
Relationship; *Values Education AV: National School Safety Center, Pepperdine
AB: Describes one elementary teacher’s experi- University, 24255 Pacific Coast Highway,
ence when a minor event (a student forgetting Malibu, CA 90263 ($9).
to bring a permission slip and lunch for a field P R EDRS Price MFOl/PC05 Plus Postage.
trip) resulted in a major class lesson in responsi- DL: httD://[Link]/
bility. Another teacher and a social worker pres- DE: *Citizenship Education; *Social
ent their perspectives on the situation and pro- Responsibility; *Student Responsibility; *Values
vide suggestions for teaching responsibility. Education
(SM) AB: Noting that much is known about teaching
and learning personal and social responsibility
AN: ED389642 but little is incorporated into the K 12 curricu-
AU: Schilling, Dianne lum, this book is intended for parents and edu-
TI: Getting Along: Activities for Teaching cators as a guide to helping children develop
Cooperation Responsibility Respect. personal and social responsibility, especially as it
PY: 1993 relates to behavior in school. Part 1 of the book
AV: Innerchoice Publishing, PO. Box 2476, consists of five chapters: (1) “Making
Spring Valley, CA 9 1979. Responsibility Education a Priority at Home
PR: EDRS Price MFOl Plus Postage. PC Not and School”; (2) “Teaching Responsibility”; (3)
Available from EDRS. “Exploring the Meaning of Personal and Social
Responsibility”; (4) “Settingsoals for Learning

L_

24
32
Developing Character Through Literature A Teacher’s Resource Book

teaching personal and social responsibility, contains four chapters: (1) The Case for Values
while the single chapter that makes up part 3 Education; (2) Educating for Character: Why
describes 16 exemplary programs, resources, Schools Need Help from Home; (3) What
and references for parents, schools and the com- Values Should Schools Teach? and (4) What is
munity. Six appendixes contain a sample teach- Good Character? Part Two, “Classroom
ing unit from the Character Education Strategies for Teaching Respect and
Institute, a sample responsibility lesson from Responsibility,” includes an introduction to
the Home School Institute, a description of a parts two and three: “Teaching Respect and
responsible student from a high school depart- Responsibility: The Big Ideas” as well as 11
ment, a letter from a teacher to parents on chapters: ( 5 ) The Teacher as Caregiver, Model,
course responsibility, a sample parent student and Mentor; (6) Creating a Moral Community
handbook, and a list of responsibility oriented in the Classroom; (7) Moral Discipline; (8)
elementary school behavioral expectations. Creating a Democratic Classroom
(MDM) Environment: The Class Meeting; (9) Teaching
Values through the Curriculum; (10)
AN: EJ455182 Cooperative Learning; (1 1) The Conscience of
AU: Blair, William Craft; (12) Encouraging Moral Reflection; (13)
TI: Give Class Jobs Clout. Raising the Level of Moral Discussion; (14)
PY: 1992 Teaching Controversial Issues; and (15 )
SO: Learning; v21 n2 p86 Sep 1992 Teaching Children to Solve Conflicts. The final
DE:*Classroom Techniques; *Student section, “Schoolwide Strategies for Teaching
Responsibility Respect and Responsibility,” contains five chap-
AB: Presents one teacher’s classroom techniques ters: (16) Caring beyond the Classroom; (17)
for teaching responsibility through real world Creating a Positive Moral Culture in the
learning experiences. Wall charts rotate every- School; (18) Sex Education; (19) Drugs and
day jobs. Students apply for challenging jobs. A Alcohol; and (20) Schools, Parents, and
lottery system determines who gets favorite Communities Working Together. An appendix,
jobs. Students vote on who organizes special “Getting Started and Maintaining
events. Momentum,” is included. (LL)

AN: ED337451 AN: EJ408172

AU: Lickona, Thomas AU: Guyton, Jane M.; Fielstein, Lynda L.
TI: Educating for Character. How Our Schools TI: Student Led Parent Conferences: A Model
Can Teach Respect and Responsibility. for Teaching Responsibility.
PY: 1991 PY: 1989
AV: Bantam Books, 666 Fifth Ave., NY, NY SO: Elementary School Guidance and
10103 ($22.50). Counseling; v24 n2 p169-72 Dec 1989
P R Document Not Available from EDRS. DE: *Parent Teacher Conferences; *Student
DE: *Controversial Issues Course Content; Leadership; *Student Responsibility; *Student
*Moral Values; *Student Responsibility; ‘Values Role
Education AB: Describes program in which elementary
AB: Drawing- from research, this book examines school students lead parent teacher conferences,
shares authors’ exDeriences with the student led

25
.. *k* 3.3
Chapter O n e RESPONSIBILITY

AN: ED306644 teachers follow the same system of three warn-

AU: Lane, William C., jr. ings, sending a notice to parents on the third
TI: The Discipline of Discipline. warning. Students are sent to a time out room
PY: 1989 on their fourth and each subsequent decision to
NT: Paper presented at the Annual Meeting of disregard a rule. The time out room is a place
the National Association of Secondary School where students examine their behavior, explore
Principals (New Orleans, LA, February 24-28, options, and strengthen their skills in basic con-
1989). tent areas. Other program features are explained
P R EDRS Price MFOl/PCOl Plus Postage. at length. Data collected‘during three consecu-
DE: *Discipline; *Participative Decision tive school years suggest that the new plan has
Making; *Policy Formation; *School been very effective in fostering responsible
Effectiveness; *StudentResponsibility behavior choice. Discipline referrals dropped
AB: The discipline of discipline is the corner- from 316 to 169 between February 1986 and
stone upon which educators should build the February 1988. Discipline is no longer equated
other disciplines. Teaching responsibility for with punishment, but is a regular part of the
one’s actions must stand beside the teaching of school’s curriculum. (MLH)
writing, reading, and arithmetic. Discipline can-
not be mastered when stifled with negative AN: EJ269788
reward systems and punishment. This paper AU: Pendergrass, R. A.
describes a comprehensive discipline policy TI: A “Thinking” Approach to Teaching
developed by Dunbar Middle School in Fort Responsibility.
Meyers, Florida, a racially mixed, lower middle PY: 1982
class community. In fall 1985, a committee SO: Clearing House; v56 n2 p90-92 Oct 1982
comprised of the assistant principal, several DE: *Behavior Patterns; *Classroom
teachers, and a guidance counselor drafted a dis- Communication; *Decision Making; *Student
cipline plan based on choices and consequences Responsibility; *Student Teacher Relationship;
(adapted from Lee Canter‘s discipline system). *Teacher Role
The plan outlines acceptable and unacceptable AB: Outlines a procedure for teaching students
behavior and positive and negative conse- to be responsible. Argues that the procedure can
quences. Since students choose their behavior, not only promote personal growth in students
they must have clear, concise guidelines, com- but free time for teachers to assist students who
bined with fair and consistent consequences. All need extra help. (FL)

26
Synonyms
truthful
trustworthy
genuine
veracity

Definition
Honesty i s telling the truth
- i n other words, conforming
our words t o reality.
Integrity i s conforming our
reality t o our words - i n
other words, keeping
promises and fullfilling
expectations.

-Steven R. Covey, The Seven Habits

of High4 Effective People: Restoring
the Character Ethic, 1989, p.195.

35
Chamer Two HONESTY

Honesty remains one of the most hotly

debated topics, whether in the halls of justice or
the tenets of religions. We expect citizens to be
honest and truthful; we profess honesty as “the
best policy”; yet we see blatant examples of dis-
honesty in some of our public figures. How
then can we help to foster honesty in our chil-
dren? These questions and others are explored
in this essay (1) Why honesty?; (2) What does it mean to “be honest”?; (3)
What does honesty look like in the classroom, or the community?; (4)What
resources are available to help in addressing this important character quality?

In our U.S. history, we are exposed to Honesty, trust and truth are concepts devel-
heroes such as George Washington and oped in the early years as the child learns to rely
Abraham Lincoln, both U.S. Presidents revered on caregivers for food and comfort. If the care
for their honesty. Yet we must also acknowledge is sporadic, the child learns distrust and is often
administrations of other U.S. Presidents marred insecure. As the child matures, these concepts
by less-than-honest activities, including Ulysses are reinforced or diminished by further experi-
S. Grant, Richard Nixon, and Bill Clinton. ences in the community, the school, and the
How d o we, as a people, present these contra- larger society. There are some societies where .
dictions in the highest office of our democracy? mistrust is fostered and a paranoia and suspi-
Honesty is one of the key qualities that sepa- cion exist among its members; however, for
rates these presidents. So how do we encourage most of the world societies, there is a degree of
honesty as a quality for our children. to develop? honesty, trust and truth fostered among its
members.
Why honesty?
Phi Delta Kappa’s Study of Core Values list-
Truth or honesty is widely recognized ed honesty as second among the seven identi-
among democratic societies as a necessary com- fied by its members as “a number of core values
ponent for survival. Without the foundation of on which most people agree” (2000). The James
truth or honesty, there would be no trust in F. Ackerman Center for Democratic Citizenship
anyone or anything. The very fabric of society at Purdue University similarly lists both truth
would be torn because there would be nothing and justice among their seven democratic core
on which one could rely. N o laws or justice sys- values ([Link]).
tem would exist or be enforced; the law of the The Chicago Public Schools’ Office of
bully would be the ruling order and each would Schools and Programs includes honesty and
be subject to the capricious whims of those who truthfulness in their Character Education
retain their power out of fear. Although many Initiative “A Rainbow of Character”
works of fiction have explored this concept, and ([Link] .
certain authoritarian governments have tried to
Among many of the world societies and
rule with this tenet of power, social reality
religions, the concepts of honesty, truth and
teaches us that some degree of truth, honesty,
trust appear. Each is steeped in their individual
and trust is important for our world to func-
history and beliefs, but these core beliefs come
tion.
through for the stability of society.

28

36
Developing Character T h r o u g h Literature A Teacher’s Resource Book

What does it mean to “be honest”? obeying rules and work guidelines
admitting one’s own error
Schoolchildren around the world learn of
“Honest Abe” Lincoln, the 16th President of trustworthy, keeping secrets ’

the United States, and the man with whom the Children must experience everyday lessons
adjective “honest” is most associated in this in honesty and realize that honesty encompasses
country. Legends abound about his honesty in more than truth telling. Modeling throughout
word and deed, whether paying off a debt for a the school community is a necessity. Character
ruined book he had borrowed, or walking miles education programs are most effective when the
to school to learn, or studying long hours by community embraces them. T h e multifaceted
lamplight to absorb as much knowledge as he approach of character education is thus rein-
could. These legends astound school children forced in whatever environment the children
and are intended to teach moral lessons of find themselves. Examples of the honest indi-
integrity, perseverance, and honesty. But leg- vidual can be found in both fiction and non-
ends of people long gone are not enough. fiction, allowing students to explore collectively
There must be discussions relevant to the or individually, what honesty entails.
child’s world that exemplifies honesty as well.
The “Giraffe Project” Chttt,://[Link])
How to Motivate Students?
focuses on ordinary “heroes” who have been A concern often expressed by parents and
recognized for their accomplishments. Those philosophers about the inclusion of character
honored as “giraffes”are willing to “stick their education in the classroom and school commu-
necks out for others,” both in word and deed. nity is that of “promoting lists of virtues that
Honesty is a basis of recognition as those serve a political agenda or are justified primarily
“giraffes” are honest to themselves and others. on political grounds” (Glanzer, 2001, p. 693).
They oftentimes take unpopular positions in No such intent is included in character educa-
order to improve the quality of life for others tion. To continue the concern expressed by
and make policy makers aware of a difficult Glanzer:
challenge in their local community. They are
If educators fail to delve into motivational
willing to educate and advocate for others factors, character education can turn very
whose voices are often not heard. They are will- authoritarian in practice. We must allow chil-
ing to show by example. They characterize the dren to express, discuss and explore the variety
courage of “to thine own self be true,” in the of motivations for moral behavior. Teachers
words of William Shakespeare.
could aid in this process by creating a commu-
What does honesty look like in the class- nity of inquiry in the classroom that allows the
room or the community? discussion of deeper philosophical and religious
Consider these acts of honesty: issues that relate to ethics. In this way, students
may discuss reasons to be virtuous and choose
not stealing others’ property
those that are more convincing than political or
taking credit for own efforts cultural pressure (2001, p. 693).
accepting credit or blame What resources are available to help in
for one’s work addressing this important character quality?
telling the truth Numerous resources exist to help teach this
returning too much concept. They range from the philosophical to
change from the store the practitioners’ teaching strategy orientation.
u
respect for self and others The following offerings are only a beginning on
the teachers’ continuing quests for resources.

29 37
Chapter Two HONESTY

Thomas Lickona. Educatingfor Character: responsibility, fairness, caring and citizenship)

How Our Schools Can Teach Respect and on a community-wide basis. This multifaceted
Responsibility (1991) was published a decade ago approach includes all community stakeholders in
but offers a good foundation for teaching char- the promotion and projection of character.
acter education and specific character qualities
within the school. Lickona notes:
“Dealing honestly with people - not deceiv- References
ing them, cheating them, or stealing from them [Link] James F.
- is one basic way of respecting them. So is fair- Ackerman Center for Democratic
ness, which requires us to treat people impartial- Citizenship, Purdue University.
ly and not play favorites.” (p. 45)
[Link] Character counts!
Barbara Lewis. The Kid? Guide to Social Coalition of the Josephson Institute.
Action: How to Solve the Social Problems you
[Link] edu-The
Choose - and Turn Creative Thinking into Positive
Chicago Public Schools, Character
Action (199 1) and Kid with Courage: True
Education Initiative “A Rainbow of
Stories about Young People Making a Difference
Character”.
(1992), offer practical application of personal
and social responsibility through social actions Covey, S.R. 1989 The Seven Habits of Highly
for students in grades 4-12. Similarly, Barbara Effective Peopple: Restoring the character
Lewis published The Kid? Guide to Service ethic. (NY, NY: Fireside).
Projects - Over 500 Service Ideasfor Young People [Link] Giraffe Project.
Who Want to Make a Difference (1996), which Glanzer, I? 2001 “Exit interviews: Learning
provides both individual, classroom and com-
about character education from post-Soviet
munity projects.
Educators.” Phi Delta Kappan, May, 691-
The Character Education Partnership 693.
(httd/[Link]) is a national organization
Lickona, T. 1991 Educatingfor character: How
to help parents, schools and local communities
our schools can teach respect and responsibil-
in developing character education with children.
ity.
The group offers publications, training initia-
(New York, I
W Bantam Books).
tives, and evaluation instruments for effective
character education work. Phi Delta Kappa. (2000-2001 .) “Ethical leader-
ship camps nurture young leaders.” Nms,
The Character Counts! Coalition
Notes and Quotes, Winter, 5.
([Link] is sponsored by the
Josephson Institute and promotes the Six Pillars
of Character (trustworthiness, respect for others,

30

38
Developing Character Through Literature A Teacher's Resource Book

Teaching and Learning cussion of honesty as a character trait. Besides

about Honesty the typical classroom discussion material, there
are World Wide Web references for children
The sections that follow are designed to and adults. These can be listed and distributed
assist the teacher in presenting and discussing as potential sources of ideas, or they can be
honesty as a character attribute. These sections assigned to students who will search them and
do not necessarily follow a lesson plan. Rather, report back on the potential benefits of the web
they give teachers the ideas and resources they sites that were explored.
can use to discuss, assign projects, send ideas Children, like most learners, learn most
home for family consideration and build a small effectively when they become involved in the
library on the topic of honesty. subject. These resources allow them to search
Whether the subject of honesty is for ideas that are pertinent to themselves, take
approached indirectly (Who knows what notes on specific topics, bring their families
Barbara Jordan is known for?) or directly (Here into the picture by bringing home ideas and
are three historic figures known for their hon- materials, or search web sites and the library for
esty.), the information in this unit will serve as the kinds of ideas that make sense to them. In
a quick reference to begin the discussion. each section of this unit, one or N O ways are
Unlike traditional lesson plans, this is not a suggested that the ideas or resources in that sec-
step-by-step procedure for moving through a tion can serve the teaching and learning of the
particular sequence. But teachers have in this topic.
unit numerous options for the study and dis-

31

'! 39
Chapter Two HONESTY

(Handout for Parents)

Ben Franklin reminds us: “Honesty is the best policy.”
If honesty is so important, how do we develop a sense of honesty in children? Consider these
techniques:

1. Keep asking questions of children to clarify a situation.

. Are you sure? Tell me again how it happened.
. Give me more details. Will Jacob‘s mother be home?
. How will you get the answers if you do not understand?
2. Praise your children when they tell the truth, especially in difficult situations.
“You did the right thing. Thanks for making me proud of you.”
3. Talk about honest and dishonest acts as they occur around you: “How awful
for Mrs. Jones to have her wedding ring stolen. I wonder who the low-life
thief was?”
4. In schoolwork encourage your children to do their best. That is all you
expect. They don’t have to cheat because then it is not their work, not their
best. “I’m proud of you and you must be proud of yourself because you are
doing your best work.” n

5. Do not tolerate petty theft. “I want you to

return the grapes that are left. Then apologize
to Mrs. Allen for taking grapes from her yard
without her permission.”
6. In your child’s mind build an image of an hon-
est person: “You are a fine, honest person. You
get better all the time and your teachers and
friends are glad to have you around.”

Franklin, Benjamin (1706-1790), American printer,

author, diplomat, philosopher, and scientist, whose
many contributions to the cause of the American
Revolution (1775-1783), and the newly formed federal
government that followed, rank him among the coun-
try’s greatest statesmen.

32
40
Developing Character Through Literature A Teacher's Resource Book

(Handout for Students)

Honesty in Other Languages
See if the class can pronounce these words that stand for honesty. Then come up with words in
other languages.

Ch'inese cbeng Sincere, true, honesty; to make sincere

sbi Solid, substantial, hard, real, true.

French bonn2tete' Characteristics of a person or a behavior

which shows conformity to rules of
morality, probity or loyalty.

German ebrlicbkeit Honesty, honorable dealing, fairness.

Hawaiian kupono Upright, honest; ku means to stand;

pono means goodness, uprightness,
morality.
~~ ~

Japanese makoto To make what you say happen or to do

what you say.

Korean jin sbil Right and straight; integrity; an honest

person fears neither the light nor the
dark.
~~

Spanish bonradez Honest, integrity, uprightness.

~ ~~

Tagalog katapatan Being fair, upright and just in all aspects

of personal behavior.

33
41
Chapter Two HONESTY

Historical Figures W h o Exemplify reinforced many times thereafter as he led our

Honesty country through the terrible period of the
American Civil War.

George Washington (the 1st President, 1789-

1797) led the 13 colonies through the Barbara Jordan (1936-1996) was a remarkable
Revolutionary War, then served two terms as Congresswoman and a model for honesty in
first president of the United States, during politics. She was a politician who worked hard
which time his ideals of liberty and democracy for what she believed in. Jordan was known
set a standard for future presidents and for the until her death as a candid umpire of the politi-
whole country. Washington’s fame for honesty, cal game-one of the few national figures to pos-
of course, is based on the tale of his confession sess the stature, independence and nerve
to his father that he had cut down his father‘s required for declaring when and where the rules
favorite cherry tree. While history may not bear of ethics had been breached. She was accus-
out this folktale, Washington’s life is a study in tomed to being the first black to do a number of
honesty, modesty, courage, and integrity. things. The Washington Post once described
Jordan as “the first black woman everything
-only a slight exaggeration. She was the first
black woman in the Texas Senate; she was the
Abe Lincoln (the 16th
first black woman from the South to serve in
President) (1861-1865),
Congress; she earned her Bachelor of Law
and from this position
Degree; and she got the nation’s highest civilian
firmly and fairly guided
honor, the Presidential Medal of Freedom in
the nation through its
1994 for being*“themost outspoken moral voice
most perilous period.
of the American Political System”.
Among the many virtues
which Lincoln exempli-
fied in high degree, there
is none for which he is Cochise Shi-ka-she ( 1 8 12-1874) was chief of
so well known as his the Chiricahua group of Apache in Arizona.
honesty. This reputation Around 1850 he inherited the leadership of the
was earned early in his Chiricahuas from his father. The Chiricahua
career, when an “idle and chief had often expressed his great regard for
dissolute” business part- those who displayed two attributes: courage and
ner abandoned him with devotion to the truth. Nobody exhibited both
an enormous debt. more persistently and dramatically than did
Lincoln did not try to Cochise himself. He scorned a liar. He held to a
shirk or avoid the debt, but rather acknowledged simple philosophy about the truth: “A man has
his responsibility, and then harnessed himself to only one mouth and if he won’t tell the truth he
a life of patient frugality and hard work in order [should be] put out of the way.” He clearly had
to pay it off, earning himself the nickname, a great instinct for the truth and a keen capacity
“Honest Abe.” This reputation for honesty was for distinguishing deceit and falsehood.

34

42
Developing Character Th ro u g h Literature A Teacher’s Resource Book

Websites on Honesty Honesty for Grades K-5.

[Link]
for Students
[Link]!
By searching for information This site features the definition of the trait, links
and ideas on the Web, students may find ways to biographical sites of people who exhibited the
that they can help themselves or bring back trait, and a mini poster to download and print.
some of the interesting points that they have The people listed are George Washington,
uncovered. This kind of personal exploration Abraham Lincoln, and Pinocchio.
always intrigues students, as does the possibility
of playing some of the games that sometimes Great Website on Honesty.
httD://[Link]/-rnkunirnit/[Link]
appear on websites for students.
Describes the meaning and importance of hon-
Definition of Honesty. esty, great reasons to tell the truth, some exam-
htt~://[Link]/cand i/chared/ ples, heroes and heroines, proverbs and maxims,
Honestf!!20char.%20ed. htrn tips for being more truthful, more quotes, action
steps and community service ideas and activities,
A Fun Site about Honesty.
and a booklist on honesty.
[Link]
thinkauest values/6honestv/honestv frarneset.htrn1 Quotes on Honesty.
A h n animated site gives the definition of hon- [Link] [Link]/
esty, the word in other languages, and a folktale [Link]
about the value of honesty.
Honesty Pays.
Some Thoughts on Honesty by Kids for Kids. [Link]
[Link] honesty.h trn
Character%20Grows/ This site gives an explanation of how being hon-
Honestv/Honest%2OKids/[Link] est can benefit you; also refers to truth, dishon-
esty, integrity.
Lesson on Honesty (1st Grade).
httv://[Link]/preview/lessons/ Adventures from The Book of Virtues.
[Link] [Link]
Learn what honesty is and how you can be hon- honestxhtrn
est.
Thoughts on Trustworthiness.
[Link]
trustworth. htrn
Being trustworthy is another way to say you
show honesty. Learn more about being honest.
Chamer Two HONESTY

Books on Honesty for Students Grade 4 to 7

Consider having students share the BAUER, Marion Dane. (1986). On My Honor.
ways in which issues of honesty occur Clarion. ISBN 0899194397. When his best
in these books. Perhaps a classroom friend drowns while they are both swimming in
library of these and other titles that a dangerous river that they had promised never
bear on honesty can be the source of a regular to go near, Joel is devastated and terrified at
exchange of ideas as long as honesty is the fea- having to tell both sets of parents the terrible
tured character trait. Children might want to consequences of their disobedience.
share these books with their family members BAWDEN, Nina. (1992). Humbug. Clarion.
and bring back thoughts from members of their ISBN 0395621496. When eight year old Cora
families. is sent to stay next door with the seemingly
K to Grade 3 pleasant woman called Aunt Sunday, she is tor-
mented by Aunt Sunday’s mean-spirited, deceit-
ANDERSON, Hans Christian. (2000). The
ful daughter, but finds an ally in Aunt Sunday’s
Emperor2 New Clothes:A Tale Set in China.
elderly mother.
Candlewick. ISBN 0763601 195. Two rascals
sell a vain Chinese emperor an invisible suit of FITZHUGH, Louise. (1964). Harriet the Spy.
clothes. Harper & Row. ISBN 0060219106. Eleven
COLLODI, Carlo and YOUNG, Ed. (1995). year old Harriet keeps notes on her classmates
Pinocchio. Philomel. ISBN 0399229418. The and neighbors in a secret notebook. When
adventures of a talking wooden puppet whose some of the students read the notebook, they
nose grows whenever he tells a lie. seek revenge.
DEMI. (1990). The Empty Pot. Henry Holt. FLETCHER, Ralph. (1997). Spider Boy.
ISBN 0805012176. When Ping admits that he Clarion. ISBN 0395776066. After moving to
is the only child in China unable to grow a another state, seventh grader Bobby deals with
flower from the seeds distributed by the the change by telling people at school made up
Emperor, he is rewarded for his honesty. stories and then retreating into his world of pet
spiders and books about spiders.
HOBAN, Russell and HOBAN, Lillian.
(1970). A Bargain for Frances. FOX, Paula. (1984). One-eyed Cat. Scarsdale.
HarperCollins. ISBN 0060223294. Thelma ISBN 0027355403. An eleven year old shoots a
usually outsmarts Frances until Frances decides stray cat with his new air rifle, subsequently suf-
to teach her a lesson about friendship. fers from guilt, and eventually assumes respon-
sibility for it.
SHARMAT,Marjorie W. and MCPHAIL,
David M. (1978). A Big Fat Enormous Lie.
Dutton. ISBN 0525265104. A child’s simple lie
grows to enormous proportions.

36
44
Developing Character Through Literature A Teacher’s Resource Book

Grade 8 to 12 son contracts a rare disease. Jack must now

somehow learn to lie if, as he comes to believe,
AVI. (1991). Nothing but the Truth: A lying is the only way to give Toby enough hope
Documentary Novel. Orchard. ISBN to effect a cure.
0531059596. A ninth grader’s suspension for
singing “The Star Spangled Banner” during PEARSON, Mary E. (2001). Scribbler of
homeroom becomes a national news story. Dreams. Harcourt Brace. ISBN 0 152023208.
Despite her family’s long feud with the
KOLLER, Jackie F. (1998). The Falcon. Crutchfields, seventeen year old Kaitlin falls in
Atheneum. ISBN 0689812949. While running love with Bram Crutchfield and weaves a tan-
from the truth to escape painful memories of gled web of deception to conceal her identity
losing his eye, seventeen year old Luke gets him- from him.
self into a series of dangerous situations.
VECCHIONE, Patrice. (2001). Truth and Lies:
MOWOW, James. (1990). City o f 5 u t h . St. An Anthology of Poems. Henry Holt. ISBN
Martin’s Press. ISBN 031207672X. Jack leads a 0805064796. An anthology of poetry about
rather routine life as a “deconstructionist,” truth and lies from different cultures.
destroying old works of art, until his beloved

37 4,s
J’
Chamer Two HONESTY

Websites on Honesty "THEFTTALK" Counseling Service Inc.

for Parents httD://[Link]/Proo
Many parents know their child will be taught
Teaching honesty can improve about drugs, alcohol or sex, but interestingly
teenage years enough, we find the topic of theft is often left
By Joyce Hulett. out of this list. Just by reading this document
htt~://[Link]/2000/Dec/ you, as a parent or guardian, are taking the right
[Link] step to help prevent theft activities in your
Answers for Questions from parents about how child's life.
to teach the child to be honest. Do Children Understand What Stealing is All
Teaching Honesty About?
By Kathleen Belanger, Project Director Author: Marie Helen Goyetche
htrn
httD://[Link]/aas/socwklreach/honesty. httD://www.suite101 .corn/[Link]/early
The five steps in learning honesty. childhood education/49439
At one time or another, most young children
Looking at Values: Honesty will take something that doesn't belong to them.
httP://[Link]/valhonest.htrn1 They believe everything is theirs. As adults we
Honesty. Adventures from The Book of call it stealing, but do children really perceive it
Virtues. as such?
httP://[Link]/adventures/PTMenu/ Teaching Life Lessons through Sports:
[Link] Honesty.
Honesty encompasses truthfulness on many lev- by Dr. Michael Simon
els, including honesty with others as well as with httD://[Link]/sDortsDarents/DsycholoPy/
oneself. The stories in this episode help teach [Link]
some of the values of being honest, as well as the
consequences of being dishonest. Some suggestions for activities that teach
honesty & trustworthiness
Stages of Honesty httD://[Link]/[Link]
By Evin O'Ryan.
htrn
htto://[Link]/honestv. The honest child: How to teach honesty
One way to look at honesty is that it develops in (Ages 6 to 8 )
four stages. In this model, the stages are (1) by Mary VanClay
Natural Honesty, (2) Dishonesty, (3) Artificial httP://[Link]/refcap/parenting/
Honesty, and (4) Refined Honesty. To become a [Link]
unified being, you must travel through all four
stages.

38
46
Developing Character Th ro u g h Literature A Teacher's Resource Book

Websites on Honesty Honesty-Key to Your Character.

for Teachers Grade Level: Elementary
[Link]
Teachers are always searching [Link]?fuseaction=chared
for new approaches to engage their students.
These websites open the door to quick and free Honesty Pays.
ideas that teachers will find useful. Explanation of how being honest can benefit
you. Also refers to truth, dishonesty, and
Honesty. Character Education Resource for integrity.
Elementary Students. [Link] for [Link]/character/
A Character Building Education Resource for honestyhtrn
Schools, Families, and Communities ...
Character really works! Honesty - Character Trait.
[Link] Character Corner at Evergreen Elementary
[Link] School.
[Link]
Honesty. Character Education Resource for
Secondary Students. Honesty - Lesson.
A Character Building Education Resource for Grade Level: 1
Schools, Families, and Communities ... From the Character [Link].
Character really works! [Link]
htrnl#
httD://[Link]/secondarv. honestv &.asp
anchor467277 Expansive Site on Honesty.
7 Lesson Plans on Honesty. Definition of the trait, advice on how to be
Grade Levels: 3-12 honest, proverbs and maxims, more quotes
S W S D Character Education about honesty, heroes and heroines, action steps
[Link] and community service ideas, 8 great reasons to
tell the truth, 10 tips for being more truthfnl,
Aligned bsson: Honesty. and a booklist.
Multicultural Lesson Plans [Link]
[Link]
honesty.htrn1 Honesty & Trustworthiness
This site contains a definition of honesty, relat-
Honesty is the Best Policy. ed words, and practical applications of the trait.
Grade Level: 2 A suggested reading list for elementary and
Focuses on using multicultural literature. middle school students is included. This site is a
[Link] good starting point for the development of
SACW [Link] activities, lessons, and discussions related to a
character trait.
Honesty-Key to Your Character. [Link]
Grade Level: Middle and High School honestv.shtrn1
[Link]
[Link]?fuseaction=honest1

39
.I .:!
ChaDter Two HONESTY

ERIC Bibliography on Honesty ents four short, realistic vignettes about children
who must choose between honest and dishonest
courses of action. By identifying with the char-
ERIC annotated bibliographies add brief acters and familiar situations, children will be
ideas to help with this topic. Many of the anno- better able to understand the value of honesty
tated articles are available in full text. See the and the importance of being truthful with
Appendix for directions. themselves and others in order to become a
The following reports of research and class- responsible person. (HTH)
room practice are summarized here from the
ERIC database. For more information on arti- AN: ED421474
cles in the database, or to find the full text of AU: Seng, SeokHoon; Siang, Low Meow; Wei,
an article go to [Link] to search Tan Tai
the database. The numbers at the top of each TI: Value Orientation of Singapore Adolescents
reference enable you to go directly to the article Towards Truthhlness, Justice and Compassion.
that you seek. PY 1998
NT Paper presented at the Annual Conference
AN: ED430666 of the Educational Research Association
AU: Christesen, Barbara (Singapore, November 23-25, 1998).
TI: Learning about Honesty, Grades K-2. PR: EDRS Price MFO l/PCO 1 Plus Postage.
[Videotape with Teacher‘s Guide.] DL: httD://[Link]/
PY: 1998 DE:*Adolescents; *Honesty; *Justice; *Moral
AV: Sunburst Communications, Inc., 101 Values; *Student Attitudes
Castleton St., Pleasantville, NY 10570; Tel: AB: This study examined the value orientation
800-431-1934 (Toll Free); Fax: 914-747-4109 of Singapore adolescents toward the three fun-
(Order No. 268903, $59.95 plus $6 damental values of truthfulness, justice, and
shipping/handling; CA and NY residents must compassion. A random sample of 3 15 second-
add sales tax). ary school students from 4 schools in Singapore
NT:Videotape not available from ERIC. (135 males and 180 females) completed a ques-
PR: Document Not Available from EDRS. tionnaire, and a select sample of 19 students
DE: *Honesty; *Values Education completed interviews about their perspectives
AB: This teaching guide and video comprise a and orientation toward truthfulness, justice,
program intended to help young children begin and compassion. The study also examined the
to understand how to tell the difference effects of family, school, daily activities (includ-
between right and wrong, and decide what is ing social activities), and the mass media on the
the honest thing to do in a puzzling situation. values of the adolescents, and it noted gender
The first half of the guide presents an overview differences related to value orientation. Each
of the “Learning about Honesty” program, value orientation was tested on three moral
including questions for children to think about concepts. Truthfulness focused on sincerity,
before viewing the program video and a synop- honesty, and promise keeping. Justice focused
sis of the video. Suggested follow up activities as on moral rightness, equity, and fairness.
well as suggestions for generating bulletin board Compassion focused on mercy, care and con-
materials are included, as is a 14 item bibliogra-
- cern, and benevolence. The questionnaires and
interviews asked students to_ma,ke moral judge-

script of the

40

48
Developing Character Through Literature A Teacher’s Resource Book

sionate, but if caught in a moral dilemma of N., Suite 616, Minneapolis, MN 55401,
choice between truthfulness and compassion, tel: 612-338-2068 ($12.95).
most showed little or no compassion; families P R Document Not Available from EDRS.
and schools significantly affected the adoles- DE:*Ethical Instruction; *Honesty; *Integrity;
cents’ fundamental value orientation. Students *Lying; *Values Education
spent about 3-4 hours daily with television and AB: Readers learn how to discern the truth
newspapers; and females were more compas- from lies through a series of activities, games,
sionate than males, but both sexes were equally and experiments. This book invites young stu-
truthful and just. (Contains 75 references.) dents to look at lies in a fair and balanced way.
(SM) Different types of lies are examined and the
purposes they serve and discussed. Problem-
AN: ED418429 solving activities are given. An answer guide is
AU: Wilde, Susie provided for the included problems, questions
TI: Book Characters Who Inspire Character and quizzes. The book concludes with a bibli-
Development: Models of Respect, ography, index, and author vita. (MM)
Responsibility, Honesty and Caring in Current
Children’s Books. AN: EJ552809
PY: 1998 AU: Lee, Kang; Cameron, Catherine Ann; Xu,
N T Paper presented at the YMCA of the USA Fen; Fu, Genyao; Board, Julie
National Child Care .Conference “YMCA Child TI: Chinese and Canadian Children’s
Care: We Build Strong Kids, Strong Families, Evaluations of Lying and Truth Telling:
and Strong Communities” (Chicago, IL, April Similarities and Differences in the Context of
23-26, 1998). Project supported by the Chapel Pro and Antisocial Behaviors.
Hill Carrboro YMCA amd Capital Area PY 1997
YMCA. SO:Child Development; v68 n5 p924-34 Oct
P R EDRS Price MFOl/PCOl Plus Postage. 1997
DL: httD://[Link]/ DE:*Cultural Differences; *Honesty; *Lying;
DE:*Characterization ; *Childrens Literature; *Moral Values; *Value Judgment
*Fiction; *Reading Material Selection AB: Compared Chinese and Canadian 7, 9 ,
AB: This annotated bibliography describes 52 and 11 year olds’ moral evaluations of lie and
current works of literature for children which truth telling in stories involving pro and antiso-
have characters who inspire character develop- cial [Link] study found that Chinese
ment. The bibliography is divided into sections children rated truth telling less positively and lie
on: (1) Respect for the Self; (2) Respect for telling more positively in prosocial settings than
Others; (3) Respect for the Earth; (4) Canadians. Both rated truth telling positively
Responsibility; (5) Honesty; and (6) Caring. and lie telling negatively in antisocial situations.
The bibliography concludes with a series of dis- Findings suggest a close relation between socio-
cussion questions about 12 different books. The cultural practices and moral judgment.
questions come from the collaboration of chil- (Author)
dren and adults who shared books in YMCAs
across the country. (NKA) AN: EJ522273
AU: Urban, Hal
AN: ED414227 TI: Honesty Is Still the B e s p p c y . Teaching

41
49
Chapter Two HONESTY

DE:*Ethical Instruction; *Integrity; *Lying; AN: ED353531

*Reputation; *Social Values; ‘Values Education AU: Bean, Reynold
AB: Presents a lesson plan that accentuates hon- TI: Honesty, Perseverance & Other Virtues:
esty as a central tenet of moral behavior. The Using the 4 Conditions of Self-Esteem in
first handout requires written answers to open Elementary and Middle Schools.
ended questions based on the students’ personal AV ETR Associates, PO. Box 1830, Santa
convictions. Subsequent handouts contain Cruz, CA 95061-1830 (Title #559 H8,
quotes, arguments, and “Six Reasons for Being $19.95).
Honest.” A class discussion follows. (MJP) NT:For related guides, see CG 024 748-75 1.
PR: EDRS Price MFOl Plus Postage. PC Not
AN: EJ48 1138 Available from EDRS.
AU: Bond, Gwenda DE:*Elementary School Students; *Ethical
TI: Honesty and Hope: Presenting Human Instruction; *Ethics; *Self Esteem
Rights Issues to Teenagers through Fiction. AB: This book is about understanding ethics
PY 1994 and morality. It is about helping children have
SO: Children’s Literature in Education; v25 n l higher self esteem by teaching them what makes
p41-53 Mar 1994 them good, noble, special and worthy of respect
DE:*Adolescent Literature; *Childrens from others as well as self respect. The appen-
Literature; *Civil Liberties; *Literature dixes provide a “who’s who” that correlates with
Appreciation chapter 5, a 200 item list of biographies for
AB: Provides description and analysis of numer- children, and a checklist and lists of techniques
ous adolescent novels that all deal with human related to building self esteem. (ABL)
rights issues in a variety of cultures and national
settings. Focuses on works by James Watson AN: ED272533
and Rachel Anderson. Claims that using such AU: Brandes, Barbara
works honestly will foster in students a hopeful TI: Academic Honesty: A Special Study of
sense of motivation. (HB) California Students.
CS: California State Dept. of Education, Sac.
AN: EJ467977 AV: Bureau of Publications, California State
AU: Popham, W. James Department of Education, 72 1 Capitol Mall,
TI: Appraising Two Techniques for Increasing PO. Box 944272, Sacramento, CA 94244-2720
the Honesty of Students’ Answers to Self ($2.50).
Report Assessment Devices. PR: EDRS Price MFOl Plus Postage. PC Not.
PY: 1993 Available from EDRS.
SO:Journal of Personnel Evaluation in DE:*Cheating; *Questionnaires; *Self
Education; v7 n l p33-41 Jun 1993 Evaluation Individuals; *Student Attitudes;
DE:*High School Students; *Research *Teacher Attitudes
Methodology; *Responses; *Student Reaction; AB: A study was conducted in California to
*Test Validity explore the extent of cheating, its relationship
AB: Techniques for increasing honesty of stu- to personal and situational factors, and the
dent self report measures, the inaccessible cod- actions of school personnel to promote academ-
ing system and the alphabet soup response ic honesty and responsibility. Questionnaires

42

50
Developing Character Through Literature A Teacher’s Resource Book

highest scores on the California Assessment include the questionnaires and percentile
Program’s mathematics tests. The three question- responses. (GDC)
naires are presented, with a summary of respons-
es. The results indicated that the reported inci- AN: EJ272129
dence of cheating was much higher among high TI: Honesty: A Teaching Supplement.
school students than 6th graders who most often S0:American Educator: The Professional
reported copying on tests and plagiarizing. High Journal of the American Federation of Teachers;
school students reported use of crib notes and v6 n4 p33-48 Win 1982
copying during tests. About 93% of high school DE:*Ethical Instruction; *Instructional
students reported seeing other students cheating Materials; *Moral Values; *Values Education
on tests more than once. More cheating was AB: Provides selections from history, mythology,
reported by students from high-scoring schools, children’s literature, current events, and journal-
and students with lower grades cheated more. istic accounts that may be used as classroom
School staff reporting that cheating was a signifi- materials in teaching the value of honesty.
cant problem included 41% of secondary school Includes a bibliography of resources on honesty.
staff and 3% in elementary schools. Appendices WJL)

43
n

Synonyms
doing one's best
co m Pete n ce
seIf-este e rn
seIf- co n fide n ce
se If-effica cy
perseverance
pride

Definition
Several years ago a recruitment
slogan of the United States Army
declared: "Be all that you can be."
Although it was intended t o
encourage young people t o enlist i n
the Army, the statement captures
the essence of "doing one's
personal best."

52
Chapter Three INTEGRITY

Why do we need to foster these attitudes

toward personal accomplishment in chil-
dren? How can we help children define
their personal best and work toward achiev-
ing their best? What resources are available
to help teachers and other community
stakeholders in working with students to
encourage them to strive toward their per-
sonal best? This essay explores these questions and offers some suggestions for
addressing the issues.

Why do we need to foster these few reach complete self-actualization but it is

attitudes toward personal imperative to strive toward it.
accomplishment in children? Everyone nee& a dream. Without a
dream, we become apathetic. Without a
As humans we deal with feelings and emo- dream, we becomefatalistic. Without a
tions. Our culture reinforces those feelings and dream and the hope of attaining it, socie-
emotions by the ways it responds to our ty becomes our enemy. We educators must
actions. We may receive a pat on the back or a realize that some young people act in
compliment for a job well done, or a disdainful antisocial ways because they have lost
look or we may be ignored. However the mes- their dreams. And we must realize that
sages are delivered, children learn early that we as a society are partly responsible for
their feelings can be influenced by the actions that loss. Teaching is a noble profession
of those around them. whose goal is to increase the success for all
Because we deal with the young and influ- children. We must do everything we can
ence their development, we want to encourage to achieve this goal. If not, we -society,
them to become independent thinkers who schools, teachers, and students -will all
reach their greatest potential. However, there is fiil (Eitzen, 1992, p 590).
always the risk of failure and negative feelings Viktor Frankl, a Jewish psychiatrist who
may follow. How do we help children develop survived the Nazi death camps, later discussed
the “stick-to-it-iveness” needed to complete a his experiences in Man? Search for Meaning: An
task and to realize the only real competitor is Introduction to Logo Therapy (1984). Ftankl’s
within themselves?This is a very difficult ques- interpretation of psychology arose from the cat-
tion to address. aclysmic realization that he had lost everything
Abraham Maslow’s theory of the hierarchy but his life, and even that was subject to the
of basic human needs moves “from the most whims of his persecutors, but he had not lost
basic to the most complex” (Kellough and his dignity and the power to choose his
Kellough, 1996, 60), from the basic survival response to his surroundings. Frankl related sto-
needs of food, shelter, and clothing to “self- ries of survivors who walked through the camps
actualization’’ needs. From his study of people spreading hope with their crumbs of bread and
such as Thomas Jefferson, Jane Addams, by carrying themselves with dignity. Frankl
Eleanor Roosevelt, Abraham Lincoln (Brooks & believed that one may not always choose the
Goble, 1997, p 19), Maslow concluded that circumstances of one’s life, but one can choose

46
._
..
53
Developing Character Through Literature A Teacher’s Resource Book

how he or she will react to those circumstances. educational approach to teach responsible and
Thus the goal, or the dream, or the push to participatory citizenship” (p. 4).
meet the next challenge becomes most impor-
tant to the individual. It is not competing What resources are available to
against others that is vital but the individual help teachers and other community
striving to become all they can be and doing stakeholders in working with
one’s personal best. students to encourage them to
Charles Haynes, noted First Amendment strive toward their personal best?
scholar, states.. . “schools certainly have a
Consult with local Boys’ Clubs and Girls’
responsibility to teach how humanity has strug-
Clubs, 4-H, the local YMCA and YWCA, PTA,
gled with the great moral issues through the
and other social and cultural clubs. These
centuries” (Jones, 1998). “Students must be
groups advocate youth enrichment and help. If
encouraged to be intellectually honest, to
there are no such organizations locally, investi-
ground their discussion by gathering facts, to
gate starting local chapters of those appropriate
respect the religious significance attached to cer-
to your region.
tain moral issues, and to remain humble before
what they have yet to learn” (Ryan and Bohlin, Service-learning is a national and interna-
1999). tional movement that connects the academic
curriculum with local service for community
How can we help children in improvement. Every state in the U.S. and many
defining their personal best and countries in the world have service-learning
work toward achieving that programs. Contact the Corporation for
personal best? National Service ([Link] to find
ways of linking your students to local projects.
Exposure to a wide variety of literature that Thomas Lickona‘s Educatingfir Character:
illustrates character qualities helps children How Our Schools Can Teach Respect and
identify what qualities to emulate and how to Responsibility (1991), offers a good foundation
overcome adversity to be successful. Discussion for teaching character education and specific
and reflective essays can help students clarify character qualities within the school.
their own personal feelings.
Works by Barbara Lewis, The Kids Guide to
Action is also important. “Children must Social Action: How to Solve the Social Problems
learn that self-esteem isn’t inborn but must be You Choose -and Turn Creative Thinking into
earned by doing something to be proud of, per- Positive Action (199 1) and Kids with Courage:
haps by becoming an Eagle Scout, volunteering True Stories About Young People Making a
at a food bank, or helping an elderly neighbor” Dzfference (1992), offer practical application of
(Hinds, 2000, p. 225). personal and social responsibility through social
From his own experience as a superintend- actions for students in grades 4-12. Similarly,
ent of Hudson Public Schools (MA), Berman Barbara Lewis published The Kid: Guide to
notes, “...personal empowerment and increased Service Projects -Over 500 Service Ideafir Young
sense of relevance of the curriculum that results People Who Want to Make a Dzfference (1996),
from service learning improves academic per- which provides individual, classroom and com-
formance, helps create a safer and more caring munity projects.
school culture, and nurtures ownership and The Character Education Partnership
pride in their community” (2000, p. 4). He fur- (htto://[Link]) is a national organization
ther adds that service-learning “may be our best

54
Chapter Three INTEGRITY

to help parents, schools and local communities [Link]/ackerman/), Purdue University, uses
in developing character education with the chil- seven core values, including justice, common
dren. The group offers publications, training ini- good, individual rights and responsibilities, rea-
tiatives, and evaluation instruments for effective soned loyalty to one’s country, truth, diversity,
character education work. and equality of opportunity.
The Character Counts! Coalition The Chicago Public Schools, Character
([Link] is sponsored by the Education Initiative ([Link]
Josephson Institute and promotes the Six Pillars [Link]), offers “A Rainbow of
of Character (trustworthiness, respect for others, Character” highlighting caring, courage, cour-
responsibility, fairness, caring and citizenship) tesy, fairness, family pride, honesty and truthful-
on a community-wide basis. This multifaceted ness, kindness and helpfulness, respect, responsi-
approach includes all community stakeholders in bility, and the work ethic.
the promotion of character. The Giraffe Project ([Link]
The James F. Ackerman Center for recognizes ordinary heroes, everyday people who
Democratic Citizenship (httP://[Link]. “stick their necks out” for a cause or a belief.

48
55
Developing Character Through Literature A Teacher’s Resource Book

References FRANKL, V. (1984). Man: searchfor meaning

An introduction to hgo therapy. (New
BERMAN, S. (2000). Buildinga Nation of
York: Washington Square Press).
Citizens -The Role of Character Education
in America’s Schools, testimony to the HINDS, M.D. (2000). “Violent kids: Can we
Committee on Education and the solve the problem?” Social Education,
Workforce, House subcommittee on Early 64(4): 225-31, May/June 2000.
Childhood, Youth and Families, March 1, JONES, R. (1998). “Looking for goodness.”
2000. American School Board Journal. December
BROOKS, B.D., and GOBLE, F.G. (1997). 1998.
The case for character education: The role KELLOUGH, R.D., and KELLOUGH, N.G.
of the school in teaching values and virtues. ( 1996). Middle school teaching: Method
(Northridge, CA:Fireside). and resources. (Upper Saddle River, NJ:
EITZEN, D.S. (1992). “Problem students: The Prentice-Hall, Inc.).
sociocultural roots”. Phi Delta Kippan, RYAN, K.A., and BOHLIN, K.E. (1999).
73(8): 584-90, Apr 1992. Building character in schools. (San
Francisco: Jossey-Bass, Inc.).
Chapter Three INTEGRITY

Lesson Ideas n’t do anything smoothly or easily. He was a

Downs Syndrome child.
A person of integrity always does his or her
The next day Gary went to his job. He
best because they know that they stand for
made beds in a motel along with a crew of peo-
something valuable. In a sense, integrity means
ple. He worked hard for his floor crew and
your reputation with yourself.
enjoyed his job. They seemed to like having
Remember that Hamlet said: “To thine him with them. At the end of the day, the
own self be true.” He recognized that to have manager called all the motel workers together
peace of mind, to sleep well at night, a person for a monthly meeting. H e put his arm around
acts according to a set of personal values. Gary and announced that he had won the
employee of the month award because they all
Discussion Questions/
agreed that he made beds better than anyone
Journal Notes else. He took his award home and showed his
What are your basic values? What are the mother. She made him a chocolate sundae to
things you want other people to remember celebrate his winning this award.
about your character? [Now write your reactions in your Learning
Take your list of basic values and put them journal.]
in order of importance to you. Which one is
first? Which one is second?
How are you going to practice the value
you listed first? Give examples.

Doing One’s Best - Lesson Activity

Directions: Read this anecdote to your students
and ask them to write their reactions in theirjour-
nah. You may want to have the students share
some of their thoughts after they have written.
Gary’s mother took him to the “Y” so they
both could get some exercise. After walking
around the track with his mother, Gary picked
up a basketball and tried to shoot some baskets.
He didn’t make many baskets and he looked
really clumsy when he dribbled. He stumbled
and his tongue was hanging out of his mouth as
he concentrated on throwing the ball toward
the hoop.
O n another court next to Gary some ath-
letic-looking boys were playing basketball. One
of them stopped and pointed to Gary and got
his friends laughing as he imitated Gary in
stumbling and looking awkward as he pushed
the ball on the floor. Gary saw that they were
laughing at him and walked away. He was big-
ger than the boys who were laughing at him
because he was in his late teens. But he could-
Developing Character Through Literature A Teacher’s Resource Book

(Handout for Parents)

Doing One’s Best
To get parents involved in building this character trait, feel free to copy the letter below and
send it to the parents of your students.

Dear Parent,

Your child is involved in school activities that ask young people to think
about good character and the decisions that they make to develop the attitudes
and the actions of good citizens. Currently, we are working on “Doing One’s
Best.”
Your help in this effort will encourage your child to participate positively.
We are emphasizing doing one’s personal best as different from competing with
others and trying to win a competition.
As you watch television or read a book together, use those events as opportu-
nities to discuss the value of doing the best a person can do, whether the activity
is playing soccer or studying for a math quiz.

Here are some things you can do with your child:

Talk about the difference between winning and the satisfaction of person-
al achievement
Ask your child to describe his or her current best in any activity-music,
sports, school, crafts-then compliment your child for that good effort.
Explain that the word “integrity” is often used to describe a person who
always seems to do his or her best.

Please feel free to share other ideas you may have so we can all benefit from
your experience.
Thank you for your help and for your continued cooperation.

Sincerely,
Chamer Three INTEGRITY

Historical Figures Who Exemplifl times happens in distinguished families, one

Integrity member seems to fall heir to the best qualities of
the previous generations and none of the flaws.

Nolan Ryan (born in

Jan. 31, 1947) is the

won
greatest
power
[Link]
The
pitcher
fastball
300
rightof all
games
hander
or

and pitched an unri-

valed seven no hitters.
Nolan played all posi-
tions during 28 major
league seasons (1966 -
e@ rr
So it was with Robert. From both the Carters
and the Lees he inherited a handsome counte-
nance. From his father came rare physical
strength and endurance. The sense of duty that
Harry had learned from George Washington was
vividly imparted to his son Robert. From his
mother he learned patience, control and disci-
pline. Ann Carter Lee’s gentleness was inherited
by Robert, and his loving care of his ailing
mother was the mainstay of her life.
Robert Lee’s choice of a military career was
dictated by financial necessity. He was accepted
93) with the New York to the United States Military Academy and grad-
Mets, California uated second in his class, constantly gaining the
Angels, Houston Astros, and Texas Rangers. In admiration of his peers. But greater than his aca-
addition to his prowess as a pitcher, Nolan Ryan demic success was his record of no demerits
has always maintained the highest reputation as while being a cadet which today has still not
a man of irreproachable character and integrity. been equaled. After serving with distinction in
In spite of the millions of dollars Ryan has the Mexican - American War (18 4 9 , he went
made, he has always remained one of the last of on to serve with distinction in his native
the old time players, oblivious to the big money Virginia. Upon the outbreak of the Civil War he
contracts, and with an eye only on the well took command of the Army of Northern
pitched game. He has remained true to his prin- Virginia. His brilliance as a commander is leg-
ciples no matter what temptations he encoun- endary, and military colleges the world over
tered. He knew in his heart what was right and study his campaigns as models of the science of
wrong for him. He knew that success at the war. That he held out against an army three
expense of his integrity would be no success at times the size and a hundred times better
all. He knew that he could never reach the high- equipped than his own was no miracle. It was
est level of achievement by means of shortcuts or the result of leadership by a man of exceptional
compromises that violate his deepest values. He intelligence, daring, courage and intcgriq. His
taught respect and dedication by the way he men all but worshiped him. He shared their
acted. That’s why people remember the Ryan rations, slept in tents as they did, and, most
Express. importantly, never asked more of them than he
did of himself.
Robert E. Lee (1807-1870) considered by Robert E. Lee spent his post war years edu-
most authorities to have been the Confederacy’s cating young Virginians as President of
best general, was born and raised in his beloved Washington and Lee College and working for
Virginia.
” Robert was the fourth child of a reconciliation among all Americans, displaying
Revolutionary War and above all,
Harry” Lee and Ann
Developing Character Through Literature A Teacher’s Resource Book

Oskar Schindler (1908-1 974) An ethnic the summer of 1942, he witnessed a German
German, Schindler was born in Zwittau, an raid on the Jewish ghetto. Watching innocent
industrial city in Austria Hungary, what is now people being packed onto trains bound for cer-
the province of Moravia in the Czech Republic. tain death, awakened something in him.
In December 1939, when the German Army As the Russian army approached, the Nazi’s
occupied Poland, Oskar Schindler, never one to tried desperately to complete their program of
miss a chance to make money, marched into liquidation and sent all remaining Jews to die.
Poland on the heels of the SS. He dived head- But Schindler remained true to the
first into the black market and the underworld “Schindlerjuden,” the workers he referred to as
and soon made friends with the local Gestapo. “my children.” After the liquidation of the
His newfound connections helped him acquire a Krakow ghetto and the transfer of many Jews to
factory which he ran with the cheapest labor the Plaszow concentration camp, Schindler used
around: Jewish. At first he seemed like every his influence to set up a branch of the camp for
other usurping German industrialist, driven by Jewish workers in his factory compound in
profit and unmoved by the means of his profi- Zablocie and made his now famous list of the
teering. In the pursuit of profit, Schindler workers he would need for its operation. Near
becomes dependent on the Jews for their expert- the end of the war, the Nazis ordered Schindler‘s
ise and as he becomes dependent upon the factory in Poland closed, and his workers to be
Jews, Schindler begins to know them as human exterminated in the Auschwitz death camp. But
beings. They appear to be quite different from Schindler made his list, a roll call of his Jewish
the Nazi propaganda’s depiction of Jews as “ver- employees, and bribed Nazi officers to allow the
min” and as “rats.” Schindler has a financial workers to be transferred to a factory he would
investment in his Jewish workers, but at the open in his native Czechoslovakia. When hun-
same time he develops an investment in them as dreds of Jewish women who worked for
human beings. Schindler were mistakenly shipped to Auschwitz
Schindler was making money, but everyone rather than Czechoslovakia, he saved them. So
in his factory was fed, no one was beaten, no by the end of the war he had spent everything
one was killed. It became an oasis of humanity he made on keeping 1,200 Jewish men and
in a desert of moral torpor. As the brutality of women alive. Schindler lost everything. He was
the holocaust escalated, Schindler’s protection of penniless. Never again did he prosper.
his Jewish workers became increasingly active. In

53 60
Chapter Three INTEGRITY

Websites on Integrity for Students Integrity for 6-12th Grade Students.

This site defines the trait and includes links to
Integrity. bibliographical sites of the people who exhibit-
Definition, related words, practical ed integrity.
applications, and suggested reading.
~~
htto://[Link]/secondary. htrnl
htt~://[Link]/ #anchor472330
[Link]
Personal Integrity and its Benefits.
Academy of Achievement. Hall of Integrity. This unit focuses on the importance of personal
Quotes from achievers who have remained true integrity in all areas of our lives. It emphasizes
to their principles no matter what temptations the link between the choices we make and the
they encountered. results that follow. Offers usehl suggestions on
htto://[Link]/autodoc/steps/int?index how to maintain integrity in the face of dificul-

Integrity for K-5th Grade Students. ty.

htt~://~[Link]/siukai82/inte~[Link]
This site defines the trait and includes links to
bibliographical sites of the people who exhibit- Thoughts on Trustworthiness.
ed integrity. Here you will find the four enemies of integrity.
htto://[Link]/elernentarypa~es/ httD://[Link]/school/character/
[Link] [Link]
Developing Character Through Literature A Teacher's Resource Book

Books on Integrity for Students Grade 4 to 7

Here are books you and your BAUER, Marion Dane. (1986). On My Honor.
students can read as a backdrop for New York: Clarion Books. ISBN 0899194397.
discussions about integrity, doing When his best friend drowns while they are
one's best. both swimming in a treacherous river that they
had promised never to go near, Joel is devastat-
Kindergarten to Grade 3 ed and terrified at having to tell both sets of
De PAOLA, Tomie. (1989). Art Lesson. New parents the terrible consequences of their dis-
York: Putnam. ISBN 039921688X. Having obedience.
learned to be creative in drawing pictures at FOX, Pads. (1984). One-Eyed Cat: A Novel.
home, young Tommy is dismayed when he goes Scarsdale, W. Bradbury Press. ISBN
to school and finds the art lesson there much 0027355403. An eleven-year-old shoots a stray
more regimented. cat with his new air rifle, subsequently suffers
POLACCO, Patricia. (1992). Chicken Sunday. from guilt, and eventually assumes responsibili-
New York: Philomel Books. ISBN ty for it.
0399221336. To thank Miss Eula for her won- FREEDMAN, Russell. Lincoln: A
derful Sunday chicken dinners, three children Photobiography. New York: Clarion Books.
sell decorated eggs to buy her a beautiful Easter ISBN 0899193803. Photographs and text trace
hat. the life of the Civil War President.
SOTO, Gary. (1992). Too Many [Link] MAGORIAN, Michelle. (198 1). Good Night,
York: Putnam. ISBN 0399221468. Maria tries Mr. [Link] York: Harper & Row. ISBN
on her mother's wedding ring while helping 0060240784. A battered child learns to
make tamales for a Christmas family get-togeth- embrace life when he is adopted by an old man
er. Panic ensues when hours later, she realizes in the English countryside during the Second
the ring is missing. World War.
STEPTOE, John. (1987). Mufaro's Beaut@ SISKIND, Leda. (1992). The Hopscotch Tree.
Daughters. New York: Lothrop, Lee & Shepard New York: Bantam Skylark. ISBN
Books. ISBN 0688040454. Mufaro's two beau- 0553087150. In 1960, after moving to a new
tiful daughters, one bad-tempered, one kind school, ten-year-old Edith Gold becomes the
and sweet, go before the king, who is choosing target of an older girl who claims to hate her
a wife. because she is Jewish.
Vi, Leong. (1991). A Letter to the King. New
York: HarperCollins. ISBN 0060200790.
When Ti Ying's father is put in prison, Ti Ying,
his youngest daughter, is able to save him by
writing and delivering a letter to the king.

_
\ >
I
I
r
55 62
ChaDter Three INTEGRITY

Grade 8-12 use her gifts as a weaver to do the bidding of the

all-powerful Guardians.
CHEN, Da. (1999 1). Colors of Mountain. New
York: Random House. ISBN 0375502882. A PECK, Robert. (1972). A Day No Pigs Would
coming-of-age memoir filled with humiliation, Die. New York: Knopf. ISBN 0394482352. To a
revenge, vindication, and, ultimately, pride. thirteen-year-old Vermont farm boy whose
father slaughters pigs for a living, maturity
CROMIER, Robert. (1974). Chocolate War. comes early as he learns “doing what‘s got to be
New York: Pantheon Books. ISBN 0394828054. done,” especially regarding his pet pig who can-
A high school freshman discovers the devastating not produce a litter.
consequences of refusing to join in the school’s
annual fund raising drive and arousing the wrath SALINGER, J. D. (1951). The Catcher in the
of the school bullies. Rye. Boston: Little, Brown. ISBN 0316769533.
A coming-of-age story that has fascinated youth
LOWRY,Lois. (2000). Gathering Blue. Boston: and adults. A boy leaves his high school and
Houghton Mifflin. ISBN 0618055819. Lame roams around New York City talking to and
and suddenly orphaned, Kira is mysteriously arguing with various people about life and hap-
removed from her squalid village to live in the piness. Coarse language.
palatial Council Edifice, where she is expected to
Developing Character Through Literature A Teacher's Resource Book

Websites on Integrity for Parents Academy of Achievement. Hall of Integrity.

Quotes from achievers who have remained true
Personal Integrity and its Benefits. to their principles no matter what temptations
This unit focuses on the impor- they encountered.
tance of personal integrity in all htto://[Link]/steps/int?index
areas of our lives. It emphasizes the
Thoughts on Trustworthiness.
link between the choices we make
Here you will find the four enemies of integrity.
and the results that follow. Offers useful sugges-
httD:[Link]/school/character/
tions on how to maintain integrity in the face
[Link]
of difficulty.
htrn
htt~://geocities.~orn/siukai82/integritv.

Integrity.
Definition, related words, practical applications,
and suggested reading.
htt~://[Link]/instruct/
intemityshtrnl

:' . - 57 4
Chapter Three INTEGRITY

Websites on Integrity for Teachers Thoughts on Trustworthiness.

Here you will find the four enemies of integrity.
Integrity. httD://[Link]/school/characterL
Definition, related words, practical [Link]
applications, and suggested reading.
._ ~~

Personal Integrity and Its Benefits.

htt~://[Link]/
This unit focuses on the importance of personal
instruct/[Link]
integrity in all areas of our lives. It emphasizes
Integrity for K-5th Grade Students. the link between the choices we make and the
This site defines the trait and includes links to results that follow. It offers useful suggestions on
bibliographical sites of the people who exhibited how to maintain integrity in the face of difficul-
integrity. ty:
httD://[Link]/elernentaypaces/ htrn
htt~://~eocities.~orn/siukai82/inte~rity.
[Link]
Importance of Integrity.
Integrity for 6-12th Grade Students. Why it is important, definition, implications,
This site defines the trait and includes links to and development ideas.
bibliographical sites of the people who exhibited httD://[Link]/-tspeace/transsp [Link]
integrity.
Academy of Achievement. Hall of Integrity.
htte://[Link]/
Quotes from achievers who have remained true
[Link]#anchor472330
to their principles no matter what temptations
Teaching Guide: Doing the Right Thing for they encountered.
Grades K-5. httD://[Link]/autodoc/steps/int?index
Includes educational goals, discussion questions,
Integrity: Some Activities from the I CARE
student activities, writing assignments, home
Program Manual.
assignments and a letter to parents.
httr,://[Link]/curr/chared/pubs/icare/
[Link]
int.htrn1
DoinPRieht.htrn1
Activities by Grade Level.
Integrity for Grades 7-12.
httD://[Link]/stiohn/k-integrityhtrn
Self-evaluation, discussion questions, writing
assignments and student activities. Integrity MattersTM!
httD://[Link]/ISOC/Inte$[Link] Exciting new character video series for kids.
Each video of the Integrity Matters! series takes
Teaching Guide: Saying No to Alcohol and
one character trait and explores it in a fun and
Other Drugs for Grades 5-9.
creative way with lots of repetition.
Includes educational goals, discussion questions,
httD://[Link]/[Link]
student activities, and writing assignments.
httD://[Link]/BCBC/ Activities for Your Classroom.
SayinPNo.htrn1 htt~://[Link]/kees/[Link]
#inteaitv
Developing Character Th ro u g h Literature A Teacher's Resource Book

ERIC Bibliography on Integrity book defines the parents' mission as learning to

trust and enhance the child's emerging maturity
ERIC annotated bibliographies add brief ideas rather than simply concentrating on behavior
to help with this topic. Many of the annotated management. Organized chronologically, the
articles are available in full text. See the book examines personality development from
Appendix for directions. early childhood through adolescence while
The following reports of research and classroom interspersing subjects that recur throughout
practice are summarized here from the ERIC development. Topics considered include the
database. For more information on articles in parent-child love relationship, parental authori-
the database, or to find the full text of an article ty and temper, building self-discipline, the typi-
go to httD://[Link] to search the data- cal "back and forth" pattern of development,
base. The numbers at the top of each reference emotional development, conscience develop-
enable you to go directly to the article that you ment, materialism and emphasizing people, citi-
seek. zenship in school, student motivation, adoles-
cent needs and fostering maturity, sexuality, and
spiritual values. 12 references. (KB)
AN: ED437172
AU: Berger, Elizabeth
AN: EJ519625
TI: Raising Children with Character: Parents,
AU: Hoffman, Joan
Trust, and the Development of Personal
TI: The Challenge: Are You a Person of
Integrity.
Integrity?
PY: 1999
PY: 1995
AV: Jason Aronson, Publishers, Inc., PO. Box
SO: English-in-Texas; v27 n l p8-9 Fall 1995.
1539, Fort Lee, NJ 07024-1539 ($30). Tel:
NT: Published by the Texas Council of Teachers
800-782-00 15 (Toll-Free); Fax: 20 1-840-7242.
of English, English Dept., San Antonio College,
P R Document Not Available from EDRS. 1300 San Pedro, San Antonio, T X 78212.
DE: *Adolescents; *Child Rearing; *Children;
DEM: *Ethical Instruction; *Integrity
*Integrity; *Parent Child Relationship; *Parents
DER Adolescents; Case Studies; Ethics; Moral
DE: Emotional Development; Maturity
Development; Secondary Education; Values;
Individuals; Moral Development; Personality
Writing Assignments
Development; Student Motivation; Trust
AB: Makes a case for teaching integrity in the
Psychology
classroom through writing assignments and case
AB: Based upon the view that character devel-
studies of ethical situations that teenagers
opment is not by and large the result of special
would face in their daily lives. (TB)
lessons, but is rather embedded in and the
product of the child's growth, this book focuses
AN: ED422234
on how the intimacy of the ordinary day stimu-
AU: Smith, Richard, Ed.; Standish, Paul, Ed.
lates and enhances the child's potential for
TI: Teaching Right and Wrong: Moral
morality, devotion, and idealism. The book
Education in the Balance.
identifies general themes in the intimate rela-
PY: 1997
tionship between parents and children and
AV: Stylus Publishing, Inc., PO Box 605,
shows how to support and enhance positive
Herndon, VA 20172-0605. Tel: 703-661-1581;
character development. Vignettes from everyday
$19.95.

59
1 .
66
Chapter Three INTEGRITY

DER Higher Education; Integrity; Moral purposes they serve and discussed. Problem
Issues; Moral Values solving activities are given. The book is organ-
AB: This book addresses key issues in moral ized in nine chapters, including: (1) “Truth is
education with a detailed analysis of recent aca- Stranger than Fiction: Where Does the Truth
demic literature on the topic with careful rebut- Lie?”; (2) “Sniffing Out the Truth: How Your
tals and counter-arguments presented. The pur- Senses Can Deceive You”; (3) “Be True to
pose of the book is to deepen discussion on the Yourself: Lies You Tell Yourself”; (4) “Social
topic of moral education and its place in the Lies: Are We Lying, or Just Being Polite?”; ( 5 )
society. The contributing authors present a “Myth-Matics: How Numbers Can be Used to
focus for discussion and reasoned debate. Deceive”; (6) “There are No Cats in America:
Chapters include: (1) “Shared Values in a Historical “Facts” and Myths Cultural and
Pluralist Society?” (Marianne Talbot; Nick Personal”; (7) “Adver-Lies: How Advertisers
Tate); (2) “Three Proposals and a Rejection” Shape Your Opinions and Actions”; (8) “All Hat
(John White); (3) “Can Education Be Moral?” and No Cattle: Public Relations and Media
(Mary Midgley); (4) “Fabulously Absolute” Lies”; and (9) “You Are an Agent of Truth:
(Paul Standish); ( 5 ) “The Spirit of Moral How to Live in a World of Lies.” An answer
Education - Or What, Subject of My Will, guide is provided for the included problems,
You Will” (Tony Skillen); (6) “A Moral Fix” questions and quizzes. The book concludes with
(Carole Cox); and (7) “Innate Morality: A a bibliography, index, and author vita. (MM)
Psychoanalytic Approach to Moral Education”
(Michael Rustin). (EH) AN: EJ544570
AU: Smith, David
AN: ED414227 TI: Communication and Integrity -Moral
AU: Kincher, Jonni; Espeland, Pamela, Ed. Development and Modern Languages.
TI: The First Honest Book about Lies. PY: 1997
PY: 1992 SO: Language-Learning-Journal; n15 p3 1-35
AV Free Spirit Publishing Inc., 400 First Mar 1997.
Avenue North, Suite 616, Minneapolis, M N DEM: *Moral Development; *Moral Values;
55401; telephone: 612-338-2068 ($12.95). *Questioning Techniques; *Speech
P R Document Not Available from EDRS. Communication; *Student Reaction
DEM: *Ethical Instruction; *Honesty; DER Second Language Instruction; Second
*Integrity; *Lying; *Values Education Language Learning; Student Motivation
DER: Advertising; Elementary Education; AB: Argues that pupils in the second language
Ethics; Mass Media Effects; Moral Issues; classroom should be encouraged to respond to
Mythology; Propaganda; Social Influences; questions for personal information truthfully
Stereotypes and that certain aspects of existing teaching
AB: Readers learn how to discern the truth practice encouraging the opposite should be
from lies through a series of activities, games, scrutinized. Focuses on the objections to this
and experiments. This book invites young stu- premise and outlines reasons for seeking truth-
dents to look at lies in a fair and balanced way. h l student responses. (CK)
Different types of lies are examined and the

60
67
 synomyms
regard
consideration
esteem
courtesy
honor
ad mi ra ti on
deference
Defiitisn
Honor and deference are expressed
i n all major world religions,
philosophies and cultures. A l l
social groups believe i n respect for
self and others, for example, toward
the elders as the keepers of
wisdom, toward families as
preservers of traditions, and toward
individuals as members of the
group.

i!!
i @
&
=
.'%.
@la-
It-.-
68
Chanter Four RESPECT

“Withoutfeelings of
respect, what is there to
distinguish men fiom
beasts?”- Conjkcius
This essay explores several aspects
of teaching about respect, including
(1) the varying definitions of respect;
(2) the need to address respect in a
civil society; (3) some concerns about “teaching respect”; (4) how respect can
be addressed in a school community in concert with local, family and commu-
nity expectations; and ( 5 ) what resources are available to help in teaching this
concept.

The Varying Definitions of Respect something.” Lickona considers respect and

responsibility to be the “fourth and fifth R’s” of
“To respect is to show honorfor the worth of education (p. 43).
someone or something. ’’ - Character Counts
Kohlberg’s stages of cognitive moral devel-
From earliest time, humans have grappled opment build upon the child’s freedom of
with the role of the individual in relation to choice in developing both self respect and
society and how respect for self and others is respect for community and the quest for justice
attained. Through the ancient philosophical (Brooks & Goble, 1997, p. 31). Respect is
questions of Plato and Socrates to the modern commonly identified among diverse ethnic, reli-
discussion of moral education, character educa- gious and social groups as an important quality
tion, citizenship, values education, and virtues, for their children to learn. From the Chicago
the debates continue as to what basic beliefs Public Schools’ Character Education Initiative
should be fostered among the youth of society. “A Rainbow of Character”
Brooks and Goble give an example: (htt~://[Link]~[Link]) to the
Work with Muslim, 7th Day Adventist, Character Counts! Coalition (&://www.
Lutheran, and Jewish and Roman Catholic edu- [Link]), respect stands among the essen-
cators all resulted in the generation of a list of tial qualities identified for the school communi-
values that were overlapping. All groups listed ty to foster among students.
such values as honesty, respect, courage, perse-
verance, responsibility and caring as common The Need to Address Respect in a
values that must be taught in their schools Civil Society
(1997, p. 56). The ancient Greek philosopher Plato noted
Thomas Lickona’s groundbreaking work, long ago that “civilization is the victory of per-
Educating for Character: How Our Schools suasion over force.” But how do we achieve
Can Teach Respect and Responsibility (199 I), that civilization and maintain or reintroduce
offers a solid foundation for teaching character civility in our society? Daggett and Kruse sug-
education and specific character qualities within gest:
the school. Lickona notes that “respect means History works as a model for the present
showing regard for the worth of someone or and future largely because the matter of behav-
Developing Character Through Literature A Teacher’s Resource Book

ior-oriented education for a society’s young peo- Another concern often voiced is “Whose
ple is not a new, or even a recent, issue. values will be taught?” Character educators
Essentially the same viewpoints and differences would respond that it is more properly a ques-
of opinion on what and how to teach young- tion of “what values” than “whose values”.
sters have continued unabated since Plato and Schools are, by their very nature, value-laden in
Aristotle outlined and enunciated differing that the local community, state and federal gov-
alternatives in ancient Greece (1997, p. 264). ernments decide what is of value to be taught.
In resolving these differences to come to a The conversation about what character qualities
working plan, Daggett and Kruse continue: should be fostered in the school environment
needs to be held with all stakeholders. To be
A far more productive approach is to con-
truly effective, character education programs
centrate on the rarely discussed topics about should be reinforced in the school, the home,
which there is almost complete agreement.
and the local community where the children
These are the areas where the community can
interact.
agree on expectations for adult behavior roles,
including honesty, responsibility, and ethics. Another concern expressed by critics is that
These, then, should be the areas incorporated in teaching respect, or any other character qual-
in curricula and directed toward letting student ity, teachers may be indoctrinating our youth.
know about attitudes and behavior patterns Glanzer comments:
appropriate for citizens in a free society, citizens As committed educators, we should resist
who can state their differences, can agree to dis- promoting lists of virtues that serve a political
agree, and can still get along with and respect agenda or are justified primarily on political
one another (1997, p. 264). grounds. If educators fail to delve into motiva-
tional factors, character education can turn very
Some Concerns about authoritarian in practice. We must allow chil-
“Teaching Respect” dren to express, discuss, and explore the variety
of motivations for moral behavior. Teachers
Some critics express concern that schools
could aid this process by creating a community
are involved in trying to teach respect. Isn’t this
of inquiry in the classroom that allows the dis-
more appropriate to the family? Educators cer-
cussion of deeper philosophical and religious
tainly agree that the family should start the
issues that relate to ethics (2001, p. 693).
process, but they would also counter that teach-
ing of respect should be done in all social inter- How can respect be addressed in a
actions in which the child engages. Brooks and
school community in concert with
Goble answer:
local, family and community
Schools are the common denominators in
expectations?
society. Not all children come from poor
homes or rich homes. Not all children come With your studendchildren, discuss:
from good homes or dysfunctional How can I show respect for myself?
homes. There are few commonal- For others? At my school? In my
ties among our youth. One thing neighborhood? Society? The world?
they all have in common, however,
Generate ideas of what respectful atti-
is that they all attend school.
tudes are.
Therefore, our schools have the responsibility
and opportunity to instill core values and char- Why is it important to have respect
acter in the children who cross their thresholds and show respect?
(1997, preface). What happens when disrespect is

. :J 63 70
Chapter Four RESPECT

shown? How does disrespect make initiatives, and evaluation instruments for effec-
people feel? tive character education work.
Many examples from fiction and non- The Character Counts! Coalition
fiction works can help this discussion. (httd/[Link]) is sponsored by the
See the booklist below. Josephson Institute and promotes the Six Pillars
Service learning is a valuable tool for of Character (trustworthiness, respect for oth-
exploring the concept of respect, both for self ers, responsibility, fairness, caring and citizen-
and for others. Students come to realize that ship) on a community-wide basis. This multi-
the things they learn in the classroom are rele- faceted approach invites all community stake-
vant to the social environment in which they holders in the promotion and projection of
live. Their direct service toward addressing a character.
real community need enhances self-respect and References
fosters a sense of belonging in the community
with the commitment of making improvement. Brooks, B.D. & Goble, F. (1997). The casefor
character education: The role of the school
What Resources are Available to in teaching values and virtue. (Northridge,
Help in Teaching This Concept? CA: Studio 4 Productions).
For further background, consult the work (httD://[Link]). Character Counts!
of psychologists Lawrence Kohlberg and Coalition of the Josephson Institute
Abraham Maslow, as well as philosophers such Daggett, W.R. & Kruse, B. (1997). Education
as Alexis de Tocqueville and leaders of the is (not) a spectator sport. (Schnectady, I
W
Founding Era of the United States. In the Leadership Press).
words of Thomas Jefferson, James Madison, Glanzer, l? (2001). Exit interviews: Learning
Thomas Paine, and Benjamin Franklin, one can about character education porn post-Soviet
find many hints on why an attitude of respect is educators. Phi Delta Kappan, May, 691-
fundamental to our democracy.
693.
The Character Education Partnership
Lickona, T. (199 1). Educating for character:
(httd/[Link]$ is a national organization
How our schools can teach respect and
to help parents, schools and local communities
responsi6ility. (New York, NY: Bantam
in developing character education with the chil-
Books).
dren. The group offers publications, training
Developing Character Through Literature A Teacher’s Resource Book

(Handout for Students)

Student Activity
Love and respect are closely allied. When you love someone or an institution, you naturally
show them respect. Showing respect follows from an acknowledgement of value or worth in the
other person, in the worth of their-
* Ideas
Strength of character
Laws that protect you
Charitable actions
And so on
By identifying some value or worth you are in effect finding a reason to love that person, your
school, your church, the city council. To illustrate the point, ask your students to draw a line down
the center of a sheet of paper. In the left column have them list 6 people and 4 institutions or busi-
nesses that they deal with regularly. In the right hand column have them write at least one value that
they see in that person or business.
Then discuss ways that they can honor or show respect as a result of the values they have identi-
fied.

65
72
..
Chapter Four RESPECT

(Handout for Students)

Classroom Activity
To get your students thinking about how respect shows up in daily activity, read the following
incident then ask your students to discuss their reactions or to write their reactions in their journals.

Amy and Her Daring Children

Amy and her three children were outside in their driveway. The children were playing and Amy
was watering flowers.
Her five-year-old was helping a two-year-old climb on a two-wheel bike. As they began to
move, the bike started to tip, threatening to spill the two-year-old onto the pavement. But the five-
year-old grabbed the bike and struggled to keep it from falling. He held the bike and saved his little
sister from falling off.
Amy saw this and said, “Jon, thank you for saving Anna from falling and hurting herself.
Thanks for watching so she won’t get hurt.”
Jon smiled, knowing that his mother might have yelled at him.

What is your reaction to this little story?

What does Amy’s comment tell her son?

1. Amy did not admonish her son: “Why did you put your little sister on a dangerous
bike?” (Many of us might have.)
2. She complimented her son for preventing the baby from being hurt. Thus she gets
across the idea that Jon should be protecting the baby while showing respect for his
actions in preventing injury.

66
73
DeveloDing: Character Throwh Literature A Teacher’s Resource Book

(Handout for Parents)

Parent Activity
You may wish to copy the following letter and send it to the parents of your students.

Re: Attitude of Respect

As part of our work on character development your child and classmates have been dis-
cussing the attitude of respect. They have been doing activities that help them understand the
role that respect plays in our lives. We encourage you to continue the discussion at home.
In order to function reasonably well, a democracy depends on mutual respect. Freedom of
speech, for instance, assumes that we respect each other’s right to express our opinions. That’s
the reason we have discussed in class our respect for government, school, family, and individu-

We know that a sense of respect for others starts in the family. Please find time to ask your
children questions like the following:
Besides the members of your family, who do you respect the most? (List five people)

What is there about those people that causes your respect?

Are there businesses or institutions that have gained your respect? Why?

The direction of this discussion will remind your children of the people that they admire.
It will help them concentrate on traits they may want to imitate.
Then one final question: Have you ever told those people what you admire in them?
Would you feel comfortable in telling them? They would be pleased.
If your discussions reveal some effective ideas, please share them with the rest of us.
Thank you so much for all you do for your child.
Sincerely,

67 14
.. .
Chapter Four RESPECT

Historical Figures Who Exemplify tion of morale in English youth. He saw the
Respect effect of our 20th century industrialized, urban-
ized society: the decline in physical health, the
erosion of moral standards, and the loss of self-
discipline. He wanted to use his popularity as a
Respect for the Natural Environment war hero to help rebuild the vitality and
dynamism of young people. Robert was
St. Francis of Assisi (118 1/82- 1226) is one of
impressed by the character building impact of
the most popular saints in Christendom. He was
taking urban young people away from the city
canonized a saint only two years after his death.
and back to the great outdoors. His scouting
Most people know Francis as an ascetic who
movement quickly crossed the seas to numerous
loved animals. He was even named the Patron
countries around the world. It inculcates the
Saint of Ecology because of his great respect for
highest ideals of respect for the individual and
creation. But he was also known as a powerful,
society combined with a sense of duty, self-
authentic Bible preacher in an era when this was
reliance, service to others and charity to all.
rare. Francis expressed a sense of love, compas-
sion, and respect for all of God’s creation: for
people, for animals, and for the environment. Respect for Others
His relationships with others were always
marked by an unconditional respect. He Dr. Martin Luther King Jr.
believed no individual could be condemned. O n (1929-1968) is one of the
the contrary, he believed every human being is most prominent black leaders
an image of God. our nation has ever known.
Advocating non-violence and
passive resistance he took
Respect for Authority major steps towards creating a
nation where all men are treat-
The name Robert Baden-Powell (1857- 1941)
ed equally.
- . Dr. King - was a
is known and respected throughout the world as
strong advocate of nonviolent protest and fought
a man who devoted himself to the service of his
for civil rights for all Americans with a great elo-
country and his fellow men in two separate and
quence found in his speeches, such as, his
complete lives. He was a soldier fighting for his
famous “I Have a Dream” speech. “I have a
country, and he worked for peace through the
dream that my four little children will one day
brotherhood of the Scout Movement. From the
live in a nation where they will not be judged by
very beginning, Lord Baden-Powell was commit-
the color of their skin, but by the content of
ted to making a significant difference in the lives
their character.” Kings life was dedicated to the
of young people. When Robert Baden-Powell
fight for human rights for all. He serves as an
returned to England from South Africa in 1903
example of love for humanity in the spirit of
as a war hero, he was appalled at the deteriora-
human kinship.
Developing Character Through Literature A Teacher’s Resource Book

Websites on Respect for A Fun Site about Respect.

Students This site gives a definition of respect, the word
in other languages, a story about respect, and an
Character Trait - Respect animated game where you make the call on how
htt~://[Link]/EVER/respect.
htrn to show this character trait (requires installation
of free QuickTime software, so ask your
Self-Quiz “How would you rate yourselk?” teacher).
httD://[Link]/Curric/cc!/Respect/ [Link]
[Link] values/2respect/respect frarneset.htrn1
Definition of Respect. There Are Many Different Ways to Show
[Link] [Link]/character/rnonthlytraits/ Respect.
[Link] You will find the definition of the trait, links to
Thoughts on Respect. biographical sites of people who exhibited the
This site tries to help explain the concept of trait, and a mini poster to download and print.
respect. It also contains suggested songs and sto- html
httD://[Link]/secondary.
ries and some quotations. #anchor5 11335
httD://[Link]/school/character/ Demonstrating Respect. Some Action Steps.
remect. htrn ts/
httD://www.fortdod_pe.or_p/charactercoun
Tips for Keeping the Peace. charactercorner0 [Link]
This site offers some good suggestions on how Compassion and Respect.
to keep peace and also ways to show respect to Definition of the trait, its benefits, tips on
another person. Take a look and learn more becoming more compassionate and caring,
about how the trait of respect is shown in a per- proverbs and maxims, advice on how to show
son’s life. compassion, quotes, action steps and books on
htrnl
httD://[Link]/keeppeace. compassion.
.htrn
[Link]
Chapter Four RESPECT

Books on Respect for Students children at Napville Elementary School always

ignore Officer Buckle’s safety tips, until a police
These books contain strong images of peo- dog named Gloria accompanies him when he
ple who show respect for self, for nature, for gives his safety speeches.
others. Use these incidents to gener-
ate a discussion about how one devel- Grade 4 to 7
ops an attitude of respect.
CLEARY, Beverly. (1952). Henry and Beezus.
K to Grade 3 Morrow Junior. ISBN 0688213839. All Henry
Huggins can think about is owning a bicycle,
CHERRY, Lynn. (1990). The Great Kapok Eee.
and he and his friend Beezus come up with vari-
Harcourt Brace Jovanovich. ISBN 015200520X.
ous ideas to make money.
The many different animals that live in a great
kapok tree in the Brazilian rainforest try to con- CONLY, Jane Leslie (1993). Crazy Lady.
vince a man with an ax of the importance of not HarperCollins. ISBN 0060213574. As he tries
cutting down their home. to come to terms with his mother‘s death,
Vernon finds solace in his growing relationship
FLEMING, Virginia M. and COOPER, Floyd.
with the neighborhood outcasts, an alcoholic
(1993). Be Good to Eddie Lee. Philomel. ISBN
and her retarded son.
03992 19935. Although Christy considered him
a pest, when Eddie Lee, a boy with Down’s FLEISCHMAN, Sid. (1986). The Whipping
Syndrome, follows her into the woods, he shares Boy. Greenwillow. ISBN 0688062164. A bratty
several special discoveries with her. prince and his whipping boy have many adven-
tures when they inadvertently trade places after
FOX, Mem and VIVAS, Juile. (1985). Wi@d
becoming involved with dangerous outlaws.
Gordon McDonald Partridge. Kane/Miller.
ISBN 09 16291049. A small boy tries to discover SPINELLI, Jerry. (1990). Maniac Magee. Little,
the meaning of “memory” so he can restore that Brown, & Co. ISBN 0316807222. After his
of an elderly friend. parents die, Jeffrey Lionel Magee’s life becomes
legendary, as he accomplishes athletic and other
HENKES, Kevin. (1991). Chrysanthemum.
feats which awe his contemporaries.
Greenwillow. ISBN 0688096999.
Chrysanthemum loves her name, until she starts WHITE, E. B. (1952). Charlotte’sWeb. Harper
going to school and the other children make fun Trophy. ISBN 0064400557. Wilbur, the pig, is
of it. desolate when he discovers that he is destined to
be the farmer’s Christmas dinner until his spider
R A T H M A ” , Peggy. (1995). Oficer Buckk
friend, Charlotte, decides to help him.
and Gloria. Putnam’s. ISBN 0399226168. The
Developing Character Through Literature A Teacher’s Resource Book

Grade 8 to 12 punks into a boxing gym, where he learns that

being a contender is hard and often discouraging
BRUCHAC, Joesph. (1997).Bowman’s Store: A
work, but that you don’t know anything until
Journey to Myself: Dial ISBN 0803719973. you try.
Tracing the journey of writer Joseph Bruchac
from childhood to the beginning of his career as MAH, Adeline Yen. (2001). Chinese Cinderella:
a storyteller of Native American history and The True Story of an Unwanted Daughter.
lore, Bowman’s Store is a compelling and deeply Delacorte. ISBN 0385327072. A riveting mem-
moving memoir. oir of a girl’s painful coming-of-age in a wealthy
Chinese family during the 1940s.
CARTER, Forrest. (1 976). The Education of
Little Tree. Delacorte. ISBN 0440023 19X An SPFARE, Elizabeth George. (1958). The Witch
autobiographical account of a Cherokee boy liv- of Blackbird Pond. Dell. ISBN 044022036X.
ing with his grandparents in the Appalachian Born in the Caribbean islands, Kit finds life in
Mountains. the Connecticut colony of her relatives to be
extremely bleak and lonely. When her only
LIPSYTE, Robert. (1997). The Contender.
friendship is discovered, she finds herself accused
Harper & Row. ISBN 0064471527. A Harlem
of witchcraft.
high school dropout escapes from a gang of

i.7I
18
Chapter Four RESPECT

Mebsites on Respect for Parents Teaching your Children Values.

Based on the book of Linda and Richard Eyre.
Helping Your Child Learn htto://[Link]/rnbarker/www/exercises/
Responsible Behavior. [Link]
Activities for children.
Building Character in Children.
htto://[Link]/kidsource/content/
Character building for children isn’t a course
[Link]#honesty
offered in school, but it should be. Here are sug-
Learn more about Respect! gestions for character building ideas.
Here you will find the definition of respect, [Link]
family activities, and suggested reading and .htm
movies.
Parent’s Guide to Respect.
htto://[Link]/charactercounts/wordofiheweeW
httP://[Link]~[Link]~/charactercounts/pide.
htrn
[Link]
Some Activities That Can Help Teach
Useful Articles on Teaching Respect.
htto://[Link]/farnilv/[Link]?col=
Respect.
htto://[Link]/[Link]
farnilv&searchtvDe= kevword&a t=TeachinP+Respect
Respect Can Be Taught. Practical Advice.
A Great Site about Respect!
htto://[Link]/distribution/
httD://[Link]/
farnilvdeveloornent/cornoonents/6961 [Link]
Steps to Respect. A Bullying Prevention
To Learn Respect, Children Must Be
Program.
Respected.
htto://[Link]
Adults often comment that today’s young people
Teach your Child about Respect. are not respectful. If that‘s true, adults need to
htto://[Link]/4hcritters/[Link] remember that children learn by watching
other‘s behaviors. Parents and caregivers can do
Rusty - The Respectful Raccoon.
many things to show respect for a child.
Read a critter‘s character story to a child!
htrnl
htto://[Link]/-carr/fcs/tirneseo.
1 .html
htto://www.a~[Link]/4hcritters/Rust~p
#Respect
Teaching the Discipline of Respect. Should Children Respect Adults?
Respect is not the same thing as obedience. All
Certainly we don’t want our children to be disre-
parents want respect, but many make the mis-
spectful, but do we really want them to respect
take of demanding respect from their kids.
all adults?
htto://[Link]/Bulletin%2OArchive/
htto://[Link]/-rorewett/[Link]
bulletin01 [Link]
The Respectful Child: How To Teach Respect
Respect: Why You Have To Give It to Earn It!
httD://[Link]/refcaD/DarentinP/
Four easy ways to build respect; activities to
raisin~/[Link]
teach it.
htto://[Link]/[Link]

O A

7Pg
Developing Character Through Literature A Teacher's Resource Book

Websites on Respect for Teachers section and tips for creating a respectful class-
room are included in the middle school area.
Respect for Self and Others. Also includes a newsletter and links to other
This site contains lesson plans writ- sites related to the trait of respect. This is a great
ten by teachers for grades 1-12, resource.
including one for special education. [Link]
Lessons cover teamwork and helping others.
Respect.
Most involve a literature component.
This site contains a definition of respect, related
httD://[Link]/character/
words, and practical applications of the trait. A
[Link]
suggested reading list for elementary and middle
Respect for Cultural Differences. school students is included. This site is a good
This site contains lesson plans created by teach- starting point for the development of activities,
ers for grades 3-6. Lessons teach respect for indi- lessons, and discussions.
vidual and cultural differences. httD://[Link]/instruct/
httD://[Link]/character/ respect.shtrn1
[Link]
Respect for Authority.
Respect for Law and Order. Character Education Resource for Elementary
This site has character lessons created by teach- Students. A Character Building Education
ers for grades 9-12. Lessons are clear and objec- Resource for Schools, Families, and
tives are laid out. Communities. Character really works!
[Link] httD://[Link]/elernentarypaPes/
[Link] [Link]
Kids Helping Kids. Respect for the Natural Environment.
Team up with UNICEF USA and make a differ- Character Education Resource for Elementary
ence in the world. This site includes a teacher's Students. A Character Building Education
guide with activities and resources to help you Resource for Schools, Families, and
teach about peace. Guide emphasizes building Communities. Character really works!
children's self-esteem, communication skills, and [Link]
respect for others. h trnl
res~ectforenvironrnent.
[Link]
Respect for Health.
enelish.htrn1
Character Education Resource for Elementary
Cultural/Social Diversity Appreciation and Students. A Character Building Education
UnderstandingActivities. Resource for Schools, Families, and
This site has class activities from the PBS show Communities. Character really works!
Arthur. Lessons highlight cultural and social tarypaeesl
[Link]
diversity appreciation. Teach your students to resDectforheahhtrn1
respect one another's differences.
Respect & Acceptance of Authority.
httD://[Link]/arthur/prownuDs/activities/
Character Education Resource for Secondary
[Link]
Students. A Character Building Education
Resource for Schools, Families, and

A short booklist is included in the elementary

r - n

73
uw
Chapter Four RESPECT

Respect for Self and for Others. List of Activities by Grade Level.
Georgia Stories: History Online - Values & htm
httD://[Link]/stiohn/k-respect.
Character Education.
Teaching Life Lessons through Sports:
httt,://[Link]/Pa/hatkins/
Respect.
[Link]#Self-Respect
httD://[Link]/sDortsparents/psvcholow/
Self-Quiz “How would you rate yourself?” [Link]
httD://www,[Link]/curric/cc!/ResDect/
Collection of Lessons on Respect.
[Link]
httD://[Link]/Courses/EdTech/Vault[
Teaching Guides on Respect. character/resDect. html
Middle school discussion questions, writing
Creative Activities on Respect.
assignments, and student activities for character
Center for Character Development.
education and life skills.
l/[Link]
httD://[Link]/act
httD://[Link]/ISOC/[Link]
Collection of Web Sites for Teachers.
Teaching Guide: The 3 R’s of Growing Up for
html
httD://[Link]/-.arox/teachersrespect.
Grades 5-9.
htt~://www.~[Link]/BCBC/[Link]

Teaching Guide: Respecting Others for

Grades 5-9.
httD://[Link]/BCBC/
Res~ectinv%200thers.
html
Developing Character Th ro u g h Literature A Teacher’s Resource Book

ERIC Bibliography on Respect Series, Volume No. 104.

CS: Father Flanagan’s Boys’ Home, Boys Town,
ERIC annotated bibliographies add brief NE.
ideas to help with this topic. Many of the anno- PY: 1996
tated articles are available in full text. See the AV: Boys Town Press, Father Flanagan’s Boys’
Appendix for directions. Home, 14100 Crawford Street, Boys Town, N E
The following reports of research and class- 68010; Tel: 800-282-6657 (Toll Free); Fax:
room practice are summarized here from the 402-498-1 3 10; Web site: [Link]
ERIC database. For more information on arti- [Link] ($1.95, plus $4 shipping. Nebraska
cles in the database, or to find the full text of an residents must add 5% sales tax).
article go to [Link] to search the PR: Document Not Available from EDRS.
database. The numbers at the top of each refer- DE: *Adolescents; *Change Strategies;
ence enable you to go directly to the article that *Children; *Parenting Skills; *Stealing
you seek. AB: This Boys’ Town publication for parents
presents guidelines for a parental and societal
AN: EJ562341 response to purse-snatching, shoplifting, and
AU: Warger, Cynthia L.; Rutherford, Robert B., other kinds of stealing that are a part of vio-
J r. lence. The guide maintains that a comprehensive
TI: Teaching Respect and Responsibility in public policy approach is needed, one that is
Inclusive Classrooms: An Instructional based on an appreciation of the development of
Approach. learning respect for the rights of others. Stealing
PY: 1997 is used as an example because it is a matrix
SO: Reclaiming Children and Youth: Journal of crime for interdependent violent behaviors. The
Emotional and Behavioral Problems; v6 n3 guide identifies and details three steps for teach-
5 1997
~ 1 7 1 - 7 Fall ing respect for others: (1) teaching respect for
NT: Theme issue: “Alternatives to others’ rights, including teaching children in
Punishment.” advance, monitoring children’s behavior, explain-
DEM: *Conflict Resolution; *Inclusive Schools; ing that stealing is a serious offense, and teach-
*Interpersonal Competence; *Social ing respect for the law; (2) responding to early
Development acts of stealing, recommending that children
DER: Educational Strategies; Elementary make an apology, and make restitution; and (3)
Secondary Education; Intervention responding to continued stealing, including
AB: Describes a strategy that teachers can use to making certain friends or situations off-limits
target social goals for the classroom, teach skills, and replacing the payoffs of stealing with some-
and evaluate interventions. Discusses how teach- thing equally rewarding. The guide also discuss-
ers can tap all areas of the curriculum to create es the role of attachment to family members
learning environments; details the design, imple- during adolescence and the importance of
mentation, and evaluation of the program; and churches and synagogues in providing welcom-
offers a case study. (RJM) ing positive relationships. The guide maintains
that diversion programs, such as boot camps, for
AN: ED423960 serious stealing offenses are ineffective.
AU: Peter, Val J. Patterson’s process of coercive family interaction
and its contribution to violent_behavior are pre-

82
Chapter Four RESPECT

ageable dimensions with clear solutions within “Communicating Effectively”; (3) “Developing
each dimension. (Contains six references.) (KB) Friendship Skills”; (4) “Helping and Being
Helped; ( 5 ) “Including Others”; (6) “Resolving
AN: EJ547059 Conflict”; and (7) “Working Together.” (EH)
AU: Lickona, Thomas
TI: Teaching Respect and Responsibility. AN: ED386637
PY: 1996 AU: Mitchell, Stephanie
SO: Reclaiming Children and Youth: Journal of TI: Evaluation of Project TREC: Teaching
Emotional and Behavioral Problems; v5 n3 Respect for Every Culture.
p143-51 Fall 1996 CS: Portland Public Schools, OR. Research and
NT: Special theme issue on “Kids and Evaluation Dept.
Conscience.” PY: 1994
DE: *Change Strategies; *Ethical Instruction; NT: Photographs and graphics may not repro-
*Social Development; *Student Responsibility; duce well.
*Youth Problems PR: EDRS Price MFOl/PCO6 Plus Postage.
AB: Argues that the surge of violence by youth DL:
arises from a national crisis of character. [Link]
Proposes that schools join families, churches, 386637
and communities in instilling universal ethical DE: *Alcohol Education; *Cross Cultural
values. Outlines a comprehensive approach to Training; *Drug Education; *Multicultural
character development and offers supporting Education; *Program Evaluation
research and practical examples of schools that AB: The purpose of Teaching Respect for Every
implement these principles. (RJM) Culture (TREC) was to ensure that racial/eth-
nic, gender, disability, and other circumstances
AN: ED389642 did not bar student access to alcohol/drug edu-
AU: Schilling, Dianne cation, prevention, and intervention services.
TI: Getting Along: Activities for Teaching This report describes the implementation and
Cooperation-Responsibility-Respect. evaluation of the TREC Project. Five objectives
PY 1993 of TREC were to: (1) establish a committee to
AV: Innerchoice Publishing, PO. Box 2476, review and develop culturally appropriate alco-
Spring Valley, CA 9 1979. hol/drug prevention and education materials; (2)
P R EDRS Price MFOl Plus Postage. PC Not involve students from diverse backgrounds in
Available from EDRS. alcohol/drug prevention by developing multicul-
DE: *Conflict Resolution; *Decision Making; tural youth conferencedretreats; (3) expand the
*Interpersonal Communication; *Peace; pool of school staff with expertise concerning
*Problem Solving both alcohol/drug prevention and multicultural
AB: This book provides activities to introduce issues and strategies; (4) increase the knowledge
or reintroduce students to conflict resolution of and support for school alcohoUdrug preven-
skills in a deliberate, enjoyable fashion and to tion strategies among parents from diverse cul-
elevate their awareness of each person’s responsi- tures; and ( 5 ) assist underserved and diverse
bility to create a cooperative environment wher- groups of students in accessing and completing
ever they may be. Interdependence is a central recommended alcoholldrug assessments.
theme as is the awareness that dissent,and con- Analysis of ethnographic data-support TREC’s
flicthe Gtukal iand !“prdductse elements
‘ \

1 l j J - - ‘/ \ c
’
- fn> T(T-k<--LJ +> 3 5-r\ I ‘ \-7==7 -
in soci- positive effects on student participants. Five rec-
ety. Activities are group,ed into seven topic ,areas\ ommendations are made3Appendices include
L-
l ” l
with Accomgapying I
I h&doutsJTheclopjceea5)
- - , v : -’
include: (1) “Appreciating Differences”; (2)
I >crEflecjions
d ’ - -
(-@cnda’s
on
,,
/’
_-
dYREC b$\ Project Coordinators,
-, 2 c I \ \I\ii
L _ A

for various_aspeYts of the p r o g y , cur-

76 83
Developing Character Through Literature A Teacher’s Resource Book

riculum for TREC student retreats, ethnograph- Together. An appendix, “Getting Started and
ic interview protocols, program materials, and Maintaining Momentum,” is included. (LL)
multicultural resources. UBJ)
AN: EJ620690
AN: ED337451 AU: Maroney, Sharon A.
AU: Lickona, Thomas TI: Reaching Every Child: Respect for Parents.
TI: Educating for Character. How O u r Schools PY: 2001
Can Teach Respect and Responsibility. SO: Instructor-; vl10 n5 p12-13 Jan-Feb 2001.
PY: 1991 DEM: *Parent Participation; *Parent Teacher
AV Bantam Books, 666 Fifth Avenue, New Cooperation; *Special Education
York, NY 10103 ($22.50). DER: Elementary Education; Interpersonal
P R Document Not Available from EDRS. Competence; Parents; Teachers
DE: *Controversial Issues; Course Content; AB: Presents suggestions to help teachers meet
‘Moral Values; *Student Responsibility; ‘Values the challenges of maintaining communication,
Education empathy, and understanding in all transactions
AB: Drawing from research, this book examines involving adults in the lives of students with
the current state of moral education, and asks special learning needs, focusing on: acknowledg-
how schools can foster the moral development ing parents as experts on their children; focusing
of children. Following a preface, the book is on the positive; maintaining confidentiality;
divided into three parts. The first part is entitled involving parents; and offering support by help-
“Educating for Values and Character” and con- ing parents make informed decisions. (SM)
tains four chapters: (1) The Case for Values
Education; (2) Educating for Character: Why AN: ED4073 13
Schools Need Help from Home; (3) What AU: Manthey, Cynthia M.
Values Should Schools Teach? and (4) What is TI: With Respect for Others: Activities for a
Good Character? Part Two, “Classroom Global Neighborhood.
Strategies for Teaching Respect and PY: 1995
Responsibility,” includes an introduction to AV: Humanics Learning, 1482 Mecaslin Street,
parts two and three: “Teaching Respect and N.W., Atlanta, GA 30309 (paperback:
Responsibility: The Big Ideas” as well as 11 ISBN-0-89334-24 1-6; library binding:
chapters: ( 5 ) The Teacher as Caregiver, Model, ISBN-0-89334-247-5).
and Mentor; (6) Creating a Moral Community PR: EDRS Price MFO1 Plus Postage. PC Not
in the Classroom; (7) Moral Discipline; (8) Available from EDRS.
Creating a Democratic Classroom Environment: DEM: *Global Education; *Multicultural
The Class Meeting; (9) Teaching Values through Education; ‘Self Concept; *Self Esteem;
the Curriculum; (10) Cooperative Learning; *Sensory Experience; *Social Studies
(1 1) The Conscience of Craft; (12) Encouraging DER: Early Childhood Education; Elementary
Moral Reflection; (13) Raising the Level of Education; Empowerment; Human Dignity;
Moral Discussion; (14) Teaching Controversial Sensory Training
Issues; and (15 ) Teaching Children to Solve AB: This volume contains primary theme units
Conflicts. The final section, “Schoolwide to be used by early childhood teachers to foster
Strategies for Teaching Respect and children’s sense of respect for self, others, and
Responsibility,” the world. Several [Link],units are pre-

77
‘f, G 84
Chapter Four RESPECT

units contain 117 different activities. The units (6) “Touch”; (7) “Taste”; (8) “Hearing”; (9)
focus on: (1) “Self Empowerment & “Smell”; and (10) “Sight. An appendix contains
Self-Esteem”; (2) “African Cultural Aspects”; general multicultural resources, resources for
@)”Mexican Cultural Aspects”; (4) “French each unit, and related resource books. (EH)
Cultural Aspects”; ( 5 ) “Amish Cultural Aspects”;

78
65
Synonyms
cooperation
empathy
harmony
sharing
com munity

Definition
Possessing the skills necessary t o
live comfortably i n society without
resorting t o violence t o settle
disputes.
Chamer Five LIVING PEACEABLY

Question: What do the following scenarios

have in common?
...A kindergarten teacher reminds her
children “not to hurt anyone, inside or out.”
...A middle school student advises his
family of a bully who terrorizes youngsters on
the school grounds.
...A Middle-East cease-fire teeters on the brink of collapse with renewed
hostilities between adversaries.

Answer: All suggest “the need for the skills include ‘democratic virtues’ such as respect for
necessary to live peaceably in society and not individual rights, concern for the common
resorting to violence to settle disputes” (IC 20- good, reasoned dialogue, regard for due process,
10. 1-4-4.5, 1995). Cooperation and working to tolerance of dissent, and participation in public
resolve conflicts in a pro-social manner are need- life-virtues that are important to the kind of
ed from the earliest interactions of childhood. character needed for democratic citizenship
Youngsters are taught not to bite or pull hair (1999, 79).
over a contested toy, as they are told to “share” Rushworth Kidder, president of the Institute
and “get along with other children. Admittedly for Global Ethics, described results from his
not all conflict scenarios are as simple as a tug- interviews with “Muslims, Buddhists, and
of-war between tots over a plaything, but the Christians, men and women, liberals and con-
basic concepts of sharing, cooperation and con- servatives” (138). The question posed of these
flict resolution are needed by all of us daily. “ethical thinkers and actors” was: If there could
How do we, as educators and concerned be a global code of ethics for the twenty-first
adults, help youth to foster these skills of coop- century, what would be on it? Kidder acknowl-
eration, problem solving and conflict resolution? edged that eight items were cited so often they
How do we encourage students to develop self- constituted “global core values”. Listed consis-
esteem and promote self-interest while we tently were love (caring or compassion), truth
espouse the “common g o o d ? This essay explores (honesty or integrity), freedom (liberty), fairness
these questions: (1) what skills for living peace- (justice or equity), unity (a sense of community
ably can we promote among our students?; (2) or wholeness), tolerance (respect for diversity),
how do we encourage pro-social behaviors both responsibility (accountability), and respect for
in and out of the classroom?;and (3) what life (avoidance of killing) (Andrews, 1994, 138).
resources are available to help in this difficult In examining this list of “global core values”,
but important task? note how each is influenced by willingness to
cooperate. Each quality is enhanced through
What Skills Are Necessary For cooperative effort and is diminished by lack of
Living Peaceably? cooperation.
Thomas Lickona notes: The Secretary’s Commission on Achieving
The choice of which virtues to teach is Necessary Skills (SCANS), a 1990 study spon-
influenced by context. In democratic societies, sored by the U.S. Secretary of Labor, issued a set
for example, character education would logically of competencies for future workers that is still

80

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Developing Character Through Literature A Teacher’s Resource Book

influencing student preparation for the job mar- outside help to address such a behavior problem
ket. These workplace competencies included is not the same as ‘‘tattling’’-of which children
resources, interpersonal skills, information, sys- do not wish to be accused. Seeking help from an
tems and technology ([Link] outside party is actually a more sophisticated
The interpersonal skills address team member- response to addressing the bully than a punch in
ship, service to clients and customers, leadership, the nose, no matter how satisfying that punch
teaching others, working with diversity, and may be in the short term.
negotiating to reach decisions. Again, all res- Peter Yarrow, of the singing group “Peter,
onate with cooperation and conflict manage- Paul and Mary”, has developed an anti-bullying
ment skills. program known as “Operation Respect” and it is
symbolized by the song and video, “Don’t Laugh
How Do We Encourage Pro-Social
at Me” ([Link] “Operation
Behaviors Both In And Out Of The Respect” is available without cost to schools and
Classroom? has a professional development component.
Kathleen Ayr proposed three reasons for Linda Lantieri and Educators for Social
teaching conflict resolution skills: (1) increased Responsibility developed curriculum to support
exposure of children to violence, including via “Operation Respect.” The messages are those of
television, video and internet, as well as in the self-acceptance, respect and problem-solving, as
local community; (2) the current “system of laws well as anti-bullying. Yarrow directs the song
and punishments is failing to curb violence due “Don’t Laugh at Me” to elementary and middle
to the multifaceted nature of social problems; school students, yet the messages of acceptance
and (3) the increasing numbers of disruptive and tolerance are appropriate for all age groups.
students from abusive home situations in today’s Although hurtful teasing is the most common
classrooms provides a prime opportunity to type of bullying (Hoover, 2000), the negative
institute conflict resolution models.” Ayr advo- long-term effects of cruel words may be as detri-
cated a “big family” approach to the classroom mental as any physical abuse.
where exemplary practices would focus on the
Silent Bystanders
unit, family strengths, prevention rather than
crisis management, address needs systematically We should also recognize a little-discussed
instead of piecemeal, treat all with honor and element in most cases of bullying. It is the role
respect, and offer flexible options for resolution of the bystander, someone who sees and hears
instead of an authoritarian approach the abuse but says nothing. The bystander
([Link] should be encouraged to act in pro-social ways
units1 994). to alleviate the bullying situation. The study of
Bullying is a problem that has always exist- the bystander has been long noted in the history
ed. Reports indicate that 1 in 4 US children are of the Holocaust. Indifference by the bystander
being bullied physically in schools (Educators is seen by many Holocaust victims as more hurt-
for Social Responsibility, 200 1). Bullying is ful than the physical acts of the Nazis. Out of
obviously significant to the one being bullied; fear of becoming victims, many stood aside
however, bullying is also a significant social silent, lest they too become victims of the Nazis.
problem because it fosters attitudes of intoler- Research with “hard core” students in alter-
ance and injustice. How do we deal with bully- native schools show “that caring environments
ing, whether on the playground or the school can transform peer ridicule into peer concern
bus? Children must learn that talking to an and rekindle motivation for learning (Brendtro,
adult about the situation is permissible. Seeking Ness, and Mitchell, 2000).

81
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Chapter Five LIVING PEACEABLY

Resolving Conflicts Resources

Many models of conflict resolution try to The Educators for Social Responsibility
help people to work through differences of opin- (htttx//[Link]) has created a vari-
ion. The literature on conflict resolution stresses ety of materials, including the “Resolving
the need for students to experiment with words Conflict Creatively Program” (RCCP) and
and feelings so they can work out their differ- “Adventures in Peacemaking”. Contact them at
ences. 23 Garden Street, Cambridge, MA 02138 or at
Using examples of conflict from children’s 1-800-370-25 15.
literature and allowing students to explore moti- In addition, ESR has worked with the
vation and consequences of behavior is a pro- Southern Poverty Law Center‘s “Teaching
ductive way to deal with conflicts. Role-playing Tolerance Program” (400 Washington Avenue,
a character’s conflict and resolution can be effec- Montgomery, AL 36104; 334-264-0286), as
tive “practice” for times when students actually well as other national programs.
become involved in personal conflict. By explor- The Anti-Defamation League of the B’Nai
ing feelings and giving validity to the emotions B’rith (htto://[Link]) has developed a pro-
students are experiencing we help the child to gram for greater understanding of personal dif-
see their feelings as legitimate and help them see ferences called “A World of Difference” which
alternative responses. Once practice conflicts are explores the basic concept that something may
resolved, spend time debriefing so students rec- not be right or wrong, just different.
ognize the wide range of feelings and emotions
The Museum of Tolerance of the Simon
experienced during the conflict.
Wiesenthal Center ([Link]
McHenry’s (2000, 227) study of conflict is located in Los Angeles and was created for
resolution techniques in a friends school cau- remembrance of the Holocaust and human
tions us not to rush too quickly to settle con- rights defense. The center provides unique serv-
flicts among students because there is a great ices for education, social activism and outreach.
learning opportunity to be found by allowing
One active way to help break down barriers
students to work out conflicts on their own. The
of misunderstanding is through the power of
study team also warned:
service-learning. The Corporation for National
When avoidance of conflict is overempha- and Community Service ([Link]
sized, there is a greater risk of dishonesty [Link]) provides grant funding to states to
and blaming. The study team urges educa- encourage school-based service-learning in
tors to embrace the tensions that come which students are actively engaged in local
with honest disagreements and to give problem-solving. Students work together collab-
attention to modeling and teaching habits oratively to make improvements in the local
of respec@ listening and civility in dis- community.
course. Educators must emphasize and
A plethora of resources exist on cooperation
engage students in responses to conflict that
and conflict resolution to help us to resolve our
are non-violent and creative andpromote
differences and live together peaceably. In the
the cause ofpeace in a world where differ-
words of Martin Luther King, Jr.,: “We must all
ence is an essential resourcefor learning
learn to live together-or perish as fools.” And
and growth (227).
Sam Levenson, the late statesman from Texas,
observed: “We may not always see eye to eye,
but we can try to see heart to heart”.

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Developing Character Th ro u g h Literature A Teacher’s Resource Book

References Lickona, T. (1999). Religion and character edu-

cation. Phi Delta Kappan, 81 (l),21-24,
26-27.
Andrews, S. V. (1994). Teaching k i d to care: McHenry, I. (2000). Conflict in scbool: Fertih
Eiploring values tbrougb literature and
ground for moral growth. Phi Delta
inquiry. Bloomington, IN: ERIC
Kappan, 82 (3), 223-27.
Clearinghouse on Reading, English, and
Communication. Miscellaneous Provisions Concerning Elementary
and Secondary Schools (1995 & Revised
Ayr, K. (1994). ConjZict resolution: New rules 2001). Ind. Stat. Ann. 20-10.1-4-4.5.
f i r early primary g r d s . New Haven, CT:
Yale-New Haven Teachers Institute. SC4lVS 2000 Center (n.d.). Retrieved February
Available online: 22, 2002, from [Link]
httD:/[Link]/vnhtilbrochures/[Link] Yarrow, I? (n.d.). Don’t laugb at meproject.
Hoover, J. H. (2000). Sticks and stones may Retrieved February 22, 2002, from
break their bones: Teasing as bullying. httD://[Link]
Reclaiming Children and Youth, 9 (2) 87-
91.

83 Ybb
Chapter Five LIVING PEACEABLY

Lesson Activities for Students Children need to act as a means for dissi-
pating fear. Some examples for activities
When a hidden terrorist or a known bully (depending on age) are:
at school attacks, they strike fear in the hearts
Raising money to send to victims of
of our children. We are justifiably angry. With
violence
each new despicable act, our anger rises. With
each new attack, our fear and uneasiness grow. Planting a bush or tree in memory of
As adults, we have a perspective that calms our victims or as a symbol of peace and
fears. We know that our government will work renewal
to stop and to capture the terrorists. We know Making a poster calling for peace or
that the school can act to contain the actions of listing websites on peace.
bullies. But children do not have that perspec- Putting phrases or reminders of peace-
tive. With little experience and wild imagina- hl action on a stack of cards, turning
tions, children can easily envision sinister peo- up a new card each day as a way of
ple lurking behind every bush, in every dark building peace-building thoughts
corner. They need reassurance and action.
They need their parents and other caregivers to Resolving Conflict
calm their fears and build a broad attitude
about living peaceably. Read and discuss...
An eighth grade boy that we know told us
Assurance and Action how scared he was each day as he rode home on
Talk about safety nets. the school bus. A group of kids, led by a bully,
Children need assurance that peo- congregated in the back of the bus and rolled
ple who hurt innocent citizens marijuana cigarettes. The bully pushed and
through violence or intimidation will be beat on him because he wouldn’t join the
brought to justice. O u r nation’s strong group. Everyday the bully would hit him in the
response against terrorists gives us a place to head and would call him a girl-boy trying to
start a conversation to ease the anxiety caused start a fight that would lead to a victory by the
by the threat of terrorism. As a people, we will bully, of course.
not tolerate the indiscriminate destruction of Ask students how they would handle this
people and property. Schools have policies problem of being bullied. Have them respond
about bullies. Discuss your school’s policy. in their journals or in group discussions.
Developing Character Through Literature A Teacher’s Resource Book

(Handout for Parents)

Peace of Mind
For our peace of mind and for the peace and safety of children, our homes and schools need to
teach children how to work through conflicts. We need to show children that their anger and fear
are natural reactions to a real or a suspected conflict. They cannot avoid conflict in our complicated
world. However, here are some steps they can take:

Bring the reason for the conflict into the open. “I don’t
like it when you take my books without permission.”

Explore the other side. “Do you not have books of your
own?”

Find some common ground that may satisfy both par-

ties. “If you ask and I’m not using my books, I’d be
willing to lend them to you.”

If the conflict involves an important issue (for example,

parental authority), write your mutual agreement and
post it where both parties can review it.

Look for other ideas and guidelines on web sites or ask

your school counselor for suggested guidebooks.

92
Chamer Five LIVING PEACEABLY

(Handout for Parents)

Violence in Schools; Bullies on the Bus

Recently, your child has been studying what it means to live peaceably. We encourage you to contin-
ue this effort at home. Here are ideas for you to consider:
Violence in Schools. Bullies on the Bus.
When kids in school shoot each other, cut each other, and torture each other, the entire community
recoils in horror. Some schools have reacted strongly to violence with zero tolerance policies on weapons
and weapon look-dikes. Some schools have installed metal detectors and hired armed guards.
A leading researcher on school violence gives parents some guidelines. Dr. Russ Skiba, Indiana
University, has studied school violence and works with many school districts guiding them in trying to
reduce and prevent violence. Here is what he said parents should know:
Most schools are reasonably safe. After a major incident has occurred, some schools take harsh meas-
ures, such as zero tolerance on weapons and weapon look-alikes, but they seem to have little effect on

Parents should prompt schools to initiate preventive programs. Then they should cooperate in help-
ing the schools make the programs work.
Bullies on the bus and at school are major problems. Two-thirds of the shooters and stabbers over
the past decade said they were retaliating against being bullied by classmates. Parents should insist that
their schools establish a public policy that outlaws bullying. They should involve the entire school in
stopping bullying and harassment.
Most important for the home, parents should monitor the television and the video games their chil-
dren use. Research from over 250 studies makes an overwhelming case against violence on TV and in
games that show aggression. Video images have a magnifying effect, especially on the brains of children.
Despite what media producers say, the evidence is clear that children who watch large amounts of vio-
lence tend to produce aggressive, hurtful actions.
These facts should sound an alarm bell in our homes. Parents must limit their children’s access to
television and violence in game devices.
Additional ideas about programs for preventing school violence can be found on Dr. Skiba’s website:

At home, developing a sense of peace means:

A sense of order that quiets our nerves
Discussion of feelings, especially when someone is upset-“Help me to understand.”
Fair treatment for all children. Punishment comes only after anger subsides.
Attempt to reduce the high emotion of anger through cooperation and the fair distribution of
responsibility. Learn to relax. Take deep breaths.
Elimination or reduction of TV and games that emphasize violence.
Showing kids a process for resolving conflicts.
Thank you for your help.

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Developing Character Th ro u g h Literature A Teacher’s Resource Book

Historical Figures Who Exemplify will and desire to make a positive change in the
Living Peaceably world makes her a timeless hero.

James Earl
Samantha Smith (1972- 1985) People often Carter (1 924-)
take peace for granted, but many people have (the 39th
devoted their lives to this cause. We look to President of the
them with respect and admiration. One such United States) has
peace hero is Samantha Smith who died in a dedicated his life
plane crash. to peace and
In the 1980s, the United States and the humanity. H e ini-
Soviet Union were in the midst of the “Cold tiated peace talks
War” -a war between the ideologies of democ- between Middle East enemies, Egypt and Israel,
racy and communism. Samantha Smith, a ten in the 1970s. Peace talks between Egyptian
year old from Manchester, Maine understood President Anwar Sadat and Israeli Prime
this. She was concerned about peace. She sug- Minister Menachem Begin spanned 13 long
gested writing a letter to the new president of days, much longer than initially anticipated. At
the Soviet Union, Yuri Andropov, about rela- times, animosities became so unbearable that
tions between the United States and the Soviet Begin and Sadat refused to meet face to face.
Union. Carter used his influence as President and
In her letter, Samantha expressed her fear his mediating capabilities to reestablish commu-
about a “nuclear war” between Russia and the nication between the two. Even in the Middle
U.S. She stated that “God made the world for East, a region so divided in ideologies, religions,
us to live together in peace and not to fight.” and history, Carter proved that intervention and
Samantha received a three page letter from peaceful negotiation are the most logical and
Andropov. He addressed her concerns and invit- effective means of resolving hostilities. His role
ed Samantha to visit the Soviet Union. in resolving disputes between Israel and Egypt,
despite their prolonged history of antagonism,
O n July 7, 1983, Samantha flew to the
illuminates Carter’s heartfelt commitment to a
Soviet Union. She toured the country and met a
more peaceful and better world.
lot of famous Russian people. Samantha discov-
ered that Soviet children were very similar to Carter’s legacy as diplomat and statesman
children living in the United States and that continued after his presidency. His passion for
they also had concerns about peace. Samantha’s the maintenance and advancement of worldwide
journey to the Soviet Union came to symbolize peace is most evident in his creation of the
peace between the two nations. Carter Center. Founded in 1982 the Carter
Center’s central principle is that “Everyone on
After returning from her trip to the Soviet
earth should be able to live in peace.”
Union, Samantha continued to be involved in
the crusade for peace. She made speeches and Jimmy Carter pardoned draft evaders from
television appearances. She wrote a book and the Vietnam War, established U.S. diplomatic
traveled with her mother to the Children’s relations with the People’s Republic of China,
International Symposium in Kobe, Japan. and helped with the treaty of the Soviet Union.
One of Carter’s successes was in North
peace is a concern in
age, race or Kim 11-Sung, was
nuclear pro-
Chamer Five LIVING PEACEABLY

gram in exchange for the commencement of dia- The Dalai Lama has developed his philoso-
logue with the U.S., the first in 40 years. phy of peace from a great reverence for all things
Serving as chair of committees such as the living and upon the concept of universal respon-
Conflict Resolution Program (CRP), Carter has sibility embracing all mankind as well as nature.
also created the International Negotiation The Dalai Lama has come forward with con-
Network. structive and forward-looking proposals for the
solution of international conflicts, human rights
Carter has been a lifelong advocate of
issues, and global environmental problems.
human rights for all people. His dedication to a
world characterized by peace and freedom from In his Nobel Prize acceptance speech The
conflict has grown with each passing year. Dalai Lama said:
“Becausewe all share this small planet
earth, we have to Learn to Live in harmony
His Holiness the XIVth Dalai Lama, andpeace with each other and with
Tenzin Gyatso (1935-) is the spiritual and nature. That is not just a dream, but a
temporal leader of more than 6 million Tibetan
necessity. We are dependent on each other
people. In 1989 the Nobel Committee decided
in so many ways, that we can no longer
to award the Nobel Peace Prize to the 14th
live in isolated communities and ignore
Dalai Lama. The Committee emphasized the
what is happening outside those communi-
fact that the Dalai Lama, in his struggle for the ties, and we must share the good fortune
liberation of Tibet, consistently has opposed the
that we enjoy. We Live in a period of great
use of violence. He has instead advocated peace-
crisis, a period of troubling world develop-
ful solutions based upon tolerance and mutual
ments. It is notpossible to findpeace in
respect in order to preserve the historical and
the soul without security and harmony
cultural heritage of his people.
between the peopLe. ”

88

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Developing Character Through Literature A Teacher’s Resource Book

Websites on Living mean. We can learn how to release those mads

Peaceably for Students in sate ways, so that no one gets hurt and we
feel better.
The Children’s Peace Pavilion [Link]
The only children’s peace museum of its kind.
PeaceJam
Where peace comes alive in the eyes of children
PeaceJam is an international education program
and adults!
built around leading Nobel Peace Laureates who
[Link]
work personally with youth to pass on the spirit,
Out on a Limb: Just for Children skills, and wisdom they embody. The goal of
Stories to help children learn peaceful living. PeaceJam is to inspire a new generation of
htrnl
httD://[Link]/kids/index. peacemakers who will transform their local com-
munities, themselves and the world.
The Peace Rug 1/
htt~://~[Link]
The peacerug is a place to go, with peaceful
words, to peacefully resolve differences, to be World Peace Project for Children
better friends, to have a better world. The purpose of the World Peace Project for
httD://[Link]/ Children is to promote world peace by educat-
ing children about global matters that concern
Get Your Angries Out them and by giving them tools to build positive
Everyone gets the angries. But sometimes they connections with children in other cultures.
make us say and do things that we don’t really [Link]
Chapter Five LIVING PEACEABLY

Books on Living Peaceably soldier, during the Civil War, and their capture
for Students by Southern troops. Based on a true story about
the author’s great-great-grandfather.
Kindergarten to Grade 3 Grade 4-7
BUNTING, Eve and DIAZ, David. (1994). BARTOLETTI, Susan Campbell. (1999). K i d
Smoky Night. Harcourt Brace. ISBN on Strike! Houghton Mifflin. ISBN
0152699546. When the Los Angeles riots break 0395888921. Describes the conditions and
out in the streets of their neighborhood, a young treatment that drove workers, including many
boy and his mother learn the values of getting children, to various strikes, from the mill work-
along with others no matter what their back- ers strikes in 1828 and 1836 and the coal strikes
ground or nationality. at the turn of the century to the work of Mother
COERR, Eleanor and YOUNG, Ed. (1993). Jones on behalf of child workers.
Sadako. Putnam. ISBN 039921771 1. FLEISCHMAN, Paul. (1997). SeedfiLks.
Hospitalized with the dreaded atom bomb dis- HarperCollins. ISBN 0060274719. One by one,
ease, leukemia, a child in Hiroshima races a number of people of varying ages and back-
against time to fold one thousand paper cranes grounds transform a trash-filled inner-city lot
to verify the legend that by doing so a sick per- into a productive and beautiful garden, and in
son will become healthy. doing so, the gardeners are themselves trans-
DURELL, Ann and others. (1990). The Big formed.
Bookfor Peace. Dutton. ISBN 0525446052. KONIGSBURG, E. L. (1996). The Hewfiom
The wisdom of peace and the absurdity of fight- Saturday. Jean KarUAtheneum. ISBN
ing are demonstrated in seventeen stories and 068980993X. Four students, with their own
poems by outstanding authors of today such as individual stories, develop a special bond and
Jean Fritz, Milton Meltzer, and Nancy Willard, attract the attention of their teacher, a para-
illustrated by famous illustrators such as Paul plegic, who chooses them to represent their
Zelinsky, the Dillons, and Maurice Sendak. sixth-grade class in the Academic Bowl competi-
L W , Munro. (1936). The Story of Ferdinand. tion.
Viking. ISBN 0140502343. Ferdinand likes to LOWRY, Lois. (1989). Number the Stars.
sit quietly and smell the flowers, but one day he Houghton Mifflin. ISBN 04400403278. In
gets stung by a bee and his snorting and stomp- 1943, during the German occupation of
ing convince everyone that he is the fiercest of Denmark, ten-year-old Annemarie learns how to
bulls. be brave and courageous when she helps shelter
LIONNI, Leo. (1963). Swimmy. Knopf. ISBN: her Jewish friend from the Nazis.
0394826205. A little black fish in a school of WOLFF, Virginia Euwer. (1998). Bat 6
red fish figures out a way of protecting them all Scholastic. ISBN0590897993. In small town,
from their natural enemies. post-World War Oregon, twenty-one sixth-grade
POLACCO, Patricia. (1994). Pink and Say. girls recount the story of an annual softball
Philomel. ISBN: 0399226710. Say Curtis game, during which one girl’s bigotry comes to
describes his meeting with Pinkus Aylee, a black the surface.
Developing Character Through Literature A Teacher's Resource Book

Grade 8-12 Photographic Remembrance. Viking. ISBN

0670849324. Photographs, illustrations, and
BAUER, Joan. (2000). Hope Was Here. Putnam maps accompany historical essays, diary
ISBN 039923 1420. When sixteen-year-old excerpts, and interviews, providing an insight to
Hope and the aunt who has raised her move Anne Frank and the massive upheaval which
from Brooklyn to Mulhoney, Wisconsin, to tore apart her world.
work as waitress and cook in the Welcome
Stairways diner, they become involved with the MCPHERSON, Stephanie Sammartino. (1993).
diner owner's political campaign to oust the Peace and Bread: The Story ofJane Addams.
town's corrupt mayor. Carolrhoda. ISBN 0876147929. A biography of
the woman who founded Hull-House, one of
GORDON, Sheila. (1987). Waitingfor the the first settlement houses in the United States,
Rain: A Novel of South Afiica. Orchard and who later became involved in the interna-
BookdFranklin Watts. ISBN 0531057267. tional peace movement.
Chronicles nine years in the lives of two South
African youths-one black, one white-as their WALTER, Mildred Pitts. (1992). Mississippi
friendship ends in a violent confrontation Challenge. Bradbury. ISBN 0027923010.
between student and soldier. Describes the struggle for civil rights for the
blacks in Mississippi, from the time of slavery to
ROL, Ruud van der and VERHOEVEN, Rian. the signing of the Voting Rights Act in 1965.
(1993). Anne Frank, Beyond the Diary: A
Chapter Five LIVING PEACEABLY

Websites on Living Get Your Angries Out

Peaceably for Parents Everyone gets the angries. But sometimes they
make us say and do things that we don’t really
Teaching Children Peace mean. We can learn how to release those mads
Offers a very nice essay on methods by which in safe ways, so that no one gets hurt and we
parents can demonstrate and teach peaceful liv- feel better.
ing to their children. htm
[Link]
[Link]
10 Tips for Living in Peace with your Middle-
Family Peace Project School Child
The mission of the Family Peace Project is to htto://[Link]/article/O.1 120.36-
end family violence and promote family peace. [Link]
The Family Peace Project provides education,
The Peace Rug
training and consultation to citizens, health care
The peacerug is a place to go, with peaceful
professionals, organizations and communities.
words, to peacefully resolve differences, to be
The project is directed by psychologists and
better friends, to have a better world.
community activists who believe that citizens
[Link]
can improve their communities by using the
power of individual responsibility, civic action Anger (From Aish HaTorah)
and the democratic process to engage the Offers suggestions to parents on how anger can
strengths and resources of our local communities be used as signal rather than as a tool, and
and create local solutions to the challenges we explores how children model their own behavior
are facing. on that of their parents.
[Link] [Link]
policvcommunityinitiatives/ivEhtml
Encouraging Non-Violence in Young
Kids Peace Children’s Play
KidsPeace gives kids and their families peace htto:l/[Link]/[Link]
through the nation’s most comprehensive range
Learning Peace
of mental and behavioral health treatment pro-
This program is based on the position that par-
grams, crisis intervention services and public
ents have the power to create peace in their
education initiatives. Kidspeace, a private, not-
homes. By mastering and modeling anger man-
for-profit organization, helps families help kids
agement skills, conflict resolution, and positive
anticipate and avoid crisis whenever possible.
discipline strategies, parents can create more
[Link]
peaceful lives for themselves and their children.
Abcteach Assumes that parents are the primary role mod-
Offers a host of peace-related activities for teach- els in their children’s lives, and that they will
ers and parents. learn the behavior modeled by their parents.
[Link] htm
htto://[Link]/links.

0 f1
Developing Character Through Literature A Teacher's Resource Book

Websites on Living Teaching Tolerance

Peaceably for Teachers Teaching Tolerance is dedicated to helping
schools and teachers access and implement the
Peace Building Skills. You Can best anti-bias ideas available.
Learn Skills To Add Peace To Your World! hctD://[Link]/teachingtolerance/tt-
So you say you want a happier life? You want index.htrn1
things to go smoother for you? You are angry Appalachian Peace and Justice Network:
and upset and don't know what to do about it?
Resources for Educators
Here's the s c o o p l e a r n peace building skills! The Appalachian Peace and Justice Network
Learn exciting techniques to bring happiness (APJN) is a non-profit organization which
into your life empowers and challenges groups and individuals
httD://[Link]/AnPriesOut/skills. htm to work for peace and social justice. APJN edu-
Cranes for Peace cates, provides training, and builds coalitions
This site is a resource page for Eleanor Coerr's among local and regional groups and institu-
book Sadako and the 1000 Paper Cranes, which tions.
is about a girl who develops leukemia and dies httD://[Link]/-aoin/[Link]
after the Hiroshima bombing. Here, you will Peaceful Schools International
find instructions on folding paper cranes (which The mission of Peaceful Schools International is
can be sent to the Children of the A-Bomb stat- to provide support to schools that have declared
ue in the Hiroshima Peace Park as a symbol and
a commitment to creating and maintaining a
wish for peace) and curriculum resources to culture of peace.
accompany this book. httD://[Link]/
httD://[Link]/-sparker/[Link]
Educators for Social Responsibility
Street Law, Inc. ESR's mission is to make teaching social respon-
Street Law is practical, participatory education sibility a core practice in education so that
about law, democracy and human rights. young people develop the convictions and skills
httD://[Link]/
needed to shape a safe, sustainable, democratic,
Teaching Tools about Anger and just world.
httD://[Link]/familv/mensch/An~[Link], [Link].or3

Peace Symbols The Peace Rug

httD://[Link]/-mlb/cranes/s~[Link] The peacerug is a place to go, with peaceful
words, to peacefully resolve differences, to be
Abcteach better friends, to have a better world.
Offers a host of peace-related activities for teach- htto://www.I)[Link]/
ers and parents.
httD://[Link]/ PeaceJam
PeaceJam is an international education program
Get Your Angries Out built around leading Nobel Peace Laureates who
Everyone gets the angries. But sometimes they work personally with youth to pass on the spirit,
make us say and do things that we don't really skills, and wisdom they embody. The goal of
mean. We can learn how to release thos>m,ads PeaceJam is to inspire a new generation of

. 93
Chapter Five LIVING PEACEABLY

ERIC Bibliography on devoted to the school climate and the need for
Living Peaceably a supportive setting. Growing up equal is the
focus of the section’s second chapter, with
ERIC annotated bibliographies add brief emphasis on gender fairness and equality. The
ideas to help with this topic. Many of the anno- third chapter of part 2 describes parent partici-
tated articles are available in full text. See the pation with teachers. Part 3 moves to encom-
Appendix for directions. pass home, school, and the community, begin-
The following reports of research and class- ning with a discussion of multiculturalism in
room practice are summarized here from the the community and the school, and an explo-
ERIC database. For more information on arti- ration of communicating across cultures.
cles in the database, or to find the full text of an Many of the strategies for promoting peace are
article go to [Link] to search the based on building self-esteem and the confi-
database. The numbers at the top of each refer- dence to resist peer pressure. (Contains 90
ence enable you to go directly to the article that resources, a list of key words, and 170 refer-
you seek. ences.) (SLD)

AN: ED388896 AN: ED446870

AU: Amow, Jan AU: Casey, Cherl; Klene, Peggy; Pangallo,
TI: Teaching Peace: How To Raise Children Patricia
To Live in Harmony-Without Fear, Without TI: Creating a Conflict-Solving Classroom
Prejudice, Without Violence. Community.
P Y 1995 P Y 2000
AV Berkley Publishing Group, 200 Madison N T Master of Arts Action Research Project,
Avenue, New York, NY 10016 ($12 U.S., $17 Saint Xavier University and Skylight
Canadian). Professional Development.
PR: Document Not Available from EDRS. PR: EDRS Price MFOlPC07 Plus Postage.
DEM: *Conflict Resolution; *Mass Media; DEM: *Behavior Change; *Classroom
*Multicultural Education; “Prosocial Behavior Environment; *Conflict Resolution; *Program
DER: Bias-; Children; Childrens Television; Effectiveness; *Student Behavior
Critical Thinking; Cross Cultural Training; DER: Action Research; Behavior Problems;
Cultural Pluralism; Elementary Secondary Change Strategies; Elementary Education;
Education; Peace; Peer Influence; Racial Bias; Interpersonal Competence; Peer Mediation;
Self Esteem; Sex Bias; Sex Differences; Peer Relationship; Program Evaluation;
Stereotypes; Violence Student Attitudes
AB: This guide presents a hands-on approach AB: This action research project evaluated a
to teaching children the values that will help program to improve students’ ability to resolve
them live in today’s changing world. Parents conflicts. Many students of the targeted third-,
and teachers are given practical ways to com- fourth-, and fifth-grade classrooms lacked a
bat prejudice and discourage hatred and vio- well-defined sense of classroom community as
lence. Part l discusses the roles of the home well as the ability to resolve conflicts peace-
and family, focusing on conditioning for ably. Research indicated that specific slulls
hatred and violence as it occurs through war needed to be taught. For this reason, a pro-
gram was developed which-w_a? supported by

..
Developing Character Through Literature A Teacher’s Resource Book

classroom community, conflict resolution and parents, this activity book presents 30
skills, and peer mediation. This was accom- charts to help parents help their children learn
plished through the use of activities that and practice social skills. The illustrations,
helped create a sense of community, personal coloring activities, and rewards for parents to
responsibility, and the ability to solve conflicts offer are designed to keep children entertained
peacefully. While evaluation surveys showed and motivated. The book includes hints for
an increase in discipline notices, detentions, parents and tips on setting up rewards and how
and suspensions, this does not reflect the suc- often to reward. Skills included on the charts
cess of the program. Subjective observations include: (1) listening to others; (2) showing
and anecdotal comments by students and par- you care; (3) following instructions; (4) con-
ents provided a different perspective. Positive trolling your anger; ( 5 ) accepting “no”; (6)
feelings among teachers, students, parents, and correcting mistakes; (7) interrupting in a nice
administration were expressed through surveys way; (8) saying something nice; (9) telling the
and verbal comments. The overall impact truth; (10) saying you are sorry; and (11)
upon school and individual classrooms was offering to help someone. A list of additional
noted with a recommendation for expanded social skills for children to learn is included.
implementation. (Ten appendices include (JPB)
instructional materials for conflict resolution
and peer mediation. Contains 18 references.) AN: ED440317
(Author/HTH) AU: Coombs-Richardson, Rita
TI: Violence in Schools: Causation and
AN: ED415970 Prevention.
AU: Herron, Ron P Y 2000
TI: Getting Along with Others: An Activity NT: Paper presented at the Annual Convention
Book. Charts and Tips To Help You Teach of the National Association of School
Social Skills to Children and Reward Their Psychologists
Good Behavior. Grades Pre K-6. (32nd, New Orleans, LA, March 28-April 1,
CS: Father Flanagan’s Boys’ Home, Boys 2000).
Town, NE. PR: EDRS Price MFOlPCOl Plus Postage.
P Y 1996 DEM: *Antisocial Behavior; *At Risk
AV Boys Town Press, 14100 Crawford Street, Persons; *Educational Environment; *Schools;
Boys Town, NE 68010; phone: *Violence
1-800-282-6657; fax: 402-498-1310; web DER: Biological Influences; Child Abuse;
address: [Link] Early Intervention; Elementary Secondary
NT: Teacher’s Choice Award winner for 1997 Education; Influences; Prevention; Sex
from “Learning Magazine.” Differences
PR: Document Not Available from EDRS. AB: This paper examines the elements leading
DEM: *Interpersonal Competence; *Parents as to school violence in order to propose strate-
Teachers; *Prosocial Behavior; *Social gies to help achieve a peaceful school climate.
Development DER: Elementary Education; It states that there is evidence that the brain of
Elementary School Students; Experience violent individuals seems to reveal abnormali-
Charts; Instructional Materials; Learning ties. Brain pathology and genetic vulnerability
are only two components that-may cause indi-
Chapter Five LIVING PEACEABLY

and female youth to violent behavior include: utilize the skills daily in the community,
coming from a family with a history of crimi- school, and neighborhood. These life skills are
nal violence, being abused, belonging to a learned by everyone in the school as part of a
gang, and abusing drugs or alcohol. Schools comprehensive school-based violence-preven-
are responding with zero tolerance policies, tion program. Central to the program is the
security measures involving police and securi- implementation of a noncoercive discipline
ty guards, simulations of shooting drills, and system designed to teach students self-disci-
conflict resolutiodsocial skills instruction. The pline and responsibility. Kreidler defines the
preventive measures of early intervention pro- “peaceable classroom” as a warm and caring
grams and parent training offer hope to help community in which five qualities are present:
curb the violence. The paper concludes that cooperation, communication, tolerance, posi-
teachers need the support of counselors and tive emotional expression, and conflict resolu-
school psychologists to implement violence tion. In addition, six skill areas are fundamen-
prevention programs. Reducing class size and tal to the achievement of a peaceable school:
personalizing education also would help give building a peaceable climate, understanding
students what they need. Working towards a climate, understanding peace and peacemak-
cooperative climate where disagreements can ing, mediating, negotiating, and group prob-
be resolved in a rational way will help estab- lem solving. Information on the Illinois
lish positive relationships among students and Institute for Dispute Resolution (IIDR) is
teachers. (Contains 18 references.) (JDM) included. (LMI)

AN: ED380908 AN: ED389642

AU: Bodine, Richard; and others AU: Schilling, Dianne
TI: Creating the Peaceable School Mission. TI: Getting Along: Activities for Teaching
PY 1995 Cooperation-Responsibility-Respect.
N T Paper presented at the Annual Meeting of PY 1993
the American Association of School AV. Innerchoice Publishing, P.O. Box 2476,
Administrators (New Orleans, LA, February Spring Valley, CA 91979.
10-13, 1995). PR: EDRS Price MFOl Plus Postage. PC Not
PR: EDRS Price MFOlPCOl Plus Postage. Available from EDRS.
DEM: *Conflict Resolution; *Peace; DEM: *Conflict Resolution; *Decision
*Prevention Making; *Interpersonal Communication;
DER: Communication Skills; Cooperation; *Peace; *Problem Solving
Elementary Secondary Education; DER: Antisocial Behavior; Conflict;
Interpersonal Communication; Interpersonal Cooperation; Elementary Secondary
Competence; Problem Solving; School Safety Education; Global Education; Group
AB: Some researchers and practitioners Activities; Intergroup Relations; International
believe that schools can play a leading role in Relations; Multicultural Education; Prosocial
preventing violence among youth. This docu- Behavior; Social Control; Social Problems;
ment offers a framework for collaboration that Social Studies; Teamwork
moves from simply recognizing the problem to AB: This book provides activities to introduce
preparing youth to live peaceably in a diverse or reintroduce students to conflict resolution
skills in a deliberate, enjoyaye, fashion and to

96

’I 03
Developing Character Through Literature A Teacher‘s Resource Book

sent and conflict are natural and productive skills. Cooperative task and base groups were
elements in society. Activities are grouped into then created, and a classroom management
seven topic areas with accompanying hand- plan that emphasized student responsibility
outs. The topic areas include: (1) and a positive climate was implemented. A
“Appreciating Differences”; (2) social skills program was integrated into the
“Communicating Effectively”; (3) curriculum. Post intervention data indicated an
“Developing Friendship Skills”; (4)“Helping increase in student use of conflict resolution
and Being Helped”; ( 5 ) “Including Others”; skills. It was also noted that students showed
(6) “Resolving Conflict”; and (7) “Working improvement in the targeted social skills,
Together.” (EH) decreasing the amount of time teachers spent
correcting negative behaviors. (10 appendices
AN: ED411069 contain daily and weekly tally sheets, student
AU: Dunleavy, Shannon; Karwowski, Sandra; survey, group observer checklist, individual
Shudes Eitel, Jennifer observer checklist, reduced lunch form, les-
TI: Improving Social Interaction among 4th sons for social skills, and message log
Grade Students through Social Skills responses of students.) (JPB)
Instruction.
P Y 1997 AN: ED422102
N T Master’s Action Research Project, Saint AU: Herron, Ron; Peter, Val J.
Xavier University & IRUSkylight. Several TI: A Good Friend: How To Make One, How
pages in the Appendix contains light print and To Be One. Boys Town Teens and
may not reproduce well. Relationships, Vol. 1.
PR: EDRS Price MFOlPC04 Plus Postage. CS: Father Flanagan’s Boys’ Home, Boys
DEM: *Behavior Change; *Classroom Town, NE.
Environment; *Elementary School Students; P Y 1998
*Interpersonal Competence; *Social AV Boys Town Press, Father Flanagan’s
Adjustment; “Social Development Boys’ Home, 14100 Crawford Street, Boys
DER: Class Activities; Cultural Differences; Town, NE 68010; phone: 800-282-6657
Curriculum Development; Economically ($8.99).
Disadvantaged; Elementary School PR: Document Not Available from EDRS.
Cumculum; Grade 4; Intermediate Grades; DEM: *Adolescents; *Friendship;
Interpersonal Communication; Social Behavior *Interpersonal Competence; *Prosocial
AB: This action research project implemented Behavior;
a program for improving social skills in order *Social Development
to establish positive interaction among 4th DER: Communication Apprehension; Peer
grade students at a northern Chicago suburban Acceptance; Peer Groups; Peer Relationship;
school. Social skills deficiency was document- Personality Development; Shyness; Social
ed through behavior checklists and referrals, Experience; Social Life; Socialization
teacher observations and student reflection. AB: This book provides a blueprint for teens
Teachers reported that low incomes, mobility for building friendships. The book contains
rate, the need for social service support and suggestions for improving friendship skills,
cultural diversity hindered many of the stu- making a good first impression, and getting
--- are people
along with others. Also covered
Chapter Five LIVING PEACEABLY

friendship, provides ten rules for friendship, DER: Child Development; Curriculum
and advice on meeting people and making Enrichment; Elementary School Students;
friends. Chapter two, “Conversation Building Primary Education
Blocks,” provides 11 suggestions for starting AB: This book is one in the Children’s
and keeping a conversation going. Chapter Activity Series of books to promote awareness
three, “Getting Along with Others,” provides about health, family life, and cultural diversity
10 pieces of advice for getting along with for children in kindergarten through third
friends and adults. Chapter four, “People grade. The books in this series are written to
Skills,” lists nine necessary social skills and enhance an established curriculum, rather than
hints for implementing each skill. Chapter to serve as the curriculum itself. They offer
five, “Friendship Do’s and Don’ts,’’ lists 12 ideas for hands-on activities for teachers to
hints for keeping friendships happy and integrate into the primary-level curriculum.
healthy. Chapter six, “Shyness,” provides Each activity begins with a statement of the
advice on recognizing shyness and eight tips purpose of the activity and a brief description
for overcoming shyness. Each chapter pro- of the activity “in a nutshell.” Other activity
vides a case study/story about a teen to illus- sections outline any advance preparation need-
trate the chapter’s topic. (SD) ed to conduct the activity, identify items for
student use, detail the steps for the process of
AN: ED358406 the activity, list new words used in the activity,
AU: Johnson, Mary Dell and explain how to integrate lessons into lan-
TI: Caring, Sharing and Getting Along: guage arts, social studies, and other areas of
Children’s Activities in Social Responsibility. the primary curriculum. Reproducible masters
CS: ETR Associates, Santa Cruz, CA. for student activity sheets and teacher patterns
PY: 1993 are included for each activity. This book in the
AV: ETR Associates, P.O. Box 1830, Santa series uses the activity format to provide a
C ~ ZCA , 95061-1830, ($12.95). framework for teaching important social skills
N T Illustrated by Laurie Edmonds. to young children. It focuses on seven impor-
PR: EDRS Price MFO1 Plus Postage. PC Not tant social skills: the need for rules, authority,
Available from EDRS. individual rights and respect for others’ per-
DEM: *Interpersonal Competence; “Social sonal space, cooperation, property, following
Responsibility; *Young Children directions, and responsibility. (NB)
Synonyms
kindness
concern
empathy
sympathy
support
compassion
helpf ulness
forgiving

Definition
Caring-showing understanding of
others by treating them with
kindness, compassion, generosity,
and a forgiving spirit.
Chamer Six CARING, THE GREATEST GIFT

The best way to find yourself is to

Lose yourselfin the service of others.
- Gandhi
Terrorist attacks-outrage-resolve-car-
ing. We saw it all unfold in the fall of 2001
when terrorists destroyed the World Trade
Center, put a gaping hole in the Pentagon, and
sent anthrax bacteria through the mail.
Everywhere, people stepped forward to help those who suffered personal
loss. From school children who conducted bake sales and sent the proceeds to
the victims to high profile media stars who put on benefit concerts, people
wanted to show that they cared about the plight of their fellow citizens. These
examples and these times lead us to pay particular attention to the virtue that
St. Paul’s letter called the greatest virtue: The greatest of these is Love.

Children rightly need to see virtues or posi- Small Town Funeral

tive attitudes in action. They need concrete
images for them to see what a strong character O n a warm summer day, four people got in
does; like the chaplain of the New York Fire a minivan and drove three and a half hours one
Department who was crushed by falling debris way to a small town funeral home. They were
as he ministered to a fallen firefighter immedi- attending the funeral of a woman that they did
ately after the attack on the World Trade Center. not know, an alcoholic who died at the age of
Those heroic examples can start a family conver- sixty-four, a continuing problem to her children.
sation but then lead to other examples and The four people in the minivan were a sixty-
images that children can see as closer to normal nine year old white male, a thirty-eight year old
life. white male, a thirty-six year old Chinese female,
What does caring mean and how does it and a thirty-four year old Indian female. They
manifest itself in daily actions? made the long hot drive because they cared
about their friend and fellow worker whose
Caring, love, charity, sympatby, empa-
mother had just died of complications from
thy, kindness, courtesy, reaching out alcoholism. They wanted to show their friend
These are words that people use to mean that they loved him and wished that they could
caring, that is, a word that stands for love. ease the pain of his loss. He hugged each of
Philosophers remind us that we can only love them while he cried and spoke fondly of his
what is good, and without love all the other mother.
virtues or traits that we associate with a positive
A little while later, the four got back in their
character can’t exist. Without love, we have no
van for the long return trip, feeling closer than
reason to respect, to share, to shoulder responsi-
ever to their fellow worker.
bility, or to be proud of ourselves.
Think of what caring people do in daily life. Discussion
Here’s one example. Share stories like these when you hear them.
Ask students if they know any incidents that
Developing Character Through Literature A Teacher’s Resource Book

show people expressing their love through their “Those who bring sunshine to the lives of
actions. Stories give them images that will guide others cannot keep itfiom themselves. ’’ -
their own lives, images of friendship, of love, of Sir James M. Barrie
charity.
Lead Students to Become Caring People Activities for Teaching Caring
How do you change children from self-cen- Try one or all of these ideas to help you and
tered, selfish creatures into caring individuals? It your children become aware of what caring
is not an easy task, but the guidelines are fairly means in your family and neighborhood.
clear:
Help a Neighbor
Treat them the way you want them to
become. A person who feels loved will Look around for someone in your commu-
love others. nity who needs a helping hand, for example,
young parents who are feeling overwhelmed, an
Show them love in action. Children do
older person who can’t take care of his or her
not respond to abstract talk, but they
yard, a lonely person who has no family nearby.
can see what you mean when you give
What can you do? Discuss the matter with your
them examples of the acts of caring peo-
children. How can you help your neighbor
ple.
without injuring their pride? Make a list of
Be persistent. Just as bad habits develop ideas, such as, take them a meal, listen to them
over time, so do good habits require talk about their problems, rake leaves or shovel
repetition over time. snow, and so on. These small gestures can make
Build on a belief system. We all have a big impact and the activity will mean a lot to
unalienable rights because we have been your children.
given those rights by our Creator, says
the U.S. Declaration of Independence.
Secret Pals
To care means to bestow loving atten- Place the names of all family members in a
tion, to respond to needs, to listen and box or hat. Each person draws out a name. For
to act accordingly, i.e., to do what is the following week each one will perform
good for the person in need. anonymous acts of kindness for the person that
A belief system, e.g., the principles in our they have drawn. The acts could be notes of
founding documents, enables us to build a car- encouragement, helping with chores, offering a
ing personality. If we don’t act from principles, compliment, sharing a treat, and so on. At the
our responses to people’s needs are merely emo- end of the week, share what each of you learned
tional. In other words, if we don’t feel sympa- from this experience.
thetic that day or towards a particular person, Daily Goal
we won’t respond.
St. Augustine’s principle may help guide us: To remind each other of our need to care
“Love, then do what you will.” When you love for family and friends, use breakfast time to set a
someone, you are always working to do good daily goal. This activity probably makes more
things for that person. You truly care for their sense for children who are nine or ten and older.
growth and happiness. Ask each child to think of a type of activity that
they will do that day to show that they care for
family or school mates or neighbors. It gets
them to think of caring service as a part of their
daily lives.
Chapter Six CARING, THE GREATEST GIFT

Card Pack Help people in need

Take a pack of 3 x 5 cards or some old busi-

0
Provide a shoulder to cry on when a
friend needs it
ness cards and write one of these statements on
each card. Then display a new card each day as 0 Show appreciation for your parents
a reminder of ways your children can act out 0
Thank people for what they do for you
their sense of caring: 0
Forgive others of their shortcomings
Show compassion 0
Show acts of kindness without expect-
Be aware of other’s needs ing rewards
Developing Character Through Literature A Teacher’s Resource Book

(Handout for Parents)

Parent Activity #1

Dear Parent,
Recently we have been working on the character trait of caring. Since we
want children to do some tasks at home, we are sending you some suggestions.

Caring means:
Showing concern for others.
Being kind to people.
Saying please and thank you.
Helping people.

You can do many things every day to encourage your child to develop into a
caring individual.
Show love for your child with hugs and words of appreciation for kind
actions.
Ask your child to think about how the words they speak and the actions they
take will cause others to feel.
Share with your children examples of caring which you have seen. Ask them
if they have seen similar examples.
Look for opportunities to volunteer with your child. This can be as simple as
taking food to an ailing neighbor, helping a senior citizen with the yard work or
helping care for a child.
Turn to resources about character education. See htttx//[Link]
for character education ideas and resources.

If you find helpful ideas for this topic, please share them with us at school.
Thank you for being a caring parent.

Sincerely,

103 110
Chapter Six CARING, THE GREATEST GIFT

(Handout for Parents)

Parent Activity #2

Dear Parent,
You may find the following a useful tool as you work to build a sense of caring in your
children.

~ Hug Your Children

After the terrorist attack on the World Trade Center in New York City, one financial com-
pany learned that 700 of its 1000 employees died in the fiery explosion. This was a hard-nosed
company that handled the sale of bonds across the world.
The day after the deadly attack, the president of the company gave an emotional speech to
the remaining 300 employees: “Don’t worry about business,” he cried. “Go home and hug your
children; hug your spouse. I don’t care about business, but I do care about you and your fami-
lies.”
Sometimes it takes a tragedy to shock us into realizing that our families are very dear to us,
and that we should show them signs of our love with hugs, compliments, and spending time
with them.

i Caring Checklist
Check those items that you will do for members of your family to show your love. List
examples of what you will do.
- Acts of kindness
- Common Courtesies
- Compliments
- Hugs and Kisses
- Caring acts for relatives
- Caring acts for neighbors and schoolmates

Use this checklist as a way of talking with your children about the acts that show love and
care. It helps them to come up with examples that they can do.

I Sincerely,
Develoting Character Through Literature A Teacher’s Resource Book

Historical Figures Who Exemplifjr as a small child. At the age of 30, fearing she
Caring would be sold South, she made her escape. After
freeing herself from slavery, Harriet Tubman
decided to help the other slaves get to freedom.
Mother Teresa (maiden name-Agnes Gonxha Following the route to Pennsylvania, she initially
Bojaxhiu, 1910-1997) At twelve she felt for the settled in Philadelphia, where she became a
first time the desire to devote her life to the member of the Philadelphia Anti-Slavery
service of God. She decided to train for mission- Society- the Underground Railroad movement.
ary work, and a few years later made India her Her success was wonderful. Time and again she
choice. At the age of eighteen she joined the made successful visits to Maryland using the
Sisters of Loreto, an Irish community of nuns Underground Rail Road. She would be absent
with a mission in Calcutta. She had chosen the for weeks at a time, running daily risks while
name of Sister Teresa, in memory of the Little making preparations for herself and her passen-
Teresa of Lisieux. After a few years she became a gers. In all, Harriet made 19 trips on the
Leader of the Order of the Missionaries of Underground Railroad and freed more than 300
Charity. In India and beyond, Mother Teresa slaves. She was the famous fugitive slave from
and her Missionaries of Charity devoted their Maryland, risking her own life and freedom to
time to the blind, the disabled, the aged, and help others find theirs. Slaveholders posted a
the poor. She opened schools, orphanages and $40,000 reward for the capture of the “Black
homes for the needy, and turned her attention Moses.”
to the victims of AIDS. Mother Teresa went all
over the world to help people, rescue children,
Albert Schweitzer (1875-1965) German
advise her sisters; to organize and to talk. All her
Philosopher, Physician and Humanitarian has
life she continued to search
been called the greatest Christian of his time.
for means to help the poor
He based his personal philosophy on a reverence
people all over the world,
for life and on a deep commitment to serve
using limited resources at her humanity through thought and action. For his
disposal. Mother Teresa’s
many years of humanitarian efforts Schweitzer
work has aroused consider-
was awarded the 1952 Nobel Peace Prize. By the
able attention throughout the
time he was 21 Schweitzer had decided on the
world, and she has received a
course of his life. For nine years he would dedi-
number of awards and dis-
cate himself to study science, music, and theolo-
tinctions, including the 1979
gy. Then he would devote the‘rest of his life to
Nobel Peace Prize.
serving humanity directly. He studied medicine
and he was inspired to become a medical mis-
Harriet Tubman (1819- sionary. Over the years he built a large hospital
1913) was born into slavery, in French Equatorial Africa, that served thou-
in Dorchester County, sands of Africans. In 1955 Queen Elizabeth I1
Maryland and was raised awarded Schweitzer the Order of Merit, Britain’s
under harsh conditions, and highest civilian honor.
subjected to whippings even
Chapter Six CARING, THE GREATEST GIFT

Websites on Caring Help the Homeless

for Students This site is for kids in grades 1-5. The site teach-
es kids the homeless and what they can do to
Care and Concern about help. It also has links to activities and
Is it really important to care for others? How other sites for kids.
can we really help? Five steps of the process of [Link]
caring. Ways to show care and concern.
List of Ways to Help
[Link] This site gives a list of ways kids can help the
Caring from the Center for Character homeless. Each idea links to a more detailed
Development explanation of ways in which kids can help.
htrn
htto://[Link]/Carine. httD://[Link]/ways/[Link]
#Carin? Treasure Hunt Kids Can Make a Difference
Report an Act of Kindness For middle and high school students. It focuses
Please send us your kindness stories. If someone on the causes of hunger and poverty, the people
was unusually kind to you and you want to rec- affected, solutions, and how students can help.
ognize what he or she did, type it in and send it It features a Hunger Quiz, Kids Newsletter,
to our address: cicrcl@[Link] Hunger Facts, Hot Topics, and a Bulletin Board.
[Link]
httD://[Link]/kindness/issue [Link] htm

Moozie the Cow Explorers’ Page

Moozie’s mission is to “spread the milk of This page has a lot of interesting things kids can
human kindness.” do to care for the environment. There are fact
httD://[Link]/ sheets, interactive games, and links to other
sites. It is directed to kids ages 5-12.
[Link] [Link]
You can share stories about caring in your school
and your grades. Caring. How Do You Show Concern For
[Link] Others? .
htto://[Link]/fam/[Link]
What I Think Compassion Means
htt~://[Link]/main/Character%20Grows/ What Does It Mean To Be A Caring Person?
com~assion/com~assion%20kids/[Link] Some practical advice about caring.
[Link]
Definition of Compassion - Another Word [Link]
for Caring.
httD://[Link].k12.~a.~s/character/monthhtraits/ Caring: A Great Collection of Web Sites for
[Link] Students
httD://[Link]/-arox/[Link]
Thoughts on the Idea of Caring
htrnl
[Link]
Developing Character Through Literature A Teacher's Resource Book

Books on Caring for Students Lydia Grace goes to live with her Uncle Jim in
the city but takes her love for gardening with
K to Grade 3 her.
CHERRY, Lynne. (1994). The Dragon and the Grade 4 to 7
Unicorn. Harcourt Brace & Co. ISBN
0 152241930. Valerio the dragon and Allegra the BABBIT, Natalie. (1985, originally published in
unicorn are driven into hiding when humans 1975). Tuck Everlarting. Farrar, Straus, Giroux.
begin to destroy the natural beauty of their land, ISBN 0374480095. The Tuck family is con-
but they receive hope when they befriend the fronted with an agonizing situation when they
daughter of the man responsible. discover that a ten-year-old girl and a malicious
stranger now share their secret about a spring
COONEY, Barbara. (1982). Miss Rumphim. whose water prevents one from ever growing
Viking Press. ISBN 0670479586. As a child old.
Great-aunt Alice Rumphius resolved that when
she grew up she would go to faraway places, live DE JONG, Meindert. (1956). The Home of
by the sea in her old age, and do something to Sky Fathers. Harper. ISBN 00602148 13.
make the world more beautiful-and she does all Alone in a sampan with his pig and three duck-
those things, the last being the most difficult of lings, a little Chinese boy is whirled down a rag-
all. ing river, back to the town from which he and
his parents had escaped the invading Japanese,
DEPAOLA, Tomie. (198 1). Now One Foot, and spends long and frightening days regaining
Now the Other. Putnam. ISBN 0399207740. his family and new home.
When his grandfather suffers a stroke, Bobby
teaches him to walk, just as his grandfather had DICAMILLO, Kate. (2000). Became of
once taught him. Winn-Dixie. Candlewick Press. ISBN
0763607762. Ten-year-old India Opal Buloni
MITCHELL, Margaree King and RANSOME, describes her first summer in the town of
James. (1993). UncleJedj Barbershop. Simon & Naomi, Florida, and all the good things that
Schuster Books for Young Readers. ISBN happen to her because of her big ugly dog
0671769693. Despite serious obstacles and set- Winn-Dixie.
backs Sarah Jean's Uncle Jed, the only black bar-
ber in the county, pursues his dream of saving MACLACHLAN, Patricia. (1985). Sarah, Plain
enough money to open his own barbershop. and ELL. Harper & Row. ISBN 0060241012.
When their father invites a mail-order bride to
SPINELLI, Eileen and YALOWZ, Paul. come live with them in their prairie home,
(1991). Somebody Loves You, M K Hatch. Caleb and Anna are captivated by their new
Bradbury Press. ISBN 0027860 159. An anony- mother and hope that she will stay.
mous valentine changes the life of the unsociable
Mr. Hatch, turning him into a laughing friend O'DELL, Scott. Sing Down the Moon. (1992,
who helps and appreciates all his neighbors. originally published in 1970). Dell. ISBN
0440406730. A young Navajo girl recounts the
STEWART, Sarah and SMALL, David. (1997). events of 1864 when her tribe was forced to
The Gardener. Farrar Straus Giroux. ISBN march to Fort Sumner as prisoners of the white
0374325170. A series of letters relating what soldips.i
happens when, after her fatlier loieyhis job,
I.
1
I
,
 Chapter Six CARING, THE GREATEST GIFT

Grade 8 to 12 Movies on Caring

BROOKS, Martha. (2000).Being With Henry. Watching movies together or reading books
Dorling Kindersley. ISBN 0789425882. Forced can help you and your children discuss the
out of his home by a disagreeable and bullying important character attitude of caring. There
stepfather, sixteen-year-old Laker moves to are many examples of movies and books that
another town and strikes up an unexpected make brief conversations about caring an appro-
friendship with a frail but determined old man. priate way to emphasize this virtue as it shows
up in the lives that you have just witnessed.
DEUKER, Carl. (2000).Night Hoops.
Here are a few that may get your started.
Houghton Mifflin. ISBN 0395979366. While
trying to prove that he is good enough to be on Just like Dad. The strength of a father’s love is
his high school’s varsity basketball team, Nick tested when his undersized son finds the perfect
must also deal with his parents’ divorce and the stranger to act as his dad at a school outing.
erratic behavior of a troubled classmate who Walking across EwDt. A juvenile delinquent
lives across the street. yearning for a home and someone to love him
DICKENS, Charles. (2000, Viking edition). A finds a safe haven with a compassionate widow.
Viking. ISBN 0670888788*A No More Baths. Keagan personifies the state-
miser learns the true meaning of Christmas ment, “I am my brother’s keeper,” as he helps
when three ghostly visitors review his past and his neighbor.
foretell his future.
The Butter Cream Gang. In order to help a
VOIGT, Cynthia. (1982).Dicey2 Song. friend, the Butter Creamers must overcome peer
Atheneum* ISBN 0689309449. Now that the pressure and learn to love unconditionally.
CI
four abandoned Tillerman children are settled in
with their grandmother, Dicey finds that their The Tale of Tillie’s Dragon. (animated) Brave
new beginnings require love, trust, humor, and Tillie reminds us of the importance of friendship
courage. when she befriends a lonely dragon named
Herman.
YEE Laurence. (1991). The Star Fisher. Morrow
Junior Books. ISBN 0688093655. [Above films are all available from Feature Films
Fifteen-year-old Joan Lee and her family find for Families, 1-800-326-4598 or at
the adjustment hard when they move from Ohio [Link]
to West Virginia in the192Os.

108
115
Developing Character Th ro u g h Literature A Teacher's Resource Book

Websites on Caring Teaching Kids to Care

for Parents A real life lesson in kindness from the Family
Therapy Network.
Child Stage Development: [Link]
Teaching Children To Care [Link]
Empathy is a foundation for caring for others Teach your Child about Caring
and can be taught through age appropriate activ- Every day you instill values in your children.
ities and approaches. You can develop this value Teaching character is the same as teaching val-
in your children. ues. Your children observe everything you do
httD://[Link]/childdevelopmen retw and listen to things you say to them or around
.htm them. You are the most important teacher your
How Children Learn to Care child will ever have.
Today, child development experts know that the htt~://[Link]/4hcritters/PARCARING
impulse to care is innate and can be cultivated .htm
by parents who are willing to instill the value of What Makes Kids Care?
caring early on in their children's lives. The need In a world where violence and cruelty seem to
for caring kids is growing as the emphasis of be common and almost acceptable, a lot of par-
American culture has become materialistic, ents wonder what they can do to help their chil-
me-first and bottom-line oriented. dren become 'kinder and gentler'-to develop a
htt~://[Link]/raisinPkids/child/skills/feature/ sense of caring and compassion for others (kind-
delal IScare/[Link]
ness).
Teaching Your Child To Care [Link] [Link]?
Children are 25% of our population but 100% redirect=httD://[Link]/pubinfo/[Link]
of our future. To learn concern for others, your Parent's Guide to Caring
children need to see and hear you expressing httD://[Link]/charactercounts/guide.
htm
concern for others.
httD://[Link]/newsletters/character/ Some Activities to Teach Caring
caring/ httD://[Link]/[Link]

Carrie - The Caring Cat What makes Kids Care?

Read a critter's character story to a child! htto://[Link]/[Link]
[Link]
htt~://[Link]/4hcritters/Carriep
Child Stage Development: Teaching Children
Looking at Values: Caring To Care
httD://[Link]/val caringhtml httD://[Link]/childdevelopmenretw
.htm
Moozie the Cow
Moozie the cow teaches kids how to spread the
milk of human kindness.
httD:/ /[Link] .com/
Websites on Caring Teaching Guides for Middle School
Discussion Questions, Writing Assignments, and
for Teachers
Student Activities for Character Education.
Lesson Plan: Caring. [Link]
Six Pillar Shuffle: Texans Building Character. Caring and Sports
htto://[Link]/tbc/dessonplans/carinv.
htrn Coaches are, first and foremost, teachers; they
Teaching Caring in the Classroom are among the most influential people in a
httt,://[Link]/4hcritters/teach-carine.
htrn young athlete's life. Because coaches are such
powerhl role models, young athletes learn more
Process of Caring: Ways to Show Care and from them about character than about athletic
Concern performance.
htrn
htt~://www.~eocities.~om/siukai82/Care2. htt~://[Link]/[Link]
Thoughts on the Idea of Caring Caring with Poetry Presentation
httD://[Link]/school/character/[Link] Character Education Lesson Plan: Grade 8.

Caring: A Great Collection of Web Sites for htt~://[Link]~/nccep/lp/lo99t.

htrnl
Teachers .
CaringTeachers com
[Link]
httD://[Link]/-arox/ htto://[Link]/
Teaching Guides for High School Creative Activities on Caring
Discussion Questions, Writing Assignments, and from the CCD (Center for Character
Student Activities for Character Education. Development).
htttx//[Link]/ISOC/CarinP.
htrnl httD://[Link]/act 1/[Link]
Developing Character Through Literature A Teacher's Resource Book

ERIC Bibliography on Caring individual writing, small cooperative group proj-

ects, whole-class discussion, homework, commu-
ERIC annotated bibliographies add brief nity-based/service learning projects, assessment,
ideas to help with this topic. Many of the anno- and extension for student proficiency. Following
tated articles are available in full text. See the the activities are several readings fro Cobblestone
Appendix for directions. Publishing magazines. Each article or group of
The following reports of research and class- articles has a corresponding page of reading
room practice are summarized here from the comprehension questions. Appendix A contains
ERIC database. For more information on arti- a selected and annotated list of readings that
cles in the database, or to find the full text of an support character education, Appendix B out-
article go to [Link] to search the lines principles of effective character education,
database. The numbers at the top of each refer- and Appendix C lists helpful organizations and
ence enable you to go directly to the article that publications. (BT)
you seek.
AN: ED443530
AN: ED4521 11 AU: Heretick, Donna M.L.
AU: Brooks, Diane L. TI: The Empowered Family: Raising
TI: Readings and Activities for Character Responsible and Caring Children in Violent
Education: A Resource Guide for Teachers and Times.
Students. CS: Mercy Health Partners, Toledo, OH.
PY: 2001 PY: 2000
AV: Cobblestone Publishing Company, 30 AV: Mercy Health Partners, c/o Youth Focus
Grove Street, Suite C, Peterborough, N H 03458 Program, I? 0. Box 2480, Toledo, OH 43606;
($69.95). Tel: 800-821-01 15 (Toll Free); Fax: Tel: 877-349-6884 (Toll-Free) ($24.99, plus
603-924-7380; Web site: [Link] $4.50 shipping and handling. Discount on
[Link]/pages/chared/chared. html. quantity orders).
PR: Document Not Available from EDRS. PR: Document Not Available from EDRS.
DEM: *Citizenship Education; *Student DEM: *Child Rearing; *Children; *Parent Child
Development Relationship; *Parents; *Values Education
DER: Intermediate Grades; Law Related D E R Empowerment; Parent Empowerment;
Education; Middle Schools; Reading Responsibility; Violence
Comprehension; Social Studies AB: Noting the increasing need to strengthen
AB: This resource guide, for teachers and stu- family bonds in a society marked by escalating
dents in the upper elementary and middle violence, this book offers a set of values and
school grades, has been developed in response beliefs to help parents make decisions regarding
to the nationwide interest in asking schools to their parenting and family lifestyle. Exercises are
play an active role in preparing students to presented throughout the book to assist parents
become informed and responsible citizens. The in gaining insight about themselves and to apply
guide is divided into seven sections, one for each the principles in a family setting. Chapter 1
character trait: Caring, Civic Virtue and presents information on the prevalence of vio-
Citizenship, Honesty, Justice and Fairness, lence, noting that children are both perpetrators
Respect, Responsibility, and Trusovorthiness. and victims. Chapter 2 presents a rationale for

... 111
4 "
Chapter Six CARING, THE GREATEST GIFT

ty for coping in today's world. Each chapter Community Action; Community Attitudes;
includes exercises for increasing self-awareness Community
and suggestions for applying the value to family AB: This book challenges American communi-
life. Chapter 10 asserts that the value model pre- ties to reclaim their responsibility for raising
sented in the book is a guideline for parents to healthy, successful, and caring children and ado-
change their family life for the better. Appended lescents. The book also offers a critique of
are sample resources for youth and families. American culture along with practical strategies
(KB) for uniting and mobilizing communities around
a shared vision of healthy development. The
AN: EJ558661 book argues that three interlocking strategies are
AU: Swick, Kevin J. important to this end: (1) meeting basic human
TI: A Family-School Approach for Nurturing needs in order to enhance our national capacity
Caring in Young Children. to ensure economic security, food, shelter, good
PY: 1997 and usefd work, and safety for all residents; (2)
SO: Early-Childhood-Education-Journal; v25 targeting, reducing and eliminating the risks that
n2 p151-54 Win 1997. diminish the healthy development of children
DEM: *Family School Relationship; *Young and adolescents; and (3) developing language,
Children vision and community. Chapter 1 of the book
DER: Early Childhood Education; Interpersonal presents the vision and the challenges. Chapters
Relationship; Learning Activities; Parent School 2 through 4 define the concept of developmen-
Relationship; Prosocial Behavior; Socialization tal assets which consist of 40 building blocks of
AB: Presents principles to guide the develop- human development, each of which enhances
ment of a family-school involvement approach the health and well-being of children and ado-
for nurturing caring in children. Considers the lescents. Chapters 5 through 7 explore a vision
importance of family-strengthening activities of what an asset-building culture and an
and the role of schools in creating caring chil- asset-building community look like. Chapters 8
dren and parents. Suggests activities that focus through 11 provide strategies and techniques for
on caring and that are mutually beneficial to growing healthy, asset-promoting communities.
family and school. (KB) Three appendices provide selected references for
the 40 developmental assets, findings from the
AN: ED413056 1990-1995 assets sample, and the progression of
AU: Benson, Peter L. developmental assets from birth to age 18.
TI: All Kids Are Our Kids: What Communities (AuthodSD)
Must Do To Raise Caring and Responsible
Children and Adolescents. AN: EJ422809
PY: 1997 AU: Kohn,Alfie
AV: Jossey Bass Inc., Publishers, 350 Sansome TI: Caring Kids: The Role of the School.
Street, San Francisco, CA 94 104- 1310; phone: PY 1991
800-926-7739; fax: 800-605-2665; SO: Phi Delta Kappan; v72 n7 p496-506 Mar
[Link] ($24.95). 1991
P R Document Not Available from EDRS. DE: *Context Effect; *Empathy; 'Helping
DEM: *Child Rearing; *Community Relationship; 'Moral Values; *Social
Responsibility A
Developing Character Th ro u g h Literature A Teacher's Resource Book

and responsibility must be taught within the PY: 1982

context of a community of people who learn, PR: EDRS Price MFOl/PC04 Plus Postage.
play, and make decisions together. The Child DE: *AfFective Behavior; *Child Caregivers;
Development Project helps children learn caring. *Early Childhood Education; *Emotional
Includes 32 references. Development; 'Parent Child Relationship;
*Parents
AN: EJ406376 AB: Contents of this paper focus on various
AU: Batson, C. Daniel ideas about caring and on the genesis of caring
TI: How Social an Animal? The Human in the human individual. In the first section the
Capacity for Caring. concept of caring is analyzed from four perspec-
PY: 1990 tives: (1) the conception of caring as being bio-
SO: American Psychologist; v45 n3 p336-46 logically determined, (2) sociocultural and tran-
Mar 1990 scendental conceptions of caring, (3) cognitive,
DE: *Altruism; *Behavior Theories; affective, and behavioral aspects of caring, and
*Egocentrism; *Empathy; 'Helping Relationship (4) dynamic aspects of the caring relationship.
AB: Discusses whether humans have a capacity An attempt is made to synthesize commonalities
to care about others, or if the target of concern from these frameworks into a more comprehen-
is always oneself. Presents evidence that supports sive definition. Subsequently, research on facili-
the empathy-altruism hypothesis, suggesting that tating the development of caring individuals in
humans are capable of empathy and caring for the family, in day care centers, and in preschools
another in need. Discusses limits on human is examined. Three main questions are
capacity for altruistic caring. US) addressed: Are there common characteristics,
backgrounds, or personality traits of caring indi-
AN: EJ371436 viduals? What are some of the conditions which
AU: Nodding, Nel are likely to facilitate caring in the mother/child
TI: An Ethic of Caring and Its Implications for relationship? and, What are some of the condi-
Instructional Arrangements. tions that are likely to facilitate caring in day
PY: 1988 care centers and preschools? (RH)
SO: American Journal of Education; v96 n2
p215-30 Feb 1988 AN: EJ260221
NT: Special issue on the moral life of schools. AU: Sisk, Dorothy A.
DE: *Educational Research; *Ethical TI: Caring and Sharing: Moral Development of
Instruction; *Moral Development; *Moral Gifted Students.
Values; *Teacher Attitudes; *Values Education PY: 1982
AB: The concept of morality in American SO: Elementary School Journal; v82 n3
schools needs revising. Caring should be the p221-29 Jan 1982
moral orientation to teaching and the aim of DE: *Bibliotherapy; *Ethical Instruction;
moral education. Teachers and students should *Gifted; 'Group Counseling; - 'Moral
spend more time modeling, dialoguing, practic- Development; 'Talent
ing, and confirming so that trust will develop. AB: Reviews literature arguing for the moral
This model can also encourage collaborative education of gifted students. Bibliotherapy and
inquiry between teachers and researchers. (VM) group dynamics activities are advocated as strate-

I
' _ -7
Chamer Six CARING, THE GREATEST GIFT

AN: EJ252232 *Special Programs; *Youth Programs

AU: Crisci, Pat E. AB: Quest is a seven-year-old course that can be
TI: Quest: Helping Students Learn Caring and incorporated into the regular secondary school
Responsibility. program to teach students how to relate to oth-
PY: 1981 ers and handle red-life problems. Parents are
SO: Phi Delta Kappan; v63 n2 p131-33 Oct encouraged to be come active in the program
1981 and in the total education of their children.
DE: *Coping; *Human Relations; *Self Esteem; (AuthodWD)

114

121
 63
Qvility and School
r-1 ate

Syn0n.s
polite
civilized
courtesy
a polite act or expression

Definition
Civility i s an attitude that reflects
respect and courtesy among
citizens; thus a civilized person.

"The hardest job kids face today i s

learning good manners without
seeing any". - Fred Astaire
Chapter Seven CIVILITY AND SCHOOL CLIMATE

“Civility” is a seldom-used term today,

but the concept is often referred to.
Questions such as “What’s happened to
manners?”;“Where is the service which
used to exist?));“What happened to being
polite, listening to others, social eti-
quette?” Even the ancient Greek philoso-
pher Socrates lamented: “Children today
are tyrants. They contradict their parents,
gobble their food, and tyrannise their parents” (Platt, 1989). These sentiments
may not only reflect by-gone times, but create constant friction in a multicul-
tural society in which there are different senses of civility. Civility also plays an
important role in the school climate in creating a welcoming environment for
students.

What is civility? Why is this a necessary Several animated programs for children
part of character education? How can a civil cli- use profanity and scatological refer-
mate create an effective school environment? ences, and they portray authority fig-
How can we promote civility among our stu- ures in a negative way.
dents? These questions will be explored in this A series of “reality” programs encour-
essay. , ages rude comments and behaviors to
avoid being cast away from the larger
What is Civility?
group. That’s what they do to “survive”
Examine the following scenarios portrayed the longest.
during any typical “prime time” television pro- These examples of behavior are observed
gram available to the American viewing public: daily by American television consumers. These
A moderator on a popular talk show images are also broadcast around the world and
brings in guests who shout obscenities often stereotyped as typical “American behav-
at each other and occasionally fight ior”.
other guests and audience members. So what happened to civility? Civility is
A game show emcee repeatedly insults often defined as social etiquette, manners, cus-
contestants and demeans their respons- toms, traditions, or polite rules of behavior. It
es to questions. covers a range of experiences from listening
An interviewer on a news program asks until another finishes speaking to knowledge of
questions of his guests but repeatedly which eating utensils to use at a formal ban-
interrupts them before they can com- quet. Some rules, obviously, are more important
plete their responses. than others. But every society has a concept of
civility, a code of behavior for its members. Are
So-called comedy programs focus on
these superficial? They shouldn’t be; they should
name-calling, gutter language, and ref-
help society to operate more smoothly.
erences to bodily functions.

116
Developing Character T h r o u g h Literature A Teacher’s Resource Book

Why is This a Necessary Part of How Can a Civil Climate Create an

Character Education? Effective School Environment?
What happens without civility? Imagine a A civil school climate makes the school
world without norms, customs or traditions. environment a nicer place to be. Peterson and
Not a pleasant scenario when one considers all Skiba (2001) noted:
possible implications of a world “run amok”. “School climate might be dejned as thefeel-
Do you remember scenes from movies about ings that students and stafhave about the
cave men or barbarians? They were portrayed as school environment over a period of time.. .a
uncivilized, that is, people lacking manners reflection of the positive or negativefeelings
about eating food. regarding the school environment, and it may
Today, rude and cruel behavior may actual- directly or indirectly afect a variety of learn-
ly land you in jail. Civility helps the social ing outcomes.”
machinery to function and in some instances Schaps, Schaeffer, and McDonnell (2001)
actually marks which social class you belong to. continue: “The goal is a total school culture in
George Washington, as a young student, which all people in the school, including teach-
compiled a notebook on civility. These were ers, administrators, and support staff as well as
notes he made for his tutor as he practiced his students, treat one another with kindness and
handwriting ([Link] respect.” The Lions-Quest programs state that:
WashingtonCivilityhtml). Here are some exam- “Research conducted over the last decade has
ples: consistently shown a link between positive
Every action done in company ought school climate and other important measure-
to be with some sign of respect to those ments of school success: academic achievement,
that are present. high morale, staff productivity, and effective
management” ([Link]
When in company, put not your hands
to any part of the body not usually dis- Establish a policy. Sometimes “drawing a
covered. line” for acceptable behavior makes a large
splash even in the local news media. An
Show nothing to your friend that may
Indianapolis high school recently implemented
affright him.
a “no profanity” ruling - working to make staff
In the presence of others, sing not to and students aware of acceptable language in
yourself with a humming voice, or polite society. The school administration was
drum with your fingers or feet. unprepared for the media blitz that accompa-
If you cough, sneeze, sigh, or yawn, do nied what was seen by the school as a “minor”
it not loud but privately, and speak not policy change to enforce the statute already gov-
in your yawning, but put your hand- erning student behavior in Indiana schools. Yet
kerchief or hand before your face and the effects were surprising as students and staff
turn aside. became more focused on a more positive envi-
As you read the list, you may think that ronment which was created by one simple
some of the rules seem silly by modern stan- change. Studies show that several other positive
dards, but many still stand in good stead today. results occur with one similar minor change.
Cultural and social norms have always governed The “ripple effect” has affected speech and
behavior and determined “polite society”. manners in the local community as well as
schools.

4 17A

117
Chapter Seven CIVILITY AND SCHOOL CLIMATE

How Can We Promote Civility way to defend their respective countries, yet they
Among Our Students? wanted to continue their discussion because
these matters were important to the welfare of
Civility must be lived and modeled. Schaps, the world.
Schaeffer, and McDonnell (2001) offer several These two men represented countries that
concrete approaches to foster “caring communi- have been enemies for fifiy years. In November,
ties of learners”, including: however, they were able to hold a civil discus-
(1) class meetings where students have a sion even on matters over which they disagreed.
democratic voice in decision-making This civility, they said, enabled them to move
(2) classes which challenge students with the forward the agenda for peace, and actually, they
“big questions” of ethical and moral behaviors had developed feelings of friendship between
and not just acquire factual information; them.
(3) whole school events to include families Even though Americans are sometimes
and their heritage as a valued part of the learn- viewed as rough-hewn and impolite, our govern-
ing environment ment was founded on a set of principles that
implies civility. Those principles are stated clear-
(4) cross-age and cross-class tutoring pro-
ly in the oft-quoted passage from the American
grams with chances for students to work togeth-
Declaration of Independence:
er one-on-one
We hold these truths to be self-evident
( 5 ) cooperative groups with opportunities to
plan and reflect on school activities ..that all Men are created equal, that they
are endowed by their Creator with certain
(6) service-learning where stu-
unalienable Rights, that among these are Life,
dents explore real community needs
Liberty, and the Pursuit of Happiness.
and seek ways to address those needs
using academic areas of the curricu- We are born with those rights. Then we the
lum. people create a government to insure those
rights for all of us. In building that government,
The authors argue: “When implemented
we need to treat each other as equals and expect
well, these community-building approaches to
others to do the same.
character education become an integral part of a
school’s overall improvement efforts. They inten- That to secure these Rights, Governments are
tionally and seamlessly are woven into the instituted among Men, deriving their just powers
school’s pedagogy and its daily routines.” )om the Consent of the Governed.
Therefore, American Civility is required by
Enemies Become Friends the moral principles on which we formed the
In November, 2001, the Russian Premiere United States of America.
Vladimir Putin and the President of the United
States George W. Bush held a summit meeting
ar Bush‘s ranch in Texas. At the end of the three-
day meeting the two leaders went to a local high
school to answer questions posed by the high
school students. Their answers to the student
questions often showed disagreement, especially
when it came to the question of building a mis-
sile defense system. But they also showed
respect. They both told the students that they
realized that they had different views on the best
Developing Character Through Literature A Teacher’s Resource Book

References

Peterson, R., and Skiba, R. Creating School

Climates That Prevent School Violence.
The Social Studies, JulIAug 200 1.
Platt, S., Editor. Respectfully quoted: A diction-
ary of quotations from the Library of
Congress, Congressional QwrterLy, 1989.
Schaps, E., Schaeffer, E., and McDonnell, S .
What’s Right and Wrong in Character
Education Today, Education Week, Sept. 12,
200 1.

119

126
Cha m e r Seven CIVILITY AND SCHOOL CLIMATE

Lesson Planning - Ash ty that has common interests and common

beliefs in the equality of all people.
Classroom Discussion
You may want to discuss the fol- Teaching Civility in S i x Ways
lowing ideas with your students. How then do we teach students to act with
The major question is: How do people in a soci- civility, to act like they are civilized people? How
ety learn to act towards one another during their do we teach them to acknowledge others with
daily encounters? respect, to show that their ideas and their efforts
Democracy cannot exist without the ability are appreciated?
of citizens to hold civil discussions. The more First by example. Children are always
crowded our world, the more complex our prob- watching adults for their behavior patterns
lems, the more we have need for polite, attentive because they want to become an adult. Parents
discussions of the solutions. When civility breaks and teachers are models for their children’s
down, democracy does not work, and restrictive, behavior. ”Do as I say, not as I do” simply does
more ugly forms of government take over. not work. If you preach one thing and do
A Japanese friend told me that the crowded another, you will lose face with children who
conditions of Japan make politeness and man- will be quick to see that you lack integrity.
ners indispensable. In both public and private By reminders and practice. Learners need
places in Japan, you can see many forms of reminders and practice. “Grandma just gave you
politeness, including bows of respect as people a gift. What do you say?”Thank you. You’re
meet and say goodbye. Even friends will use a welcome.
title of respect as they greet one another:
““Good morning, Aikosan.” “Good morning, By seeing how. Children need to see other
Miss Aiko.” Polite addresses are not meant to children following the same guidelines. That’s
separate people but merely to show respect for the value in insisting on certain rules of conduct
the individuality of the people around you, to and guidelines for mannerly behavior in the
show that you value and appreciate them. classroom or other places where children gather.
“Tell me who your friends are, and I’ll tell you
What are signs of civility? what you are like.”
It takes very little to offer signs that we Waiting turns. Everybody gets a chance to
appreciate others: friendly greetings, expressions participate, but each person has to wait until it
of please, thank you, excuse me; using respectful is his or her turn.
titles of address: yes sir, no Mrs. Jones. In some Congratulatingwinners. Hard as it is to
religious circles people refer to each other as lose in a game, on a test, or in a school play,
brothers and sisters: Brother James, Sister children need to hear from parents and teachers
Lavonne, and so on. Through those titles they that they should congratulate the winners. No
express that they are as close as brothers and sis- one likes a sore loser.
ters in their beliefs. Keeping a clean space. Part of being civi-
What these signs of civility do is bring peo- lized is keeping your area clean so it doesn’t
ple together in a feeling of friendship. Whereas interfere with the activity or pleasure of others.
rude, angry, uncivil behavior separates and alien- That applies to the school desk and work centers
ates individuals, perhaps even turns them into as much as it does to house and yard. It helps
enemies. Enemies seek to hurt or destroy-not children develop this good habit if daily there is
the attitude that we want ’to promote in a socie- a clean-up and fix-up time where everyone
cleans his or her area.

120
Developing Character Through Literature A Teacher’s Resource Book

Discuss Civility In a democracy, the rational explanation for

civility is to support the operation of a govern-
Ask students to draw up a set of guidelines ment by and for the people. It is only reason-
for polite behavior in the classroom. The guide- able, therefore, that manners education (civility)
lines should cover the normal interactions of be linked with citizenship education.
classroom activity, including how they will han-
Citizenship education has experienced a
dle the six areas that are listed above. See the
recent revival because we are once again con-
student worksheet.
scious of the large numbers of immigrants who
Besides reminding each other how they will contribute to American diversity. To make a
treat their peers and classroom teacher, what do democracy work, its members must be able to
they recommend for visitors? Parents, the princi- communicate with one another towards com-
pal, various other observers? mon goals for the common good.
It should be a lively discussion for the very
reasons mentioned earlier in this essay. Post the School Climate
results of your discussions. Nothing is more important to the public
welfare than to form and train our youth
Citizenship Education in Wisdom and Krtue. - Benjamin
“Thefiture strength of this country is... in Franklin
our people once again being responsible Schools must concern themselves with creat-
citizens. - Richard Rilq, Secretary of ing an environment that is conducive to learn-
Education, 1995 ing.
A school climate that is not safe, that oper-
Citizenship education examines the con-
ates without rules of conduct, that does not
duct of the individual as part of a demo-
respect students as important contributors to cit-
cratic society. External behaviors of ‘kood
izenship is a school that works against civility
citizenship”are identiJed throughpartici-
and citizenship education.
pation in the larger society with those
- behaviors contributing to the ‘kommon Definitions:
good. Citizenship education begins at an
School climate is the environment of a school:
early age as we emphasize the rules of good
its attitudes, procedures, and physical appear-
social behavior as well as benejits to be
ance. Climate sets the tone for the way things
gainedfiom those actions. In school, citi-
are done. - From California Partnerships in
zenship education is developed through
Character Education
chsroom participation, elections,
htm
httD://[Link]/[Link]/ce/faq.
decision-making opportunities, social
action to benefit the community and simi- School climate is the quality and frequency of
lar opportunitiesfor students to feel apart interactions between staff members in the school
of the larger community and that their and the students, among the students, among
contributions are valued. Good citizenship the st& members themselves, and between staff
opportunities in the school can translate at the school, and the parents and the commu-
into greater community involvement as an nity. - Christine Emmons
adult with greater voter turnout, service httD://[Link]/comer/[Link]
on juries, and involvement in community
endeavorsfor improvement. - Indiana The way we feel about what the school environ-
Clearinghousefor Citizenship and ment encourages and supports.
Character Education htt~://[Link]/-fi1rtwen~/rsi/
[Link]

121

. > :
..
Chapter Seven CIVILITY AND SCHOOL CLIMATE

School climate is the environment and the Classroom Resources

atmosphere within the school.
htt~://~roiects.sd3.
[Link]/sk/200 1/elwood/ The resources that follow support our
understanding of citizenship education and pro-
Classroom Climate. vide definitions, books, and websites for teach-
httr,://[Link]/-rocansey/aevdli/ ers, parents, and students.
resources/instruction/climate. html
School climate questionnaires
Some ideas for integrating Character Education ... school climate surveys, school improvement
into the school climate. questionnaires, school improvement surveys.
htm
httD://[Link]/proeram/ce/tips/ceti~s. ~

School climate questionnaires, school climate

.html
surveys, school improvement questionnaires, Setting a Positive Tone for the New Year, The
school improvement surveys. Importance of the First Week.
htt~://[Link]/-furtwen~/rsi/ Starting off the school year on the right foot is
MidO.htm1 important for teachers and students. Keep your
students eager to learn by creating a positive
Classroom Management. School Climate and
classroom environment. These techniques and
School Violence.
ideas can help make your year productive from
httD://[Link]/-coedept/curlinks/[Link]
day one.
htt~://-/-
[Link]~[Link]/libraty/weekly/
Checklist for Positive
[Link]
Moral Culture
Just for Teachers: Ideas Worth Doing.
Lickona has identified six elements of a pos-
[Link]
itive moral culture in the school (Lickona, 1992,
.htm
Moral and academic leadership from the Ideas for Improving Climate
principal. Have students explore good manners for chil-
dren. Find discussion and journaling ideas from
Schoolwide discipline that models, pro-
books and websites.
motes, and upholds the school’s values
httD://[Link]/research/school
in all school environments.
imDrovement/ [Link]#ideasfor
A schoolwide sense of community.
W h y Should You Bother with Good Manners?
Student government that involves stu-
Basic reasons for learning good manners.
dents in democratic self-government
httD://[Link]/edres/Darents/play~rd/why~ood
and fosters the feeling, “This is our
.shtml
school, and we’re responsible for making
it the best school it can be.” Manners Quizzes.
A moral atmosphere of mutual respect, httD://[Link]/toDic/front/
fairness, and cooperation that pervades 0.1 [Link]
all relationships-those among the adults Creating a Positive School Climate. (For
in the school as well as those between School Administration)
adults and students. [Link]
Elevating the importance of morality by siD ap [Link]
spending school time on moral con-
cerns.

122
129
Developing Character Through Literature A Teacher’s Resource Book

How to Create a Safe and Healthy School Research and Scholarship

Climate.
httD://www,[Link]/-cci/facts/ Essential Characteristics of a Citizenship
FACTS%202.2/[Link] Education Program
Prepared by Citizenship Committee, approved
Relationship Between School Climate and by Nation4 Council for the Social Studies
Family Involvement Board of Directors, 1983.
httD://www,[Link]/sdrs/areas/issues/envrnmnt/
htto://[Link]/Dositions/essentid
famncomm/[Link]
.html
Programs The Concept of Citizenship in Education for
Transforming School Climate and Democracy. ERIC Digest
htrn
httD://[Link]/-ssdclcitcondip.
Infrastructure.
The Miami-Dade US1 in collaboration with the Education for Democratic Citizenship: A
South Florida Center for Educational Leaders, Framework
Florida Atlantic University, and Eisenhower httD://[Link].htm1
Project SERVE, have designed this program.
http:[Link] Respectful Communication - Civility
These are two excellent pages on a University of
Colorado website with instructions on how to
deal with difficult, long-lasting, and
resolution-resistant conflicts.
httD://[Link]/conflict/peace/treatment/
[Link] and
htto://[Link]/conflict/civility
htm

-. 123
130
Chapter Seven CIVILITY AND SCHOOL CLIMATE

(Handout for Students)

Guidelines for Polite Behavior
Directions: List ways that we could make our classroom more friendly. Here are some places to start.

Greeting Each Other Keeping Space Clean

Congratulating People Waiting Turns

Other Ideas Other Areas

Discuss your ideas with your classmates.

124
Developing Character Through Literature A Teacher’s Resource Book

(Handout for Parents)

Parents as Models for Civility

Dear Parent:
Your child and classmates have been working on polite behavior and its
value in a democracy. One of the areas we have been discussing is how to listen
and respond when people are speaking.
Parents, of course, can model good listening behavior for their children
and can advise them on how to pick out the important things that people say
and how to ask questions in response. Here are some ways that you may want
to help your children become courteous listeners:
1. Be attentive and show interest. Maintain eye contact to show that you
are really with your child.
2. Encourage the speaker. “Tell me about your day at school.”
3. Listen patiently. Avoid cutting off your children before they have fin-
ished.
4. Reflect their feelings. Try to mirror your children’s feelings by reflect-
ing them back. “It sounds to me as if you are angry with that class-
mate.”
5. Clarify their experience. Try to clarify your children’s feelings by restat-
ing them in your own words. Your wider vocabulary may help them
express themselves more accurately.
6. Listen to nonverbal messages. Listen to their tone of voice, their body
language, the look on their face.
Sometimes it helps to show children that a good listener is willing to turn
off the TV to make sure that listener is not distracted by that kind of outside
interference.
If you have other ideas that would help our class become more attentive to
one another, please share your ideas.
We certainly thank you for all you do to educate your child and to help us
improve our school climate.
Sincerely,
Chapter Seven CIVILITY AND SCHOOL CLIMATE

What Others Have Said To succeed in the world it is not enough to

about Civility be stupid, you must also be well-man-
nered. - Voltaire
Civility costs nothing, and buys every- We are all angels with only one wing. We
thing. - Lady M. W. Montague can only fly while embracing each other. -
Lucian0 De Crescenzo

126

133
Developing Character Through Literature A Teacher's Resource Book

Historical Figures W h o Exemplifjr the greatest of the Greek orators. He had a

Civility speech impediment, and people jeered at his
stammering when he addressed his first large
public assembly. To overcome his tendency to
Jane Addams (1860-1935) became known as lisp, he put pebbles in his mouth and recited his
the Mother of Social Work because she founded speeches as he ran back and forth. His fame as a
and worked throughout her life at the world gentleman orator made him one of the most
famous social settlement Hull-House on influential orators of Athens.
Chicago's near west side. Through her writing
and her international efforts for world peace she
Richard Henry Lee (1732-1794) was a politi-
built a reputation as America's most prominent
cal leader in the American Revolution. Richard
woman. During the First World War she partic-
Henry Lee was born in Virginia. During his
ipated in the International Congress of Women
early childhood he was taught at home by
at the Hague (191 5 ) and worked diligently in
tutors, then later completed his education in
the peace movement. She was the first president
England. Upon his return, he married, and set-
of the Women's International League for Peace
tled at Chantilly, a plantation in which he took
and Freedom (19 19), an effort that won her the
great pride and on which he produced tobacco
Nobel Peace Prize in 1931. She had to learn
crops and peach brandy. Despite his love for the
how to deal politely yet firmly with the poor,
land, Richard Henry Lee lived for politics. A
the rich, and the powerful during an era when
colonel of the Westmoreland County militia, he
women generally were not prominent in busi-
moved into political life first as a justice of the
ness and politics.
peace, then as a member of the House of
Burgesses, where he favored ending the slave
Demosthenes (384-322 trade. Lee was an active member of the First
B.C.) was a contemporary Continental Congress, where admirers of his
of Plato and Aristotle. He oratory compared him with Cicero. Richard
is recognized as the great- Henry Lee was physically suited for public life
est of ancient Greek ora- and oratory. He was over six feet tall, with pale
tors, who roused Athens skin and sandy hair, and he spoke harmoniously,
to oppose Philip of occasionally punctuating his speeches with his
Macedon and, later, his maimed hand (the result of a hunting accident)
. . ~
son Alexander the Great. swathed in a black kerchief.
From this point on (354), Demosthenes' career From a farmer, to a politician, to a congress-
is virtually the history of Athenian foreign poli- man, to a statesman, to a patriot, to a senator,
cy. He has in every age been regarded as one of Richard Henry Lee performed a very important
the worlds greatest orator statesmen. When role in American History. He was one of the sig-
Demosthenes was a youth in ancient Athens, no natories of the Declaration of Independence,
one could have believed that he would become 1776.

127
. 134
Chapter Seven CIVILITY AND SCHOOL CLIMATE

Dale Carnegie (1888-1955) was an American book and his classes. Carnegie’s books and
lecturer, author, and pioneer in the field of pub- courses focus on his basic idea about the philos-
lic speaking and the psychology of the successful ophy of human relations.
personality. In high school and college he was
active in debating clubs. Upon graduating, he
Robert Sargent Shriver (191 5 ) is an adminis-
was a salesman in Nebraska and an actor in New
trator, diplomat, first director of the U.S. Peace
York City and finally taught public speaking at
Corps, and Democratic nominee for the U.S.
the YMCA. His classes became extremely suc-
vice presidency in 1972. Shriver served as a U.S.
cessful, and Carnegie began lecturing to packed
naval officer during World War 11, and, after a
houses. To standardize his teaching methods he
brief association with a Wall Street law firm, he
began publishing pamphlets, which he collected
went to work as an assistant editor for
into book form as Public Speaking: A Practical
Newsweek magazine in 1946 before joining the
Course for Business Men. Carnegie became an
business enterprises of his future father-in-law,
instant success with the hugely popular How To
Joseph I? Kennedy. In 1961 he was appointed
Win Friends and Influence People (1936) It was
the first director of the [Link] Corps, where
one of the most popular books in history, and
he developed volunteer activities in more than
taught millions how achieve self confidence and
50 countries in Africa, Asia, and Latin America.
interpersonal social skills. Dale Carnegie became
His gentlemanly manner made the Peace Corps
an icon of 20th century America through his
welcome in the countries where he travelled.

128
Developing Character Through Literature A Teacher’s Resource Book

Websites on Civility Visit the White House

for Students Take a look at the White House at a site just for
kids. Learn about some famous White House
Carter’s 15 ‘Rules of Civility‘ kids and pets, as well as the current people in
httD://[Link]/civility.
htrnl residence. Learn the history of the White House.
Read the newsletter inside the White House
Self Quiz: How do you rate yourself? written just for kids. This is a great place to start
httD://[Link]/Curric/cc!/Citizen/ practicing the trait of citizenship by learning
[Link] more about a part of our government.
Thoughts on Citizenship [Link]
Helps explain the concept of citizenship. It con- Kids Next Door
tains some quotations about the trait of citizen- This is a page where kids can learn more about
ship. being a good citizen. There are people to meet,
httD://[Link]/character/ things to see, and places to visit. This page is
[Link] mainly for grades 1-5. It has a lot of interesting
Citizenship: How Can You Do Your Share? links.
Action Steps httr,://[Link]/kids/[Link]
htrn
httD://[Link]/farn/ctznshp.

Citizenship. More Action Steps

httD://[Link]/charactercounts/
[Link]
ChaDter Seven CIVILITY AND SCHOOL CLIMATE

Books on Civility for Students filled with thoughts and notes on her school
mates and people she observes on her after-
K to Grade 3 school "spy route." However, when her class-
mates find and read her notebook, their anger
ALIKI. (1990). Manners. Greenwillow Books.
and retaliation, and Harriet's unexpected
ISBN 0688091989. Discusses manners and
responses, explode in a hilarious and often
gives examples of good manners and bad man-
touching manner.
ners.
PATERSON, Katherine. (1978). The Great
BUEHNER, Caralyn and BUEHNER, Mark.
GilLy Hopkins. Crowell. ISBN 0690038372. An
(1995). It's a Spoon, Not a Shovel. Dial Books
eleven-year-old foster child tries to cope with her
for Young Readers. ISBN 0803714947.
longings and fears as she schemes against every-
BUEHNER, Caralyn and BUEHNER, Mark. one who tries to be friendly.
(1998). I D i d It, I'm SOT. Dial Books for
WASHINGTON, George. (2000). George-isms:
Young Readers. ISBN 0803720106. Ollie
The I I 0 Rules GeoTe Washington Wrote ,When
Octopus, Bucky Beaver, Howie Hogg, and other
He Was I4 - and Lived by all His Life.
animal characters encounter moral dilemmas
Atheneum Books for Young Readers. ISBN
involving such virtues as honesty, thoughthl-
0689840829. Presents 110 quotations about
ness, and trustworthiness. The reader is invited
civility and behavior that George Washington
to select the appropriate behavior from a series
copied when he was fourteen years old and
of choices.
attempted to live by.
JSOLIN, Sesyle and SENDAK, Maurice.
(1958). What Do You Say, Dear. Harper & Grade 8-12
Row. ISBN 020109391X. Offers advice on how ESPELAND, Pamela and PACKER, Alex J.
to cope correctly with a variety of common and (1997). How Rude!: The Teenagers' Guide to
uncommon social situations. Good Manners, Proper Behavior, and Not
WILLIAMS, Suzanne. (1997). My Dog Never Grossing People Out. Free Spirit. ISBN
Says Please. Dial Books for Young Readers. 1575420244. A humorous but practical guide to
ISBN 0803716796. Tired of having to mind her good manners and social skills, discussing such
manners, clean her room, and wear shoes, areas as family life, behavior in public, manners
Ginny Mae wishes she could trade places with in school, eating, and clothes.
the family dog. JAMES, Elizabeth and BARKIN, Carol. (1996).
Social Smarts: Mannersfor Today'sK i d .
Grade 4 to 7 Clarion Books. ISBN 039566585X. Offers
FITZHUGH, Louise. (1964/1990). Harriet the advice on how to handle all kinds of social situa-
Spy. Harper & Row. ISBN 0064403319. The tions and personal interactions, presented with
story about eleven-year old Harriet, who is a spy, letters from two eighth graders to an etiquette
plans to be a writer, and keeps a secret notebook advice columnist, K. T. Answers.

'i n7
Developing Character Through Literature A Teacher's Resource Book

Websites on Civility Teaching Good Manners

for Parents Good manners are a very important key to your
child's social success, but no child is born with
Y

Carter's 15 'Rules of Civility' goodmanners. Teaching them is a parent's

httD://[Link]/[Link] responsibility.
[Link]
Respectful Communication - Civility
These are two excellent pages on a University of Teach your Child about Citizenship
Colorado web site with instructions on how to citizenshb
htt~://www.a~ctr.~[Link]/4hcritters/~ar
deal with difficult, long-lasting, and .htm and
resolution-resistant conflicts. [Link]
[Link] .htm
[Link] and Thoughts on Citizenship
htrn
httD://[Link]/conflict/civility.
Helps explain the concept of citizenship. It con-
Civility Rules tains some quotations about this character trait.
Thoughts about the rise of incivility, the moral [Link]
basis of civility, civility in the schools and in pol- citizenshinhtm
itics.
Parent's Guide to Citizenship
[Link] h tm
httD://[Link]/charactercounts/mide.
httD://[Link]/docs/[Link]
Cindy - The Citizen Crab
Teaching Children Manners and Politeness Read a critter's character story to a child.
It is important to express praise when teaching
[Link]
htt~://www.a~[Link]/4hcritters/Cindyp
our children about manners and to use polite-
ness at all times. Some Activities to Develop More of a Sense
httD:l/[Link]/[Link] of Citizenship
htm
[Link]
Mind Your Manners. Raising Well-Behaved
Kids Civics Online
Are manners truly important in society? Sponsored by Michigan State University, the site
Historically, the answer is yes. Polite and provides K- 12 teachers, students, and parents
well-behaved individuals are generally viewed with an array of multi-media primary source
positively by peers, while those with worse materials, learning tools and professional devel-
behavior are often viewed in a negative light. opment resources to enrich teaching civics in the
[Link] feature 1 .html classroom. Each day Civics Online features a
web site that provides rich materials for civics
Teaching Children How to Be Courteous and social studies classrooms.
Teaching good manners should be part and par- httD://[Link]/
cel of all child rearing. Good manners give the
right message to children: that there are certain Constitution Day
acceptable ways to do things in our society and The National Archives and Records
that showing courtesy toward others makes Administration presents activities and informa-
everyone happier and more loving. By Dr. tion about the U.S. Constitution.
Benjamin Spock. ,-, http:/![Link]. ~ov/education/teachinp/

131
', .
Chapter Seven CIVILITY AND SCHOOL CLIMATE

Websites on Civility ments, and student activities.

for Teachers httD://[Link]/ISOC/
CitizenshiD.htrn1
Resources and Lesson Plans Citizenship and Sport
htto://[Link]/-hceduO13/[Link]
Are you an athletic coach or recreation director?
Sample Lessons from the Center for Civic Would you like some ideas to help you develop
Education the virtue of citizenship in your athletes?
htte://[Link]-planshtrnl htt~://www.~oodcharacter.~orn/Citizenship5. htrnl

Teaching Citizenship's Five Themes Kids Voting USA

Activities from the editors of Weekly Reader can Click on Teachers Only for the K-12 Kids
help develop K-6 students' understanding of the Voting USA Curriculum, Civics Alive! Help
five citizenship themes-honesty, compassion, your students understand voting as an exercise
respect, responsibility, and courage. in citizenship. Curriculum requires download of
httD://[Link]/acurd free Adobe Acrobat Reader (accessible from this
[Link] site).Resources are free, but you must obtain a
password from your local Kids Voting Director
Teaching Citizenship in the Classroom to access the full range of curriculum materials.
htt~://www.a~[Link]/4hcritters/[Link] Local directors are listed by state within this site.
and Curriculum materials are divided by grade level.
htt~://www.a~[Link]/4hcritters/ httD://[Link]/
teach citizenshiphtrn
Creative Activities on Citizenship
Bibliography of Children's Literature CCD (Center for Character Development).
Exploring Citizenship httD://[Link]/act1/
htto://[Link]/Westside/Character/ [Link]
citizenship.htrn1
The American President
Lesson Plan on Citizenship Based on the C-SPAN series profiling all 41
httD://[Link]/tbc/dessonplans/[Link] Presidents in our nation's history. The site con-
Active Citizenship: Empowering America's tains a video archive, biographical facts, key
Youth events, and presidential places for each presi-
A curriculum that teaches the rights, responsibil- dent. This is directed mainly to middle and high
ities, and civic values of U.S. citizenship, and school students. Site also contains teacher guides
includes a service learning group project in and student projects related to the series for all
which students research and develop a solution 41 presidents. Teachers may join C-SPAN in the
for a real problem in their community. classroom - a free service - from this site.
httD://[Link]/ h tto://[Link]~/

Thoughts on Citizenship White House

Helps explain the concept of citizenship. It con- Includes current issues, information on the
tains some quotations about this character trait. President and Vice President, Citizens
httD://[Link]/school/character/citi- Handbook, a guide to the Federal government,
<-- and an-archive of White House documents.
[Link] 1 ,
Developing Character Through Literature A Teacher’s Resource Book

toric moments of the Presidency. lawyers, and news media who are committed to
httv://[Link] improving law-related civic education. Lesson
plans can be found by clicking on Teacher‘s
Citizenship Worksheet
Center.
There are several tasks listed that could be per-
[Link]
formed by students.
htt~://[Link]/staffdev/chared/Lmsons/rniddle/ Collection of Lessons
citworksheet.htrn1 Lesson plans for K- 12 include American
History, Geography, History and Social Studies.
RespecTeen
htrn
http:/[Link]~students.cornllesson2.
“A citizenship curriculum encouraging students
to learn about, and participate in the American Constitution Day
political process.” This site contains free, down- The National Archives and Records
loadable citizenship curriculum and gives Administration presents activities and informa-
teacher‘s aids suggestions. Under Research Tools, tion about the U.S. Constitution.
it covers how to search on the internet, gives [Link] povleducationlteachind
links and a reading list, and tells how to find constitutionlhorne. htrnl
your member of Congress. A great resource for
teaching to teenagers.
A Lesson Plan Related to the Ratification of
the Constitution
[Link]
[Link]
Teaching Citizenship in the Classroom constitutionlratifihtrnl
Some practical Advice.
[Link]
Biographies of Each Signer Of the
teach citizenshiphtrn
Constitution Are Also Available
[Link]
Civic Mind constitutionlsimers. htrnl
CivicMind is a meeting place for teachers,

133
.
‘
:.
I .
.
. . :
4 .t
% it 0
Chapter Seven CIVILITY AND SCHOOL CLIMATE

ERIC Bibliography on *Social Development; *Student Responsibility;

Civility and School Climate “Youth Problems
AB: Argues that the surge of violence by youth
ERIC annotated bibliographies add brief arises from a national crisis of character.
ideas to help with this topic. Many of the anno- Proposes that schools join families, churches,
tated articles are available in full text. See the and communities in instilling universal ethical
Appendix for directions. values. Outlines a comprehensive approach to
The following reports of research and class- character development and offers supporting
room practice are summarized here from the research and practical examples of schools that
ERIC database. For more information on arti- implement these principles. (RJM)
cles in the database, or to find the full text of an
article go to [Link] to search the AN: ED395697
database. The numbers at the top of each refer- AU: Williams, Linda K.; and others
ence enable you to go directly to the article that TI: Caring and Capable Kids: An Activity
you seek. Guide for Teaching Kindness, Tolerance,
Self-Control and Responsibility.
AN: EJ555941 PY: 1996
AU: Frieman, Barry B.; Kirmani, Mubina AV: Innerchoice Publishing, PO! Box 2476,
Hassanali Spring Valley, CA 9 1979 (Activity book,
TI: Diversity in Classrooms: Teaching Kindness $18.95; a cassette tape of songs in this book by
through Folktales. composer Linda K. Williams is also available).
PY 1997 P R EDRS Price MFOl Plus Postage. PC Not
SO: International Journal of Early Childhood; Available from EDRS.
v29 n2 p39-43 Oct 1997 DE: *Ethical Instruction; *Interpersonal
DE: ‘Altruism; *Cultural Differences; *Folk Competence; *Interpersonal Relationship;
Culture; *Story Telling *Moral Values; *Values Education
AB: Discusses the use of folktales from India to AB: With the purpose of developing caring and
teach kindness to kindergarten and primary capable children, this book offers teachers and
school children. Notes that the “King of the counselors a collection of over 75 activities as
Banyan Deer Tale” is particularly effective in teaching and guidance tools. Characteristics of
early childhood, whereas the “Dooth Tale” is caring and capable children, which reflect the
effective with older children. Supplemental development of empathy, compassion, assertive-
activities are briefly described, such as food ness, and self-discipline, are described. The
preparation, games and music, and interviewing activities are grouped into the following eight
family members. (KB) developmental units: (1) kindness; (2) tolerance;
(3) respect; (4) service to others; (5) responsibili-
AN: EJ547059 ty; (6) self-control; (7) peer pressure; and (8)
AU: Lickona, Thomas ethical decision making. The first component of
TI: Teaching Respect and Responsibility. each unit is a short story that embodies the unit
PY: 1996 theme, followed by questions to facilitate an
DeveloDing Character Through Literature A Teacher’s Resource Book

of their implementation are described in the DE: *Controversial Issues Course Content;
introductory chapter. In addition, four to six *Moral Values; *Student Responsibility; *Values
class activities are included in each unit. The Education
final component of each unit consists of song AB: Drawing from research, this book examines
lyrics that relate to the theme of the unit, and the current state of moral education, and asks
reinforce the lessons learned from the unit. how schools can foster the moral development
Adaptations to activities are suggested for of children. Following a preface, the book is
younger students, and may also be made to suit divided into three parts. The first part is entitled
different ability levels, cultural backgrounds, and “Educating for Values and Character” and con-
interests of students. (BAC) tains four chapters: (1) The Case for Values
Education; (2) Educating for Character: Why
AN: ED389642 Schools Need Help from Home; (3) What
AU: Schilling, Dianne Values Should Schools Teach? and (4) What is
TI: Getting Along: Activities for Teaching Good Character? Part Two, “Classroom
Cooperation-Responsibility-Respect . Strategies for Teaching Respect and
PY 1993 Responsibility,” includes an introduction to
AV: Innerchoice Publishing, PO. Box 2476, parts two and three: “Teaching Respect and
Spring Valley, CA 91979. Responsibility: The Big Ideas” as well as 1 1
PR: EDRS Price MFOl Plus Postage. PC Not chapters: ( 5 ) The Teacher as Caregiver, Model,
Available from EDRS. and Mentor; (6) Creating a Moral Community
DE: *Conflict Resolution; *Decision Making; in the Classroom; (7) Moral Discipline; (8)
*Interpersonal Communication; *Peace; Creating a Democratic Classroom Environment:
*Problem Solving The Class Meeting; (9) Teaching Values through
AB: This book provides activities to introduce the Curriculum; (10) Cooperative Learning;
or reintroduce students to conflict resolution (1 1) The Conscience of Craft; (12) Encouraging
skills in a deliberate, enjoyable fashion and to Moral Reflection; (13) Raising the Level of
elevate their awareness of each person’s responsi- Moral Discussion; (14) Teaching Controversial
bility to create a cooperative environment wher- Issues; and (1 5 ) Teaching Children to Solve
ever they may be. Interdependence is a central Conflicts. The final section, “Schoolwide
theme as is the awareness that dissent and con- Strategies for Teaching Respect and
flict are natural and productive elements in soci- Responsibility,” contains five chapters: (1 6)
ety. Activities are grouped into seven topic areas Caring beyond the Classroom; (17) Creating a
with accompanying handouts. The topic areas Positive Moral Culture in the School; ( 1 8) Sex
include: (1) “Appreciating Differences”; (2) Education; (19) Drugs and Alcohol; and (20)
“Communicating Effectively”; (3) “Developing Schools, Parents, and Communities Working
Friendship Skills”; (4) “Helping and Being Together. An appendix, “Getting Started and
Helped; ( 5 ) “Including Others”; (6) “Resolving Maintaining Momentum,” is included. (LL)
Conflict”; and (7) “Working Together.” (EH) .
AN: ED441805
AN: ED337451 AU: Gregoire, Michele; Algina, James
AU: Lickona, Thomas TI: Reconceptualizing the Debate on School
TI: Educating for Character. How Our Schools Climate and Students’ Academic Motivation and
Can Teach Respect3nd RespFsibilityi Achievement: A Multilevel Aplysis.
1 5

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PY: CT99,iJ (J i ,_, , I 1 I (-J PY: 2000 I ‘

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Chapter Seven CIVILITY AND SCHOOL CLIMATE

PR: EDRS Price MF01/PC03 Plus Postage. PY: 1998

DE: *Educational Environment; *Junior High SO: Contemporary Education; v69 n2 p83-85
School Students; *Mathematics Achievement; Win 1998
*Student Motivation DE: *Educational Environment;
AB: Theory on parenting styles was used as a *ExtracurricularActivities; *Secondary School
theoretical framework to examine the relation- Curriculum; *Teamwork
ship of aspects of school climate to the mathe- AB: Surveyed middle school principals to exam-
matics achievement, academic engagement, and ine middle level programmatic characteristics,
locus of control orientation of eighth graders. appropriateness, and current implementation.
Student and school data were drawn from the The study also examined teachers’ perceptions of
National Educational Longitudinal Study of school climate. Program implementation, rather
1988 for 19,435 students and 997 schools. than principal’s perceptions, affected school cli-
Hierarchical linear modeling techniques were mate. Intramural programs affected school cli-
used to examine the relationship between stu- mate, influencing teacher-student relations, par-
dents’ and administrators’ perceptions of school ent and school-community relations, and
climate and students’ achievement, engagement, instructional management. (SM)
and control orientation. With students’ individ-
ual background characteristics as well as aggre- AN: ED408094
gated socioeconomic status of the schools con- AU: Allen, Sharon M.; and others
trolled, authoritarian school climates were asso- TI: Improving School Climate: Creating a
ciated with lower academic engagement and Circle of Communication between Educators
control perceptions for eighth graders, as well as and Families.
more differentiating effects of prior grades on PY: 1997
their mathematics achievement, a greater gender NT: Paper presented at the Annual Meeting of
gap in academic engagement, and increased dif- the American Education Research Association
ferentiating of students’ socioeconomic status on (Chicago, IL, March 24-28, 1997).
their mathematics achievement and perceptions PR: EDRS Price MFOl/PC02 Plus Postage.
of control. Authoritative schools, on the other DE: *Educational Environment; *Parent School
hand, were not associated with either beneficial Relationship; *Transitional Programs
or detrimental outcomes for students; however, AB: This study used an ethnographic approach
this component was created from administrators’ to evaluate the impact of the South Dakota
reports that were less predictive of student out- Head Start/Public School Transition
comes than were students’ report. Findings for Demonstration Project on school climate and
authoritarian schools are comparable to results parent involvement, focusing on the impact of
documented in the parenting styles literature. family service coordinators. The demonstration
Implications for policy and practice are dis- group was composed of children and families
cussed, as are suggestions for further research. who received comprehensive Head Start-like
Three appendixes contain factor loadings and services in addition to educational services, and
item descriptors from the principal components the comparison group consisted of children and
analysis, a description of variables used in the families who received only educational services.
analysis, and a description of the hierarchical Eight family service coordinators maintained
models used in the analysis. (Contains 6 tables routine contacts with families and schools and
provided services directly to kmilies or through
//;ry-, referral to other
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136

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143
Developing Character Th ro u g h Literature A Teacher's Resource Book

Data were collected in the spring of each year improve school climate in a Georgia elementary
since 1993 from 200 of the 425 children in 2 school that had been scheduled for closure but
cohorts who have received services. Data were stayed open (with mostly new staff) due to
also collected through structured interviews and unexpected enrollment increases. Developing a
participant observation. Results suggested that school-improvement plan that involves and
the family service coordinators have been instru- focuses the entire faculty is important for
mental in creating a more open climate in improving school climate. (23 references)
demonstration schools. Parents have become (MLH)
more involved in their children's education, have
improved interactions with school personnel, AN: ED383411
and have become more comfortable in the AU: McNulty, Bernadette L.
schools. Because the school climate has become TI: Improving School Climate by Using
more open, demonstration parentdcaregivers Conflict Resolution in Grades K-6.
have had more input into policy and school PY: 1994
activity decisions than comparison parentdcare- NT: Ed.D. Practicum Report, Nova
givers. (Contains about 66 references.) (KB) Southeastern University.
PR: EDRS Price MF01/PC05 Plus Postage.
AN: EJ542608 DE: *Conflict Resolution; *Educational
AU: Peterson, Anne Marie Environment; *Interpersonal Communication;
TI: Aspects of School Climate: A Review of the *Interpersonal Relationship; *Student Behavior;
Literature. *Teacher Student Relationship
PY: 1997 AB: A 12-week practicum was developed to
SO: ERS Spectrum; v15 n l p36-42 Win 1997 improve school climate by using conflict resolu-
DE: *Academic Achievement; 'Collegiality ; * tion in grades K-6. Staff and students completed
Environment; *Parent Participation; *School a poll designed to assess their concerns about the
Culture; *Teacher Effectiveness daily functioning of the school. The school's cli-
AB: This literature review addresses four vari- mate was discussed in light of how the student
ables related to school climate: teacher efficacy, body reacted to the school setting, with empha-
collegiality (as promoted by the principal, shared sis on areas where supervision was not too obvi-
decision making, and staff development), stu- ous. Following the survey results, the focus shifts
dent achievement, and parent involvement. to a concentration on the areas of recess, play-
Schools attempting reform should consider how ground, assemblies, and hallways. Rules in each
each of these variables can contribute to a posi- of these areas received a new direction. Classes
tive school climate and improve the chances for received instruction in how these areas would be
lasting, meaningful school reform. (28 refer- addressed and what was expected of students.
ences) (MLH) Careful supervision and analysis of the data
allowed the researcher to adjust methodology
AN: EJ513328 and address problems as they arose. By the end
AU: Benton, Ellen; Bulach, Clete of the 12 weeks, clear guidelines for acceptable
TI: How an Elementary School Improved behavior in the cafeteria, recess, hallway, and
School Climate. auditorium had been established. The students
PY: 1995 knew their limits and willingly accepted the
imposed restrictions becausejhey had been part
of the rule-making process. (Fourteen appen-
/-P-L:-l<' </> \ c--?L \ n y .< 7
( d i i include)the questionnaire for conflict reso-
~

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Flutior?_and t ,-b?-I s i o u ' s chechs&sed. ', \i/
Contains
AB: Describes a research-based project to (&references.) (AA~_ _ r' c-LY

137

i$ 3
Chapter Seven CIVILITY AND SCHOOL CLIMATE

AN: ED321905 TI: Tips for Improving School Climate.

AU: Violenus, Agnes A. CS: American Association of School
TI: Improving School Climate in Grades K-6 Administrators, Arlington, VA.
through Child-Centered Instructional Activities PY: 1988
in Citizenship. AV: Publications, American Assocation of
PY: ,1990 School Administrators, 1801 North Moore
NT: Ed.D. Practicum, Nova University. Street, Arlington, VA 22209-9988 (Stock No.
PR: EDRS Price MFOl/PCO6 Plus Postage. 021-00212; $1.50 prepaid; quantity discounts).
DE: *Citizenship; *Elementary School P R EDRS Price MFOlPC01 Plus Postage.
Students; 'Prosocial Behavior; *Social Studies; DE: *Educational Change; *Educational
*Student Improvement; *Student Leadership Environment; "Educational Improvement;
AB: An elementary school administrator *Educational Philosophy; *Educational Quality;
designed and implemented a practicum study *School Organization
meant to enable students to gain citizenship AB: School climate is a term used to describe
skills needed for prosocial interactions with how people feel about their school. The follow-
peers and adults. It was expected that the ing 10 factors are described: (1) a supportive,
kindergarten through sixth-grade students would stimulating environment; (2) student-centered;
use practices acquired from their studies of law, (3) positive expectations; (4) feedback; (5)
government, and citizenship to direct their per- rewards; (6) a'sense of family; (7) closeness to
sonal behaviors and group interactions. A series parents and community; (8) communication;
of workshops for student leaders was conducted. (9) achievement; and (10) trust. Basic steps in
Workshop activities were designed to teach the climate improvement process are (1) inform
pupils: (1) the use of modified rules of order for and involve; (2) assess the climate; (3) set
class meetings; (2) the foundations of the United improvement goals; (4) develop a plan; and (5)
States government through study of the implement, monitor, and evaluate the plan.
Constitution; and (3) the use of the tools of citi- Appended are 19 selected references and a list of
zenship for the purpose of gaining access to of& 11 selected climate instruments. (SI)
cial governmental channels in order to bring
about action on matters of concern to the stu- AN: EJ381916
dents and their community. Practicum evalua- AU: Levine, Daniel
tion data suggested that the intervention was TI: Brighten Your School Climate.
successful. Notable among the outcomes were a PY: 1988
marked decline in reported incidents of misbe- SO: Executive Educator; v10 n l 1 p23, 28 Nov
havior and students' increasingly strong belief 1988
that improvements in the atmosphere of the DE: *Educational Environment; *Public
school could be augmented through the use of Relations; *Student School Relationship
principles of good citizenship. Appendices pro- AB: School climate can be improved by focus-
vide measures, school-wide monthly citizenship ing attention on the groups that make up the
activities, workshop activities in citizenship for school community. Suggests ways to recognize
students, and other related materials. (RH) students, faculty and staff members, parents and
community members, and school board mem-
AN: ED303869 bers. (MLF)
r
--.
,_
,

138

145
 Iv‘J)

The Golden Rule

I

I
I

Definition
Treat others as you would have
them treat you.

Love your neighbor as yourself.

”I 146
Chapter Eight THE GOLDEN RULE

If there is one overarching directive for positive

human relations, it is the Golden Rule: Treat oth-
ers as you would have them treat you. In that one
rule all the other desirable character traits have a
place because the Golden Rule implies that we
show respect, civility, justice, responsibility, and
caring.

Respect. We want everyone to recognize store clerks to guide our purchasing, and class-
our own worth, therefore, we try to acknowl- mates in our study group to contribute their
edge the value of all those whom we meet. We assignments. In return, it is our responsibility to
do this, for example, by listening to their ideas pay attention in class, to obey police directions,
and by accepting their differences, just as we to pay for merchandise in a civil manner, and to
want others to listen to us and to treat our dif- complete our assignments in school and at
ferences as valuable contributions to the human home.
family. Caring. Even more personally, we expect
Civility. We want others to treat us politely, others to care for us, to like us, to love us. We
therefore we practice our manners when we are probably don’t expect everyone we meet to
with others. We say, “Excuse me,” when we exhibit a gushing emotional response to us, but
need to interrupt a conversation, and “Thank we do expect them to sympathize with our pain
you,” when we receive a favor or a gift. In and to rejoice in our happiness. In return, of
addressing someone in authority, we use a title course, we are sensitive to the joys and sorrows
of address, such as Miss or Your Honor. And we of our neighbors. This expectation is expressed
learn to talk to others in a tone that promotes a in the oft-quoted Biblical directive: Love your
friendly or civil exchange-because that‘s the neighbor as yourself.
way we want people to speak to us. “To love your neighbor as yourself” is the
Justice. We want others to give us a fair epitome of the Golden Rule, the zenith of its
shake, i.e., to give us what is our due. When we expression. Most religious philosophies have a
are playing a game, for instance, we expect to principle like that, a principle that expresses our
have our regular turn. When we finish our essential unity as human beings. We love our
school work accurately, we rightly expect a good neighbors because we are one in spirit, drawn
grade. When we complete work for money, we by a common desire for happiness, sharing in
expect to receive the agreed-upon amount. So, our universal quest to improve ourselves and
too, do we give others the rewards of time or of the world in which we live.
praise that are appropriate. We realize that we
cannot merely take for ourselves.. We must give The Golden Rule in Various
rewards to others as well. Of course, a sense of Religious Traditions
justice also requires punishment or withholding Judaism: What is hateful to thyself,
rewards when we do not act appropriately and do not to another
according to standards. . .
Responsibility. We expect others to provide Christianity: All things whatsoever
us with the services that match their responsi- ye would that men should do to you, do ye
bilities: for example, teachers to provide organ- even so to them.
ized instruction, police to help us travel safely, Confucianism: Never do to others what you

140
147
Developing Character Through Literature A Teacher’s Resource Book

would not like them to do to you. other and with a God-force.

Zoroastrianism: That nature alone is good To apply the Golden Rule, simply ask your-
which refrains from doing unto another what- self about any tough circumstance: “How
soever is not good for itself. would I like to be treated in similar circum-
stances?” Can you think of instances where
Taoism: Regard your neighbor‘s gain as your something happened that you could have asked
own gain, and your neighbor’s loss as your own and answered that question?
loss.
Signs of Caring
Hinduism: This is the sum of duty: Do naught
unto others which would cause you pain if We show signs of caring in thoughts,
done to you. words, and deeds. Here are samples or signs of
friendship, of caring:
Buddhism: Hurt not others in ways that you
We hope our friends find happiness
yourself would find hurtful.
because their joy raises the sense of ful-
Islam: No one of you is a believer until he fillment in all those around them
desires for his brother that which he desires for We tell others that we are sorry for
himself. their pain and happy for their achieve-
ments and pleasures.
Class Discussion We send a card, deliver a treat, or offer
You may want to discuss these expressions a service (babysitting) to acknowledge
with your students. What do these statements some event in the lives of our class-
have in common? If everyone followed the prin- mates or workmates.
ciple of the Golden Rule, what would our com- We do these things because we want to be
munity look like? treated in a similar fashion. (Treat others as you
We expect our neighbors, our classmates, want them to treat you.) We do these things
our working partners to care for us, and to love because we sense that acts of friendship and
us, because we, as they, are searching and work- love benefit the common good, benefit our
ing for what is good. Our recognition of a com- common human spirit. Just as evil deeds create
mon good, of the need for all of us to rise a drag on humanity, so do good acts lift us all
above our ow,” selfish desires, emanates from and make us happier and more peaceful, better
what religions describe as our common destiny, than before.
i.e., to be happy in a spiritual unity with each

141
 Chapter Eight THE GOLDEN RULE

(Handout for Students)

. Class Activity on the Golden Rule
You may reproduce the following story, or read it aloud to the class, then ask them to react to it
in an open discussion or in their journals.

Four Heroes
During World War 11, in February 1943, a transport ship, The Dorchester, was carrying 902 service-
men across the North Atlantic. They were escorted by three Coast Guard Cutters because they were sail-
ing in dangerous waters. German submarines were constantly prowling those icy waters. They had already
sunk several American ships.
At 1:OO a.m. on February 3, a German submarine raised its periscope and spotted the Dorchester.
The German officer gave the orders to fire three torpedoes, and they struck with deadly force below the
waterline. The Dorchester began to fill rapidly with the cold ocean water.
The massive explosion knocked out power and radio contact. One of the Coast Guard Cutters saw
the explosion, however, and rushed to rescue 97 men who had abandoned ship. Another cutter circled the
Dorchester and rescued another 132 survivors. The torpedoes had killed and wounded many men, and
the violence all around them created panic throughout the ship. A lucky few were in lifeboats and were
picked up by the Coast Guard Cutters. Others jumped into the frigid water and died there.
With the men of the Dorchester were four Army chaplains. They were Lt. George Fox, Methodist;
Lt. Alexander D. Goode, Jewish; Lt. John I? Washington, Catholic; and Lt. Clark V. Poling, Dutch
Reformed. They agreed together to spread out across the sinking ship to calm the frightened men, to
preach courage, and to pray with the dying. They distributed life jackets from the storage lockers. When
all the life vests were gone, witnesses saw the four take off their own to gave the four life vests to fright-
ened young men.
“It was the finest thing I have ever seen,” said John Ladd, a survivor who saw the chaplain’s golden
act. They did not ask which religion a young man belonged to. They simply gave their life vests to the
next four men in line.
As the Dorchester tilted and began to slide beneath the sea, men in lifeboats could see the four chap-
lains on the slanting deck. Their arms linked together, they raised their voices in prayers as they were
sucked into the icy waters.
There is no greater good than a person lay down his or her life for a friend.
Of the 902 men on board the Dorchester that night, only 230 survived, and they were always
inspired by the memory of the four chaplains who worked for those servicemen until they sank together
into the arms of their God.
Questions for Reflection
How do people learn to behave?
Is there a universal code of behavior?
What would prompt those chaplains to sacrifice their lives to save others?
How can we help each other become better human beings?
Where would you find it difficult to apply the Golden Rule? For example: When your group is
making fun of someone. When you are watching a bully pick on a weaker kid.

142
Developing Character Through Literature A Teacher’s Resource Book

(Handout for Parents)

Parent Letter
You may want to copy this letter and send it to your students’ parents. It suggests limited
actions that they can do to model the Golden Rule.

Dear Parent,
Your child has been discussing the Golden Rule: “Treat others as you want
to be treated.” One example that often comes up with children is “listening.”
They feel that adults don’t listen to them. And adults often think the reverse is
true.
If you want to model listening for your children (to show them how to
practice the Golden Rule), consider these guidelines:
Be interested and attentive. Maintain eye contact to show that you are
really with the child.
Encourage talking. “Tell me about your day at school.” They are more
likely to share their ideas and feelings when others think them impor-
tant.
Listen patiently. Avoid cutting children off before they are finished.
Reflect their feeling. Mirror your children’s feelings by verbally reflect-
ing them back. “It sounds as if you’re angry at your math teacher.”
Listen to nonverbal messages. They may communicate through their
tone of voice or body language.
By showing your child how to pay attention to the words of others you help
them see the benefits of listening and of feeling the excitement or the sadness
that others express in conversation.
When you act as a model for behavior, it probably is best not to try to com-
pare your behavior with how your child acts. Save those discussions for another
time.
Thank you for working to build positive character traits in your child.
Sincerely,
 Chapter Eight THE GOLDEN RULE

Historical Figures Who Exemplify to others, what you would not like them to do
The Golden Rule to you.”

Aristode (384-322 B.C.) was also a caring per-

James Cash Penney (1875-1971) was a retail son. The Golden Rule formed the bedrock of
genius, philanthropist, “the man with a thou- much of his philosophy. “We should behave to
sand partners,” gentleman farmer, author, lectur- our friends as we would have our friends behave
er, world traveler, and the founder of the J.C. to us,” he said. “It is the characteristic of a mag-
Penney Company. His name became synony- nanimous man to ask no favour, but to be ready
mous with doing business according to the prin- to do kindness to others.”
ciples of the Golden Rule. To him, the Golden
Rule represented more than a marketing strate-
gy; it represented his deeper philosophical and Charles Loring Brace (1826-1 890) - Founder
religious beliefs and became the credo of his of The Children’s Aid Society (1853), an organi-
business. He insisted on offering customers zation that established modern methods in child
quality merchandise at the lowest possible prices. welfare. Educated to be-a minister, Brace was
Customer service, shrewd buying practices, and determined to give children an alternative to life
a growing cadre of talented store managers and in the squalid slums and teeming New York City
associates formed the basis of the new organiza- streets. He created services to meet the needs of
tion. poor, homeless, hungry, sick, and disabled chil-
dren. He helped to establish industrial schools
and lodging houses for boys and girls. Brace was
Conhcius (55 1-479 B.C.) - Philosopher, also mainly responsible for the “orphan trains”
moralist, statesman and educator. The thoughts that were common in the decades just preceding
and teachings of Confucius encompass ethical and following the Civil War, and lasted until
, philosophy, political and educational principle. about 1930. These trains transported orphans
He was concerned with the existential problems from the crowded, poverty stricken, and disease
of man, hence he deals less with generalities and ridden streets of New York City to Midwestern
more with the practical matters of daily and per- farms and other rural locations, where they were
sonal relationships. The ideal of conduct, order- adopted and/or obliged to work. The system
ing all human relationships and resulting in an improved many lives.
ideal social structure and harmony is: “Never do
Developing Character Through Literature A Teacher’s Resource Book

Websites on The Golden The Universality of the Golden Rule in the

Rule for Students World Religions
httd/www. [Link]/[Link]
“The Twenty-one Greatest Ideas The Golden Rule Scramble
In Human Relations” htto://[Link]/children/classrnat/
1 .htrnl
htt~://www.~[Link]/+brnc~in/the2
golden [Link]
Chapter Eight THE GOLDEN RULE

Books on The Golden Rule Grade 4 to 7

for Students KONIGSBURG, E. L. (1967). ]ennt;feer, Hecate,
MacBeth, William McKinley and Me, Elizabeth.
K to Grade 3 Atheneum. ISBN 0689702965. Two fifth-grade
ALLARD, Harry and MARSHALL, James. girls, one of whom is the first black child in a
(1977). Miss Nehon is Missi9zg Houghton middle-income suburb, play at being apprentice
Mifflin. ISBN 0395401461. The kids in Room witches.
207 take advantage of their teacher’s good
MACLACGHLAN, Patricia. (1985). Sarah,
nature until she disappears and they are faced
Plain and Tall. Harper & Row. ISBN
with a vile substitute.
006024 1012. When their father invites a
CHERRY, Lynne. (1994). The Dragon and the mail-order bride to come live with them in their
Unicorn. Harcourt Brace. ISBN 0765507293. prairie home, Caleb and Anna are captivated by
Valerio the dragon and Allegra the unicorn are their new mother and hope that she will stay.
driven into hiding when humans begin to
MCKINLEY, Robin. (1978). Beauty: The
destroy the natural beauty of their land, but they
Retelling of the Story of the Beauty and the
receive hope when they befriend the daughter of
Beast. Harper & Row. ISBN: 0060241497.
the man responsible.
Kind Beauty grows to love the Beast at whose
COLEMAN, Evelyn and GETER, Tyrone. castle she is compelled to stay and through her
(1996). White Socks Only. Albert Whitman. love releases him from the spell which had
ISBN 080758955. Grandma tells the story turned him from a handsome prince into an
about her first trip alone into town during the . ugly beast.
days when segregation still existed in Mississippi.
PATERSON, Katherine. (1978). The Great
HARGRFAVES, Roger. (1999). Mx Grumpy. Gilly Hopkins. Crowell. ISBN 0690038372. An
Price Stern Sloan. ISBN 0843174773. Mr. eleven-year-old foster child tries to cope with her
Grumpy is in a BAD mood-until he gets a longings and fears as she schemes against every-
visit from Mr. Tickle. one who tries to be friendly.

S A N SOUCCI, Robert and PINKNEY, Jerry. RAWLS, Wilson. (1961). Where the Red Fern
(1989). The Talking Eggs. ISBN 0803706197. A Grows. Doubleday. ISBN 0553274295. A young
Southern folktale in which kind Blanche, fol- boy living in the Ozarks achieves his heart‘s
lowing the instructions of an old witch, gains desire when he becomes the owner of two red-
riches, while her greedy sister makes fun of the bone hounds and teaches them to be champion
old woman and is duly rewarded. hunters.

146

153
Developing Character Through Literature A Teacher’s Resource Book

Grade 8 to 12 in 1940s Brooklyn. The rabbi, a Czech who fled

the Nazis on the eve of World War 11, teaches
CODELL, Esme R. (1999). Educating Esme: the boy Judaism while the boy, who is Irish,
Diary of a Teacher’sFirst Ear. Algonquin. teaches the rabbi English and baseball. When
ISBN 1565 122259. Presents a teacher’s humor-
anti-Semitic hoods attack the rabbi the boy goes
ous yet poignant account of her first year of
to his defense. By the author of A Drinking Life.
teaching at an inner-city school in Chicago. She
finds herself challenged by incompetent admin- HARUF, Kent. (1999). Plainsong. Knopf. ISBN
istrators, abusive parents, gangs, and her own 0375406182. The interwoven lives of a commu-
insecurities. nity in Colorado. The characters include two
cattle farmers who take in a girl, thrown out of
HADDIX, Margaret Peterson. (1998). Among her house for becoming pregnant. The novel
the Hidden. Simon & Schuster. ISBN describes the girl’s impact on their lives, both
0689817002. In a future where the Population
men being bachelors.
Police enforce the law limiting a family to only
two children, Luke has lived all his twelve years WOODSON, Jacqueline., (1994). I Hadn’t
in isolation and fear on his family’s farm, until Meant to Tell You This. ISBN 0385320310.
another “third convinces him that the govern- Marie, the only black girl in the eighth grade
ment is wrong. willing to befriend her white classmate Lena,
discovers that Lena’s father is doing horrible
HAMILL, Pete. (1997). Snow in August. Little, things to her in private.
Brown & Co. ISBN 0316340944. The friend-
ship of a Jewish rabbi and a Catholic altar boy

147

154
Chapter Eight THE GOLDEN’RULE

Books on The Golden Rule Johnson, Ruth, and Others. Improving Your
for Parents Childb Listening and L a n p g e Skills: A Parent’s
Guide to Language Development. Washington,
Bodner-Johnson, Barbara. DC: Handicapped Children’s Early Education
“Conversation begins at home -Around the Program Division of Special Education
Table.” Perspectivesfor Teachers of the Hearing Programs, 1982. [ED 234 5761.
Impaired, NovIDec 1988.
Maxwell, Margaret John. Listening Gamesfor
Carlisle, Lynn. Communication Skills. Elementary G r d s . Washington, DC: Acropolis
Sacramento: California State Department of Books LTD., 1981.
Education, Division of Special Education, 1988.
[ED 315 9331. Smith, Carl. How to Talk to Your Children
about Books. Bloomington, IN: Family Learning
Edleston, Charlotte. A Program of Games and Association, 200 1.
Activities to Increase Listening and Attentional
Skills in Kindergarten. Nova University: Ed.D.
Practicum, DissertationITheses, 1987. [ED 292
5861.
Developing Character Through Literature A Teacher’s Resource Book

Websites on The Golden The Mother Load: T&ng the Measure of The
Rule for Teachers Golden Rule
1999/072999/
httD://[Link]/
“The Twenty-one Greatest Ideas mothechtml
In Human Relations” But I Keep the Golden Rule
Specific ways to apply the Golden Rule to real httP://www. [Link]/evanp/[Link]
life.
httD://[Link]/- bmcsjn/the2 [Link] and Confucius: Analects (Sayings)
httD://[Link](restHollwood/Hei~hts/ htt~://[Link]/-wldciv/
1734/eolden0 [Link] world civ readedworld civ reader l/[Link]

The Golden Rule Nature and Human Values

By Jeffrey Wattles, the book is published by httD://[Link]/philos/john/mss/
Oxford University Press (1996). hcDubfnl.htm1
httD://[Link]. [Link]/- jwattleshdex. htm/
Morality vs. Slogans
moreinfo. htm
1/
htt~://[Link]/-rasmith/Courses/25
Egoism/Aluuism Test [Link]
httD://[Link]/tests/persondity/
Rules of Gold
[Link]
httD://[Link].q [Link]/all/[Link]
The Universality of the Golden Rule in the
Committee For The Golden Rule
World Religions (For Children)
An informal association of people who desire to
httP://www. [Link]/[Link]
promote the Golden Rule who’s first goal is:
“Let every school-child learn the Golden Rule.”
Research and Scholarship httD://[Link]~
A Short Essay by Harry J. Gensler The Golden Rule In Major Religions
htm
httD://[Link]/DhilosoDhv/pensler/[Link]. Worldwide
Quotes from the Golden Rule httD:// [Link]/tlodocs/GoldnRul. htm
httD://[Link]/-jwattles/[Link]/ Specific Ways to Apply the Golden Rule to
[Link]
Real Life
The Sermon on the Mount httD://[Link]/WestHohwood/Heights/
httD://[Link]/contrib/execouthes/mt/ 1734/~[Link]
mt [Link] Lesson: Golden Rule
The Rule of Rules httD://[Link]/chiIdren/lessons/
[Link] [Link] goldrule. htm

Altruism vs. Compassion The Golden Rule Scramble

httD://[Link]/Spiritudi~/dtruism Unscramble the tiles to reveal a valuable rule.
[Link] htt~://[Link]/children/classmat/
golden [Link]
A Sermon by Dr. Neil Chadwick on the
Golden Rul; Quo@ on The Golden Rule

#TOP
Pantheism and the Golden Rule httD://[Link]/- bmc~in/[Link]
httD://[Link]/oan/[Link]
Chapter Eight T H E GOLDEN RULE

Books on The Golden Rule Folktales and Fables of the Middle East and
for Teachers Afiica, by Robert Ingpen and Barbara Hayes.

Golden Rule, by Jeffrey Wattles. Conficius and Ancient China, by Theodore

Rowland-Ennvistle.
Formal Ethics, by Harry J. Gender.
[Link] main.htm1 The Magic Boat and Other Chinese Folk Stories,
by M. Jagendorf and Virginia Weng.
Ethics: A Contemporary Introduction, by Harry
J. Gender. Great Leaders ofAncient Greece and Rome, by
htm
[Link] Leonard Cotrell.

Freedom and Reason, by Richard M. Hare. The Aeneid for Boys and Girh, by Alfred
Church.
Golden Rules, by Rabbi Wayne Dosick.
The Ten Ethical ValuesParents Need To Teach First Book of Bibk Lands, by Charles A.
Their Children, published by Robinson.
HarperSanFrancisco. Stories of the Jewish People, by Jose Patterson.
htt~://[Link]/-zvi/~oldrull
.html
Jerusalem, Shining Still, by Karla Kuskin.
Seasons of Splendor: Zles, Myths, and Legends
fiom India, by Madhur Jaffrey.
Developing Character Through Literature A Teacher’s Resource Book

ERIC Bibliography on DE: *Educational History; *Ethical Instruction;

The Golden Rule *Public Education; *Religion
AB: Nineteenth-century common schools
ERIC annotated bibliographies add brief offered no course about religion or its role in
ideas to help with this topic. Many of the anno- American society. Moral education up through
tated articles are available in full text. See the the mid-20th century embodied a kind of gener-
Appendix for directions. alized Christianity. If universalized versions of
The following reports of research and class- the Golden Rule and the Ten Commandments
room practice are summarized here from the prevail, educators should reconsider the merits
ERIC database. For more information on arti- of common-school philosophy. Contains 18 ref-
cles in the database, or to find the full text of an erences.
article go to httD://[Link] to search the
database. The numbers at the top of each refer- AN: EJ45 1632
ence enable you to go directly to the article that AU: Trede, Mildred
you seek. TI: Dear Old Golden Rule Days.
PY: 1992
AN: EJ602255 SO: Gifted Child Today GCT; v l 5 n4 p26-30
AU: Miller, Ron; Kohn, Alfie Jul-Aug 1992
TI: The Compassion Our Children Deserve: An DE: *Educational History; *LearningActivities;
Interview with Alfie Kohn. *Mathematics Instruction; *Writing Across the
PX 2000 Curriculum
SO: Paths of Learning: Options for Families and AB: Learning activities to develop skills in vari-
Communities; n3 p3 1-39 Win 2000 ous curriculum areas including language arts,
NT: Theme issue topic: “Youth As Partners in mathematics, social studies, and science are pre-
the Home, in the School, and in the World.” sented, focusing on the theme of education in
DE: *Educational Practices; *Parent Child centuries past. Sample activities include con-
Relationship; *Parenting Skills; *Teacher Student trasting the Spartan and Athenian educational
Relationship systems and using Pestalozzi’s charts for math
AB: Alfie Kohn, former teacher and current edu- functions. (DB)
cational theorist and writer, discusses his views
on teaching, learning, and parenting. He AN: EJ420465
addresses the problems of reward-based educa- AU: Stonehouse, Anne
tion, the negative effects of competition on TI: The Golden Rule for Child Care: Treating
learning, and capitalizing on the naturalness of Children as We Want Them to Treat Us.
altruistic behavior in humans. He stresses the PY: 1990
importance of treating children with compassion SO: Child-Care-Information-Exchange; n76
as a basic foundation for promoting learning. p35-38 Nov-Dec 1990
(LP) DE: *Adult Day Care; *Day Care Centers;
*Educational Environment; *Human Dignity;
AN: EJ592901 *Institutional Environment; *Nursing Homes
AU: Wright, Elliott A. AB: Considers what would happen if traditional
TI: Religion in American Education: A child care activities were used in a retirement
home. The needs of both agqgrpups are summa-

151
i
;, ’-
ii ’: 158
Chapter Eight T H E GOLDEN RULE

AN: EJ283259 through the rest of the year; (3) basic classroom
AU: Rembert, Ron B. rules and how children can be involved in their
TI: The Golden Rule: Two Versions and Two creation; (4) a system of logical consequences for
Views. children’s actions; ( 5 ) problem-solving class
PY: 1983 meetings; (6) a time-out procedure; (7)
SO: Journal of Moral Education; v12 n2 approaches to children who engage in power
p100-03 May 1983 struggles; (8) ways to approach problem-solving
DE: *Ethical Instruction; *Religious Education; with individuals and groups based on a teacher‘s
*Values Education ability to notice and reflect; (9) the powerful
AB: Sixth-grade students explore the underlying link between words and actions; (10) the use of
issues of two versions of the Golden Rule, the specific language by children and teachers; (1 1)
negative one viewed by Confucius as a moral different ways teachers can invoke authority,
prescription and the positive one viewed by such as the Golden Rule, rules for safety and
Jesus as a religious prescription. (AuthodRM) order, and personal rules; (12) formation of
“Clear Positives,” or basic ideals; (13) social
AN: ED369531 arrangements and expectations; (14) class and
AU: Charney, Ruth Sidney group expectations for learning content and pro-
TI: Teaching Children to Care: Management in cedures; (15 ) individual expectations; and (16)
the Responsive Classroom. “critical contracts.” The conclusion addresses the
CS: Northeast Foundation for Children, idea of authentic teaching. Six appendixes and a
Greenfield, MA. 43-item bibliography of books, articles, audio-
PY: 1993 tapes, songs, videotapes, and other resources are
AV: Northeast Foundation for Children, 71 included. (TJQ)
Montague City Road, Greenfield, MA 01301
($22.50, plus shipping. Discount on quantity AN: EJ353719
orders). AU: Horowitz, Jeff
PR: EDRS Price MFOl/PC13 Plus Postage. TI: The Golden Rule of Teaching.
DE: *Classroom Techniques; *Discipline; PY: 1987
‘Prosocial Behavior; *Self Control; *Values; SO: Clearing House; v60 n9 p411-12 May
*Values Education 1987
AB: This book is about managing a responsive DE: *Empathy; *PerspectiveTaking; *Teacher
classroom and teaching children to care. The Attitudes; *Teacher Student Relationship
aim of every chapter and technique is the cre- AB: Recommends that teachers be more empa-
ation of self-controls and community, defined as thetic with their students, treating them as they
the capacity to care about oneself, others, and would wish to be treated themselves. Compares
the world. The 16 chapter topics are: (1) goals classroom teaching with teacher education class-
of self-control and community; (2) techniques es. (NKA)
of the first 6 weeks of school and their extension

152
 I
Faxth-Based I
R U tiVes I

Syn0ll.S
Ethics
Religion
Philosophy

Definition
A character development program
guided by the principles that stem
from a recognized religion or
philosophical tradition - for
example, a program espoused by
one of the Christian churches or one
developed from Marxist philosophy
- would be a faith-based program.
Chapter Nine FAITH-BASED INITIATIVES

“To educute u mun in mind und not in moruls is

to educute u menuce to society.” - Theodore
Roosevelt
The purpose of this chapter is different from
the instructional design of the previous chap-
ters. Our purpose here is to facilitate discus-
sions of personal philosophies and to help
teachers to respond to faith-based initiatives by
their students.
Not all students will have an articulated personal philosophy or a religious
faith that guides their behavior. In a public school classroom comments are
welcome from those who do have a faith or a personal philosophy and from
those who do not. In the long term, however, we hope that each individual
will govern their behavior, will build their character, through a clear set of
guidelines, no matter the roots on which they are based.
When a student says, “I learned integrity personal and common civic virtues has emerged
from my church program,” the teacher can in American society-honesty, caring, fairness,
encourage that student to elaborate. Thereby, responsibility, perseverance and integrity. These
other students learn that integrity has origins in values blend together in a commonality of pur-
a variety of principles. So, too, the teacher pose and form a model of good citizenship for
encourages a student who says, “I learned democracy. These fundamental beliefs enter the
integrity from watching my grandmother.” door of the schoolhouse within the mind and
One comment stems from religion and the heart of each student and frequently are
other from a family model. Each example can expressed during classroom discussions and
prompt other class members to ask themselves: individual actions.
“What will guide my sense of integrity?” Increasingly listed as descriptive of good
American historians often point to the early citizenship instruction is “respecting the rights
and the continuing influence that religious faith of others to have their own views and religious
plays in the lives of American people. In this beliefs.” The inclusion of the words “own views
chapter, then, we open ourselves to no-faith and religious beliefs” opens the door for stu-
reflections and to faith-based reflections. They dents to share their opinions and beliefs in the
are valid contributions to the discussion of classroom.
character development. Many people build character around the
America was founded on faith-based reli- principles and beliefs of their religion.
gious beliefs. Throughout our history, deep reli- Character trait discussions in school are bound
gious convictions have molded the character of to bring forth points stemming from the princi-
a great many Americans - people from a wide ples and beliefs individuals have acquired from
variety of significant religious groups their families and faith communities. These
(Protestants, Catholics, Jews, Orthodox thoughts need to be recognized, accepted, and
Christians, Mormons, Muslims, Hindus, used as aids to build character for those stu-
Buddhists, Native American religions and oth- dents who are so guided.
ers). Out of these differences in faith, a set of

154
Developing Character Through Literature A Teacher’s Resource Book

It is understandable that teachers wonder Faith-Based and Community Initiatives.

how they can include faith-based opinions in The Faith-Based and Community
the classroom without “teaching religion.” In Initiatives Act‘s stated purpose is, “To provide
“Religion in the Public School Curriculum,” incentives for charitable contributions by indi-
guidelines for how to teach about religion sum- viduals and businesses, to improve the effective-
marize the distinction this way: ness and eficiency of government program
a. The school’s approach is academic, not delivery to individuals and families in need, and
devotional. to enhance the ability of low-income Americans
b. The school strives for student aware- to gain financial security by building assets.”
ness of religions, but does not press for (httr,://[Link]/news/reports/faith-
student acceptance of any religion. based.htm1). President Bush has stated; “We
must heed the growing consensus across
c. The school sponsors study about reli-
America that successful government social pro-
gion, not the practice of religion. grams work in fruitful partnership with com-
d. The school may expose students to a munity-serving and faith-based organizations-
diversity of religious views, but may whether run by Methodists, Muslims,
not impose any particular view. Mormons, or good people of no faith at all.”
e. The school educates about all religions;
it does not promote or denigrate reli-
Giving Back to Community
gion. The prime goal of public education is to
f. The school informs students about vari- prepare students to achieve in the world. In
ous beliefs; it does not seek to conform order for American democracy to continue to
students to any particular belief. thrive, our children must be educated in “the
basics” and, at the same time, be good citizens.
A distinction is made between the teaching
Being a good citizen not only requires giving
“of” religion and teaching “about” religion.
attention to personal behavior and conduct, but
Faith-Based and assumes that one gives back to the community.
Community Initiative Exhibiting good character can come through
demonstrating the virtues that have evolved
The term, faith-based, has risen in visibility through a faith-based background of acquired,
with President George W. Bush‘s Faith-Based acceptable virtues. Serving others and caring
and Community Initiative. This initiative is a about others demonstrate strength of character.
recognition that, “America is rich materially, It is, therefore, the responsibility of a good citi-
but there remains too much poverty and zen to give back either as an individual or in
despair amidst abundance. Government can conjunction with social groups and groups that
rally a military, but it cannot put hope in our have their roots in religious organizations.
hearts or a sense of purpose in our lives.” John 1. Goodlad, author of What Schools
([Link]
Are For, writes of his “analysis of goals for
Despite programs and commitments by the
schooling articulated by state and local boards
Federal and state governments to address social
of education, various special commissions, and
needs, there remains a large number of citizens others in an attempt to achieve a synthesis.”
who continue to be distressed and in poverty.
Twelve goals are listed representing the author‘s
Recognizing that many community and faith-
description of Goals for Schooling in the
based groups strive to assist societal needs,
United States. Under the seventh goal of
President Bush signed Executive Orders which
Citizenship, he lists a number of purposes
created a high-level White House Offce of
among which are to.. . “develop an attitude of

155
I62
Chapter Nine FAITH-BASED INITMTIVES

inquiry in order to examine societal values, teachings of our faith and the guidance of our
develop the ability to think productively about parents. It would be difficult for us to separate
the improvement of society, and develop a com- what we believe from the way we act, and our
mitment to involve oneself in resolving social greatest hope is that our actions reflect those
issues.” Goodlad states: “More than ever before, virtues of honesty, caring, fairness, responsibility,
man is confronted with confusion regarding the perseverance and integrity-the same faith-based
nature of man; conflicting value systems; virtues on which America was founded.
ambiguous ethical, moral, and spiritual beliefs; When a student points to principles or
and questions about his own role in society. To beliefs from a particular faith, it is the teacher‘s
counteract man’s ability to destroy himself and prerogative to remind the class that many reli-
his tendency to destroy his environment requires gious or non-religious beliefs are represented in
citizen involvement in the political and social the group. Thus there is a multi-faith base for
life of this country. A democracy can survive the traits that they display as a group. Often stu-
only by the participation of its members.” dent comments are their opinions of their faith
(1994, p. 45) at that moment. When appropriate, ask students
Many schools refer to themselves as “school to bring in written statements from their faith
families” - meaning that the students, staff,par- community to show how actual religious docu-
ents, and community members are part of a ments relate to the point of the class discussion.
learning community joined together as a family Others should be encouraged to bring in state-
unit. Schools try to “involve parents” in the ments that represent their philosophies.
work of the school by requesting their participa-
tion on committees, attendance at school activi- References
ties, and assistance in classrooms. Extending that Goodlad, John I. (1994), What Schooh Are For,
idea, schools can include community groups and Second Edition. Phi Delta Kappa
faith-based organizations that complement the Educational Foundation.
expansiveness of the “school family”.
Haynes, Charles C. and Oliver Thomas, Finding
The Roots of Character Common Ground.. A First Amendment Guide
to Religion and Public Education, First
Development
Amendment Center. Online in PDF format
A question each of us might ask at: [Link]
ourselves is, “On what foundation publications/firstlfindingcornmon~round/
did my character develop? Was it findin?[Link].
through the lessons I learned from my family or
from church classes I attended as a child? Was it Bibliography of Websites
through the lessons my parents taught on a daily [Link]
basis as I was growing up? Was it through the
citizenship classes in school or through the [Link]
guidelines for classroom behavior established by faithbased.htm1
my teachers? Was it through reading and study- httD://[Link]/charactered/
ing about history, human behavior, psychology, instruction.htm1
or sociology? Was it through watching people
interact and reading newspaper accounts of daily [Link]
events? All of us would probably answer that our
[Link]
character developed through a sum of all of the
above, and many of us would respond that our [Link]
most valued character traits are a result of the [Link]?documentID=3964

156
/.
. *
‘
i63
Developing Character Through Literature A Teacher’s Resource Book

Lesson Planning - Suggested 4. Read books focused on social issues.

Classroom Activities Share the wisdom gained from that reading. See
some titles below.
As we consider ways that faith-based charac-
5. Invite guest speakers to visit the class to
ter development might occur in the classroom,
discuss social issues and community initiatives.
keep in mind the diversity of backgrounds in the
Guests might include school social workers and
public school. Many faiths and many personal
representatives from community and faith-based
philosophies have shaped the personalities of
organizations (United Way, homeless shelters,
your students. Remind students of this fact.
churches/synagogues,etc.) Do not invite only
Caution them to avoid prejudicial or snide
one, lest it seem that you are promoting one
remarks when commenting on religious or social
particular organization.
groups that are mentioned in their discussions.
6 . Volunteer to assist with after-school activ-
These class discussions are meant to support
ities. Serve as a tutor to assist students with
students in their decision-making. They are
school work. Provide assistance for students
developing into positive citizens, and character
needing extra help with reading or math.
development activities provide them with infor-
mation and opportunities to clarify what they 7. Conduct a class study to gain an under-
believe and the direction they will take. standing about the legal issues involved in study-
ing religion and religious topics in the public
1. As a class, study the Faith-Based &
schools.
Community Initiatives Act. Search for informa-
tion about how the elements of this act have 8. Read children’s books which have a
been incorporated into your community. What virtue/lifeskill theme where faith is an issue.
ofices have been established, what procedures Include biographies of famous people and exam-
are in place, what action is taking place? What ine the ways that their beliefs were reflected in
needs of the community are being addressed? their actions.
2. Conduct a survey of the social needs in 9. The annual Almanac of the New York
the school community. Examine the findings Times shows the distinctions between 12
and identify government, community or faith- Christian denominations on specific points (ori-
based programs established to address specific gins, ethics, doctrines). Have students do a simi-
needs. Create a community service project the lar search of non-Christian faiths.
class might undertake to provide services to a
Books and Role Models
needy group. One example might be to make
monthly visits to a nursing home located within The librarian can help in creating a book-
the school community. shelf for your class. Heroes or role models
3. Research social issues within your city or appear in biographies, myths, legends, and fan-
town. Collect facts and figures regarding existing tasy. Books and historical characters help stu-
needs. Prepare a presentation for the class with dents understand the struggle involved in
the collected data. Match these needs to com- becoming a caring person, a person of integrity.
munity and faith-based organizations. Faith and personal beliefs (philosophies) often
are keys to the character we meet in the book.
Chapter Nine FAITH-BASED INITIATIVES

Historical Figures Who Exemplifl Day set up Houses of Hospitality to help feed,
Faith-Based Initiatives clothe, and comfort the poor.
Dorothy loved doing works of mercy
because they allowed her to take direct and
William Franklin Graham Jr. ( 1 9 1%) When immediate action for her brothers and sisters in
shy 16 year old William Franklin Graham J . Christ and against the ills of society that robbed
attended a revival meeting in 1934, he decided them of their life, freedom, and dignity.
to commit his life to Christ. This spiritual awak-
ening transformed the boy who became
Southern Baptist minister Billy Graham (1939), James Earl Carter, Jr. (1924-) Through all the
the world’s best-known evangelist. struggles, and through his later years of political
triumph and acclaim as one of the world’s most
In 1944 he began his career as an evangelist
respected peacemakers, Christian beliefs has
for the American Youth for Christ movement. In
been President Carter‘s anchor and touchstone.
1949 he received national attention for an For decades, President Jimmy Carter has been
extended evangelistic campaign in Los Angeles.
an avid student and teacher of the Bible. For
During the 50 years since that time William
President Carter, faith finds its deepest expres-
Franklin Graham has been our leading religious
sion in a life of compassion, reconciliation, and
revivalist. Mr. Graham has preached the Gospel
service to others. In one of his books, Living
to over 210 million people in more than 185
Faith (1996), he draws on the experience to
countries and territories. Hundreds of millions
offer lessons for life from the Bible, personal
more have been reached through television,
experience, and the examples of friends and
video and film. About his influence over so
family who have guided, challenged, and
many, Graham told Life in 1994, “I am always
inspired him.
afraid. Afraid that I may give the wrong word to
someone and that it might affect their eternal
destiny. I feel every time I go to that platform Dr. Martin Luther King, Jr. (1929-1968)
that I’m unworthy to be there.” Humility and fused the Christian philosophy of love with
grace from a man of great faith. According to Mahatma Gandhi’s teachings of nonviolent
the TIME Magazine, “he is an icon essential to a protest to lead the American civil rights move-
country in which, for two centuries now, reli- ment in the name of freedom and equality.
gion has been not the opiate but the poetry of “Love is the only force capable of transforming
the people.” an enemy into friend,” King believed. Dr. King’s
life was one of commitment to the principles of
universal brotherhood and equality. He con-
Dorothy Day (1897-1980), American journal- stantly preached these ideals throughout his life.
ist and reformer, cofounder of the Catholic
In his speech of a lifetime, given in 1963, on the
Worker and an important lay leader in its associ-
steps of the Lincoln Memorial, “I have a
ated activist movement. Throughout her life,
dream“, he declared with evangelical passion. “I
Dorothy received comfort and inspiration from
have a dream that one day this nation will rise
the Bible, especially the Psalms, and the Gospels.
up and live out the true meaning of its creed:
They were part of her daily meditation. The
“We hold these truths to be self-evident that all
example and teachings of Christ were at the
men are created equal.” Despite
- -pressure and
heart of her spirituality. In-theCa+olic Worker
threats, he maintained his belief that “nonvio-
community, Dorothy shared her - daily e n
I e
pmt
i e s ~ f i e ~ o u ~ weapon>,.
with and on behalf of poo:, homeldss!, siEk, and I &J,a/yva!Jed theq$.&peace
t In 1964 he
Prize,
desperate people. Influenced-byTeier Maufin?--’-
\ ‘ d
Developing Character Through Literature A Teacher’s Resource Book

Websites on Faith Religions of the World

for Students Islam - Judaism - Buddhism - Animism -
Christianity - Hinduism
Government Publications on h ttp://[Link]/cultural/reliaion/
Religion and Public Schools
An Introduction to World Religion
[Link]
[Link]
publications.htm1
[Link]
See and Ask Benzi-Grrr Bear Questions The Major World Religions
About God html
[Link]
See responses given to other children, click on a
question mark to write your own. Dogmas of Judaism
[Link] [Link]
[Link]
Information on Muslim Countries and
What Does the Bible Say to You? Islamic Movements
httD://[Link]/co/biblesavs/ [Link]
movements [Link]
Faith and Life
Character built on the Bible from CCD (Center A Collection of Links on Buddhism
for Character Development) An animated web- [Link] and Spiritualid
site! Buddhism/What Is Buddhism/
h ttp://[Link]/FaithAndLife/default
.htm
Chapter Nine FAITH-BASED INITIATIVES

Books on Faith for Students Press. ISBN 0130458562. Faced with the difi-
culties of growing up and choosing a religion, a
Grade K-3 twelve-year-old girl talks over her problems with
her own private God.
DEMI. (1996). Buddha. New York: Henry Holt
& Company. ISBN 0805042032. A biography BOSSE, Malcolm. (1993). Ordinary Magic.
about Gautama Buddha, the founder of New York: Farrar, Straus and Giroux. ISBN
Buddhism. 0374425175. Uprooted from his home in India
by a tragedy, Ganesh begins a new life in the
DEMI. (1998). The Dahi Lama. New York: Midwest where his experiences with Hinduism,
Henry Holt & Company. ISBN 080505443X. Yoga, and mantras are considered alien.
A biography about the life of the Tibetan spiri-
tual and political leader. LASKY, Kathryn. (1998). Dreams in the Golden
Countty. New York: Scholastic. ISBN
MATTHEWS, Mary and LEWIS, E. B. (1996). 0590029738. Twelve-year-old Zippy, a Jewish
Magid Fasts for Ramadan. New York: Clarion immigrant from Russia, keeps a diary account of
Books. ISBN 0395665892. Magid, an eight- the first eighteen months of her family’s life on
year-old Muslim boy in Cairo, is determined to the Lower East Side of New York City in 1903-
celebrate Ramadan by fasting, despite the oppo- 1904.
sition of family members who feel that he is not
yet old enough to fast. NYE, Naomi Shihab. (1997). Habibi. New
York: Simon & Schuster Books for Young
OBERMAN, Sheldon and LEWIN, Ted. Readers. ISBN 0689801491. When fourteen-
(1994). The Always Prayer Shawl. Honesdale, year-old Liyanne Abboud, her younger brother,
PA: Caroline House. ISBN 1878093223. A and her parents move from St. Louis to a new
prayer shawl is handed down from grandfather home between Jerusalem and the Palestinian vil-
to grandson in this story of Jewish tradition and lage where her father was born, they face many
the passage of generations. changes and must deal with the tensions
POLACCO, Patricia. (1988). The Keeping between Jews and Palestinians.
Quilt. New York: Simon & Schuster Books for YOLEN, Jane. (1988). The Devilj Arithmetic.
Young Readers. ISBN 0671649639. A home- New York: Viking Kestrel. ISBN 0670810274.
made quilt ties together the lives of four genera- Hannah resents stories of her Jewish heritage
tions of an immigrant Jewish family, remaining and of the past until, when opening the door
a symbol of their enduring love and faith. during a Passover Seder, she finds herself in
Poland during World War I1 where she experi-
Grade 4-7
ences the horrors of a concentration camp, and
BLUME, Judy. (1970). Are You There, God?It? learns why she-- and we--need to remember the
Me, Margaret. Englewood Cliffs, NJ: Bradbury past.

160
’ I ,*.A
167
Developing Character Through Literature A Teacher's Resource Book

Grade 8-12 FRANK, Anne. (1967/1993. Bantam Edition)

Anne Frank: Diary of a Young Girl. New York:
BAT-MI, Miriam. (1999). Two Suns in the Bantam Books. ISBN 0553296981. The classic
Sky. Chicago: Front Streedcricket Books. ISBN true story of a Jewish girl hiding from the Nazis
08 12629000. Fifieen-year-old Christine Cook's in Amsterdam.
world is broadened in many different ways with
the arrival of the refugees to the Emergency POTOK, Chaim. (1967/1996). The Chosen.
Refugee Shelter in her hometown of Oswego, New York: Fawcett Columbine. ISBN
New York in 1944. 044991 1543. The unlikely friendship between
an Orthodox and a secular Jew brings deeper
BUTLER, Octavia (1993). Parable of the Sowa understanding to both young men. Fawcett
New York: Four Walls Eight Windows. ISBN Books.
0941423999. In a gritty, near-future Southern
California, an empathic teenager invents her SPINK, Kathryn. (1997). Mother Theresa: The
own religion. Shelved with science fiction. Complete Authorized Biography. San Francisco:
HarperSanFrancisco. ISBN 0062508253. A
biography of Mother Theresa.
Chanter Nine FAITH-BASED INITIATIVES

Websites on Faith Faith-Based Child Care Resources

for Parents The resources listed on the site of the National
Child Care Information Center. Some of the
Rallying the Armies of publications are listed on the Child Care Topics
Compassion pages.
[Link] [Link] htrnl
-
.htrnl Indiana Camp Ministries Project
Faith-Based Initiative: Current Status [Link] htrn
[Link]
Bush’s Faith-Based Plans from Christianity
aa053001 [Link] Today Magazine
Religion and Public Schools htt~://[Link]/ct/9tc/[Link]~
A US Department of Education site containing Faith at Home
guidelines, publications and resources on the Explore and enjoy your faith with your kids!
topics of religious expression in public schools [Link] at [Link]/articles/
and faith community support of children’s learn- peace [Link]
ing to provide you with the most current and
accurate information on these important topics. Teaching the basics of faith to children is crit-
[Link] ical, say teachers and parents
By Laura Addison
Religion and Prayer in Public Schools [Link]
[Link] ps/[Link]
[Link]
Developing Character Through Literature A Teacher’s Resource Book

Books on Faith Faith Works

for Teachers This initiative, announced on November 23,
1999, is to encourage faith-based institutions to
Rallying the Armies of help Indiana’s working poor achieve a better life
Compassion for themselves and their families. Overseen by
httv://[Link]/news/reports/ the Division of Family and Children of the
[Link] State’s Family and Social Services
Administration, Faithworks Indiana will provide
Faith-Based Initiative: Current Status assistance to faith-based organizations in apply-
[Link] ing for state and federal grant dollars to support
aa053001 [Link] new or existing self-sufficiency programs.
Center for Faith-Based and Community Faithworks Indiana toll-free hotline: 1-800-599-
Initiatives in the Department of Education 6043.
[Link] [Link]
[Link] Faith-Based Community Initiatives (FBCI)
Faith-Based Child Care Resources [Link]
[Link] Teaching Children to Share their Faith
Religion and Public Schools By Verda Rubottom
U.S. Department of Education site containing [Link]
[Link]
guidelines, publications and resources on the .cfm
topics of religious expression in public schools Teaching About Religious Holidays
and faith community support of children’s learn- [Link] ps/[Link]
ing to provide you with the most current and
accurate information on these important topics. Religious Holiday Activities Guidelines
[Link] [Link] activities
[Link]
Religions of the World
Islam - Judaism - Buddhism - Animism - What faith-based programs can do (and what
Christianity - Hinduism they can’t)
[Link] By Stephen Goldsmith
[Link] 1 1
A n Introduction to World Religion
[Link] Can Public Schools Be Religiously Neutral?
[Link] By Paul G. Kussrow and Loren Vannest
[Link] html
The Major World Religions
[Link] html Judaism 101
Online encyclopedia of Judaism, covering Jewish
Faith and Life beliefs, people, places, things, language, scrip-
Character build on Bible from CCD (Center for ture, holidays, practices and customs.
Character Development) An animated web site! h ttv:I/[Link]/
[Link]
Dogrpv of Judaism

.
. . 163
. . ’
’

1.70
Chatxer Nine FAITH-BASED INITIATIVES

Islam: A Religion of Terror? Information on Muslim Countries and

[Link] [Link]/[Link] Islamic Movements
[Link]
Lesson Plan: Making Sense of Islam
movements [Link]
[Link] [Link]/a tsl/archives/
01 l/[Link]
Subjects: Literature, Social Science, World
History. Grades: 6-12
Developing Character Through Literature A Teacher's Resource Book

ERIC Bibliography on based communities. The document compiles a

Faith-Based Initiatives series of talking points for use as overheads. The
topics discussed include the following: (1) reli-
ERIC annotated bibliographies add brief gious expression in public schools; (2) student
ideas to help with this topic. Many of the anno- prayer and religious discussion; (3) graduation
tated articles are available in full text. See the prayers; (4) official neutrality regarding religious
Appendix for directions. activity; ( 5 ) teaching about religions; (6)student
The following reports of research and class- assignments; (7) religious literature; (8) religious
room practice are summarized here from the excusals; (9) released time; (10) teaching values;
ERIC database. For more information on arti- (1 1) student garb; (12) Equal Access Act; (13)
cles in the database, or to find the full text of an the appropriate role of faith communities in
article go to [Link] to search the public education; (14) what partnerships involv-
database. The numbers at the top of each refer- ing public schools and faith-based communities
ence enable you to go directly to the article that should and should not do; (15 ) reminders for
you seek. volunteers; (16) starting a volunteer program;
(17) ensuring effectiveness and targeting
AN: ED446828 resources; (18) action areas for promoting chil-
AU: Gates, Saundra dren's learning; (19) helping children learn after
TI: Finding Common Ground: How Faith school; (20) helping children learn to read; (21)
Communities Support Children's Learning. helping youth prepare for college; (22) promot-
CS: Partnership for Family Involvement in ing a safe, healthy environment; (23) the
Education (ED), Washington, DC. Partnership for Family Involvement in
PY: 2000 Education; and (24) information and publica-
AV: U.S. Department of Education, Partnership tions available from the U.S. Department of
for Family Involvement in Education, 400 Education. (KB)
Maryland Avenue, SW, Washington, D C
20202-8 173. (Toll-Free) 800-872-5327; email: AN: ED441931
partner@[Link]; Web site: [Link] AU: Trulear, Harold Dean
PR: EDRS Price MFOl/PCOl Plus Postage. TI: Faith-Based Institutions and High-Risk
DL: [Link] Youth. First Report to the Field. Field Report
AN=ED446828 Series.
DEM: *Children; *Church Role; *Churches; CS: Public/Private Ventures, Philadelphia, PA.
*Partnershipsin Education; 'Religious Py: 2000
Organizations NT: Additional support from the Charles F.
DER: After School Education; After School Hayden Foundation, Annie E. Casey
Programs; Community Involvement; Foundation, the Stuart Foundation, and a num-
Elementary Secondary Education; School ber of local and regional foundations that have
Community Programs; School Community supported project work in the individual sites.
Relationship; State Church Separation; PR: [Link] MFOl/PC02 Plus Postage. -
Volunteers DL: httD://[Link]/members/[Link]?
AB: Noting that faith communities play a vital AN=ED441931
role in connecting to families and children and DEM: *At Risk Persons; *Churches; *Youth
Programs

165
172
Chapter Nine FAITH-BASED INITIATIVES

institutions in programs for high-risk youth and and provided opportunities for expanding their
consultations with experts in the field, a field personal goals and educational horizons.
demonstration project was implemented to test Activities in mentoring built relationships,
strategies for using religious institutions to strengthened academic skills, and raised career
anchor local partnerships aimed at high-risk and college aspirations. (AuthodGCP)
youth. The partnerships were designed to
address the developmental needs of the highest- AN: ED4251 17
risk young people, those whom most programs, TI: A Call to Civil Society: Why Democracy
and social policy itself, seem to have abandoned. Needs Moral Truths. A Report to the Nation
This report, based on the first year of working from the Council on Civil Society.
with these programs, is the first of a series to CS: Institute for American Values, New York,
come. The 11 collaborative sites represent a vari- Ny; Chicago Univ., IL.
ety of approaches, diversity of religious and eth- PY: 1998
nic traditions, and a multiplicity of geographical AV: Institute for American Values, 1841
areas, both urban and suburban. Early lessons Broadway, Suite 2 11, New York, NY 10023; Tel:
from these sites are the: (1) challenge of capacity 212-246-3942 ($7).
building; (2) challenge of connecting with fund- PR: EDRS Price MFOl Plus Postage. PC Not
ing sources; (3) challenge of evaluation; (4) need Available from EDRS.
for focused leadership; (5) challenge of targeting DEM: ‘Democracy; *Moral Values; *Self
high-risk youth; (6) need for collaboration; (7) Determination
importance of planning and program strategies; D E R Citizenship Education; Civics; Social
(8) importance of building relationships of trust; Problems
and (9) role of faith. Preliminary findings point AB: This report states there are at least 12
to the importance of faith-based initiatives in seedbeds of civic virtue considered to be the
working with high-risk youth. (Contains 12 ref- foundational sources of competence, character,
erences.) (SLD) and citizenship. The report also claims that the
decline of these qualities is cause for weakening
AN: EJ604571 morality and the endangerment of continuing
AU: Timmermans, Steven R.; Hasseler, Susan S.; self-governance; and as the social morality dete-
Booker, Rhae Ann Y. riorates, life becomes harsher and less civil for
TI: Creating Resiliency in Urban everyone, and social problems multiply. The
Neighborhoods. report states the primary challenge for the
PY: 1999 United States is the moral renewal of the
SO: Reclaiming Children and Youth: Journal of democracy through three proposed goals: (1) to
Emotional and Behavioral Problems; v8 n2 increase the likelihood that more children will
p107-11 Sum 1999 grow up with their two married parents; (2) to
NT: Special topic: “Generosity and Altruism.” adopt a new “civil society model” for evaluating
For related articles, see CG 555 134-49. public policies and solving social problems; and
DEM: “High Risk Students; *Mentors; *Peer I
(3) to revitalize a shared civic story informed by
Influence; *Resilience Personality; *Student moral truth. A strategy for renewal is given that
Educational Objectives; *Urban Environment outlines 4 1 recommendations to the family,
D E R Academic Achievement; Elementary community, religious institutions, voluntary

AB:
Developing Character Through Literature A Teacher’s Resource Book

a public moral philosophy also are recommend- AN: ED406479

ed. (LB) AU: Lakes, Richard D.
TI: Youth Development and Critical Education:
AN: ED419206 The Promise of Democratic Action. SUNY
TI: Brighter Futures: The Wisconsin Plan To Series, Democracy and Education.
Prevent Adolescent Pregnancy. PY: 1996
CS: Wisconsin Executive Committee on AV: State University of New York Press, State
Adolescent Pregnancy Prevention, Madison. University Plaza, Albany, NY 12246 (paperback:
PY: 1998 ISBN-0-79 14-3350-1; clothbound: ISBN-O-
P R EDRS Price MF01/PC03 Plus Postage. 7914-3349-8).
DL: httD://[Link]/members/[Link]? P R Document Not Available from EDRS.
AN=ED419206 DEM: *Adolescents; *Community Services;
DEM: *Early Parenthood; *Pregnancy; *Economically Disadvantaged; *Service
*Prevention; *State Programs Learning; *Urban Youth
D E R Adolescents; Statewide Planning; Unwed DER: Children; Economic Development;
Mothers Health Services; Leadership; Low Income
AB: The Executive Committee and the Groups; Neighborhood Improvement;
Subcommittee on Adolescent Pregnancy Prevention; Program Descriptions; Student
Prevention were charged to develop and provide Participation; Violence; Youth Programs
leadership to implement a state plan to reduce AB: Presented in this book are studies of social
adolescent pregnancy in Wisconsin. Both the projects for economically disadvantaged inner-
negative outcomes for adolescent parents and city youth engaged in neighborhood revitaliza-
their children and the cost to society are at issue. tions in low-income communities around the
This document serves as a first step to identify country. Children and teens are highlighted as
what works, what needs to be done, and who they participate in non-school initiatives to
needs to be involved. Included in section 1 are achieve economic and political self-determina-
the introduction, vision and mission statements, tion coupled with personal fulfillment and
guiding principles, goal, considerations and healthy growth. The real-life projects described
”asset building.” Section 2, ”Defining the illustrate the commitment of adult workers in
Issues,’’ deals with the consequences and costs of intergenerational learning communities in which
adolescent childbearing, and factors linked to young people learn to make a difference.
adolescent pregnancy. Section 3, ”Toward a Chapter 1, ”Community Economics,” profiles a
Shared Responsibility,” includes recommenda- number of grassroots efforts at economic devel-
tions for parents and family, youth, schools and opment and job creation involving teens and
education, community organizations, faith-based young adults. Chapter 2, ”Neighborhood
organizations, business and employers, health Improvement,” describes efforts by young peo-
care community, media and public information, ple to reclaim their communities. ”Health and
and government. Areas of special concern (sub- Wellness,” chapter 3, discusses how community
sequent pregnancies, child abuse and neglect, violence obstructs youth development and
sexual abuse and statutory rape) are highlighted. describes some projects addressing conflict reso-
The plan concludes with a position statement. lution, teen parenting, and self esteem. Chapter
The appendices
-_ include results of the town hall 4, ”Street Arts,” examines community art pro-
grams as aspects of crime and-s-ubstance abuse

167

i74
Chapter Nine FAITH-BASED INITIATIVES

Chapter 6, "Beacons of Hope," describes com- force in history, and has been central in the
munity development through intergenerational, shaping of the cultural and communal identities
faith-based organizations. An appendix contains that constitute the U.S. experience. At the ele-
a directory of 54 resources. (Contains 227 refer- mentary, secondary, and even postsecondary lev-
ences.) (SLD) els, however, such scholarship has not been used,
perhaps because of concern that the teaching of
AN: ED371970 religious history violates constitutional separa-
AU: Bigham, Darrel E. tion of church and state. A review of curriculum
TI: Religious History in the Schools: A and reading materials discloses a lack of empha-
Preliminary Assessment. sis on religion as a factor in history. The study
PY: 1993 and understanding of the role of religion in U.S.
PR: EDRS Price MFOl/PCO1 Plus Postage. history is key to a real insight into the develop-
DL: [Link] ment and character of U.S. communities. In the
AN=ED371970 absence of such historical perception, students,
DEM: *History; *History Instruction; *Public and the community as a whole, develop a
Schools; *Religion Studies; *United States deformed view of the role played by religion and
History religious institutions in the common life. If
DER Church Role; Curriculum Development; progress is to be made and change effected, these
Elementary Secondary Education; Higher concerns must be shared by schools, local and
Education state historical and cultural groups, and religious
AB: This paper is a preliminary assessment and institutions (chiefly but not exclusively congre-
proposed plan of action resulting from a discus- gations). Strategies for change in each of these
sion of the state of religious history in Indiana groups are enumerated. A plan of action pre-
schools. A group of teachers, professors, and sented consists of five steps: (1) initial discussion
administrators met informally in these discus- of the proposal; (2) environmental scan; (3)
sions to identify opportunities for change. The report; (4) planning conference; and (5) pro-
group recognized that religion has been a major gramming. (DK)

168
 Appendices

Obtaining the Full Text of

. Materials Cited in ERIC
ERIC DOCUMENTS (Citations identi-
fied by an ED number) are available in micro-
fiche form at libraries or other institutions
housing ERIC Resource Collections worldwide;
to identify your local ERIC Resource
Collection, connect to: [Link]
DB/EROD/eric/SF
Many libraries now offer E*Subscribe,
which grants their patrons free electronic access
to some ERIC documents. Ask your local
librarian if they offer this valuable service. If
they do not, documents are also available selec-
tively in a variety of formats (including micro-
fiche, paper copy, or electronic) from the ERIC
Document Reproduction Service for a fee: tel.
(800) 443-ERIC, email service@[Link], online
order form: [Link]
ERIC JOURNALS (Citations identified by
an EJ number) are available in your local library
or via interlibrary loan services, from the origi-
nating journal publisher, or for a fee from the
following article reproduction vendor, Ingenta;
email: ushelp@[Link], phone (617) 395-
4046, toll-free 1-800-296-222 1, URL:
[Link]
* Please refer to the citation for other spe-
cific availability information *

170

177
 COMPARISON O F COMMON CORE OF BELIEFS AS IDENTIFIED BY SELECTED PROGRAMS AND ORGANIZATIONS

Compiled by Dr; Evelyn R Holt Otten

Indiana Phi Delta Mendelson Ackerman Center for Chicago Public Schools NCAA “Stay in
Legislation (1995) Kappa’s Study Center for Sport, Democratic Citizenship Bounds” for a
of Core Values Character and RICHER life
~

Honesty /Truthful/not truth Honesty and Integrity

stealing truthfidness
Doing one’s personal best Learning Virtue; Courage; Courage Excellence
Resilience
Respect for Service to Respect Reasoned loyalty to Respect: Respect
authority; property of others Loyalty one’s country Work ethic;
others; the national flag, Diversity Courtesy
the state and national
constitutions; parents and
home: rights of others to
have their own views and
religious beliefs
Personal responsibility for Responsibility commitment ; Individual rights and Responsibility Responsibility
obligations to family Responsibility responsibilities
/community; for earning a
livelihood ~~

Live peaceably in society Fairness Common good Fairness Harmony

and not resort to violence
to settle disputes
Treat others the way one Civility Compassion Equality of opportunity Kindness and Caring
would want to be treated Justice helpfulness

179
 COMPARISON O F COMMON CORE OF BELIEFS AS IDENTIFIED BY SELECTED PROGRAMS AND ORGANIZATIONS
Compiled by Dr. Evelyn R Holt Otten, 6/01

Indiana Proposed Senate S C A N S Megaskills Character Counts! Top 10 of 25 Values in

Legislation (1995) legislation (May Workforce Skills (Washington, DC) Uosephson Institute) the McGuffey Readers
2001) - Interpersonal (1840-1920)(Andrew~,
Competencies 104*)
Honesty /Truthful/not Honesty; Trustworthiness Honesty
stealing Trustworthiness Consequences of right
and wrong;
Trust in God’s presence
and power
Doing one’s personal best Motivation; effort; Bravery/courage
initiative; perseverance
confidence
Respect for Respect Work with Value of
authority; property of diversity homelfamilylfamily love
others; the national flag, Obedience
the state and national
constitutions; parents and
home; rights of others to
have their own views and
religious belie6
Personal responsibility for Responsibility Exercise Responsibility Responsibility Work ethic
obligations to family leadership; teach
/community; for earning a others;
livelihood Serve clients/
customers ~ Generosity; charity
Live peaceably in society Civic virtue and Negotiate to Teamwork Citizenship Fairness
and not resort to violence citizenship arrive at a Problem solving
U
to settle disputes decision
a
.-c Kindness; patience
T Treat others the way one Caring Participate as a Common sense Caring
c
:c would want to be treated member of a
team
Caring
Q

*Andrews, S . TeachinP Kids to Care.. .

L so
Developing Character Through Literature Index

Addams, Jane, 127 Character Education Partnership, The, 30, 64

Anti-Defamation League, 82 Character trait, 2
Aristotle, 148 Chicago Public Schools, 28, 62
Armstrong, Samuel C., 13 character education initiative, 48
Ayr, Kathleen, 81 Christianity, 144
Citizenship Education, 121
Baden-Powell, Robert, 68 Citizenship Legislation, 4
Belief system, 101 Civility, 115-142, 144
Books books for students, 130
on caring for students, 107 classroom discussion, 121
on civility for students, 130 definition of, 115, 116
on faith-based initiatives for ERIC bibliography, 134-139
students, 164-165 handout for parent, 125
on faith-based initiatives for handout for student, 124
teachers, 167, 167-168 importance of, 117
on golden rule for parents, 152 promoting in schools, 118
on golden rule for students, 150-15 1 quotes, 126
on golden rule for teachers, 154 school climate, 117
on honesty for students, 36-37 signs of, 120
on integrity for students, 55-56 teaching, 120-12 1
on living peaceably, 90-9 1 websites
on respect for students, 70, 71 parent, 131
on responsibility for students, 16-17 student, 129
Brace, Charles Loring, 148 teacher, 132-133
Buddhism, 145 Classroom resources
Bush, George W., 159 on civility, 122-123
Cognitive and moral development, stages of, 62
Caring, 99-1 14, 144 Conflict resolution, 82, 84
books for students, 107-108 Conflict resolution program, 88
definition of, 99 Conflict resolution skills, 8 1
ERIC bibliography, 111-114 Confucianism, 144
guidance of student, 101 Confucius, 148
handout for parents, 103, 104 Core Values
movie suggestions, 108 study of, 3
signs of, 145 Corporation for National
teaching, 101 Community Service, 82
websites Corporation for National Service, 47
parent, 108
student, 106 Dalai Lama, 88
teacher, 110 Day, Dorothy, 162
Carnegie, Dale, 128 Declaration of Independence, 118
Carter, James Earl Jr., 87, 162 Demosthenes, 127
Character Counts! Coalition, 6 , 30, 64 Dignity. See Integrity
and integrity, 47 Discussions
Character Development on caring, 100
roots of, 160 Don ‘t Laugh at Me
Character Education Initiative, 28, 46, 48, 62 video on living peacably, 8 1
Index

Educatingfor Character: How our Schooh can parent letter, 147

Teach Respect and Responsibility, 6, 30, 47 religious traditions, 144-145
Education is (not) a Spectator Sport, 4 student handout, 146
Educators for Social Responsibility, 8 1, 82 teaching, 145
ERIC bibliography websites
caring, 111-114 student, 149
civility, 134-139 teacher, 153
faith-based initiatives, 169-173 Goodlad, John, 159
golden rule, 155-156 Government Programs and religion, 159
honesty, 40-43 Graham, William Franklin Jr., 162
information on obtaining, 176 Gyatso, Tenzin, 88
living peaceably, 94-98
respect, 75-78 Handouts
responsibility, 22-26 parent
Ethics. See Faith-Based Initiatives caring, 104
golden rule, 147
Faith-Based and Community Initiatives Act, 159 honesty, 32
Faith-Based Initiatives, 157-173 integrity, 51
books caring, 103
student, 164-165 civility, 125
teacher, 167-168 integrity, 51
definition of, 157 living peaceably, 85, 86
ERIC bibliography, 169-173 respect, 67
goals for schooling in United States, 159 responsibility, 12
and good character, 159 student
guidelines for teaching, 158 golden rule, 146
lesson plans, 161 civility, 124
role models, 161 honesty, 33
websites respect, 66
parent, 166 Haynes, Charles, 47
student, 163 Hierarchy of basic human needs, 46
Frankl, Viktor, 46 Hinduism, 145
Franklin, Benjamin Historical Figures
on honesty, 32 Addams, Jane, 127
Aristotle, 148
Giraffe Project, The, 28, 29, 48 Armstrong, Samuel C., 13
Global core values, 80 Baden-Powell, Robert, 68
Goal Setting Brace, Charles Loring, 148
and responsibility, 8-9 Carnegie, Dale, 128
and caring, 101 Carter, James Earl Jr., 87, 162
Golden Rule, The, 143-156 Confkius, 148
books Dalai Lama, 88
parent, 152 Day, Dorothy, 162
student, 150-151 Demosthenes, 127
teacher, 154 Graham, William Franklin Jr., 162
definition o f , 143 Jordan, Barbara, 34
ERIC bibliography, 155-156 King, Dr. Martin Luther Jr., 68, 162

174
,.''. . " %3
Developing Character Through Literature Index

Lee, Richard Henry, 127 Islam, 145

Lee, Robert E., 52
Lewis, C.S., 14 James F. Ackerman Center for
Lincoln, Abe, 34 Democratic Citizenship , 28, 48
Mother Teresa, 105 Jordan, Barbara, 34
Penney, James Cash, 148 Josephine Institute, 6, 30
Roosevelt, Eleanor, 13 Judaism, 144
Ryan, Nolan, 52 Justice, 144
St. Francis of Assisi, 68
Schindler, Oskar, 53 Kidder, Rushworth, 80
Schweitzer, Albert, 105 Kid with Courage: True Stories About Young
Shi-ka-she, Cochise, 34 People Making a Diference, 6, 30, 47
Shriver, Robert Sargent, 28 King, Dr. Martin Luther Jr., 68, 162
Smith, Samantha, 87 Kohlberg, 62
Tubman, Harriet, 105
Washington, Booker T., 3 Lantieri, Linda, 81
Washington, George, 34 Lee, Richard Henry, 127
Honesty, 27-43 Lee, Robert E., 52
acts of, 29 Lesson Plans
books for students, 36-37 on caring, 101
definition of, 27 on civility, 120
ERIC bibliography, 40-43 on faith-based initiatives, 161
importance of, 28 on integrity, 50
parent handout, 32 on living peaceably for students, 84
resources, 28-29 on responsibility, 7
student handout, 32 Lewis, Barbara, 6, 30, 47
websites Lewis, C.S., 14
parent, 38 Lickona, Thomas, 6, 30, 47, 62, 80
student, 35 on civility, 122
teacher, 39 and responsibility, 2, 3
Honor. See respect Lincoln, Abe, 34
Lions-Quest program, 117
Indiana General Assembly, 4 Living Peaceably, 79-98
Indianapolis Public Schools, 117 books for students, 90-91
Institute for Global Ethics, 80 conflict resolution, 82
Integrity, 45-60 definition of, 79
books for students, 55-56 ERIC bibliography, 94-98
definition of, 27, 45 handout for parents, 85, 86
discussion questions, 50 lesson plan for student, 84
ERIC bibliography, 59-60 pro-social behaviors, 8 1
lesson plans, 50 role-playing, 82
resources, 47-48 skills necessary, 80
student activity, 50 websites
websites parent, 92
parent, 57 student, 89
student, 54 teacher, 93
teacher, 58

175
. .
<, j. l , '
184
Index

Man’s Search for Meaning: An respect, 64

Introduction to Logo Therapy, 46 Respect, 64-78, 144
Maslow, Abraham books for students, 70, 71
hierarchy of basic human needs, 46 definition of, 61-62
Mother Teresa, 105 ERIC Bibliography, 75-78
Movies handouts
on caring, 108 parent, 67
Museum of Tolerance of the Simon student, 65,66
Wiesenthal Center, 82 resources, 62
teaching, 63
Negative acts, 8 websi tes
student, 69
Operation Respect, 8 1 parent, 72
teacher, 73-74
Parent handouts Responsibility, 1-26, 144
honesty, 32 Armstrong, Samuel C., 13
integrity, 51 books for students, 16-17
living peaceably, 85, 86 definition of, 1
respect, 67 ERIC bibliography, 22-26
responsibility, 12 lesson plans, 7
Parent letters Lewis, C.S., 14
responsibility, 11 parent expectations, 3
Penney, James Cash, 148 parent handout, 12
Phi Delta Kappa personal, 4
study of core values, 28 positive and negative acts, 8
Philosophy. See Faith-Based Initiatives Roosevelt, Eleanor, 13
Plato school, 4
on respect, 62 social, 4
Positive acts, 8 student handouts, 10
President Bush and student involvement, 4
faith-based initiatives, 159 training for, 4-5
Presidential Medal of Freedom, 34 Washington, Booker T., 13
Pride. See Integrity Websites
Pro-social behavior, 81 parent, 18-19
Purdue University student, 15
core values, study of 28 teacher, 20-2 1
Putin, Vladimir, 118 Role models, 161
Roosevelt, Eleanor, 13
Rainbow of Character, A, 62 Ryan, Nolan, 52
Religion
golden rule, 144-145 St. Augustine, 101
guidelines for teaching, 158- 159 St. Francis of Assisi, 68
historical context, 3 SCANS, 80
See also Faith-Based Initiatives Schindler, Oskar, 53
Resolving Conflicts, 82 School climate
Resources civility, 117
living peaceably, 82 definition of, 121-122
Developing Character Through Literature Index

School families, 160 on integrity for teachers, 58

School responsibilities, 4 - on living peaceably for parents, 92
Schweitzer, Albert, 105 on living peaceably for students, 89
Secretary's Commission on on living peaceably for teachers, 93
Achieving Necessary Skills, 80 on respect for parents, 72
Self-Directed Learners, 7-8 on respect for students, 69
Shi-ka-she, Cochise, 34 on respect for teachers, 73-74
Shriver, Robert Sargent, 128 on responsibility for parents, 18-19
Six Pillars of Character, 6, 30 on responsibility for students, 15
Smith, Samantha, 87 on responsibility for teachers, 20-2 1
Student Handouts
honesty, 33 Yarrow, Peter, 81
responsibility, 10
Zoroastrianism, 145
Taoism, 145
Teaching
faith-based initiatives, 158
golden rule, the, 145
The Character Education
Partnership, 6 , 4 7
The Kid? Guide to Service Projects: Over 500
Service Ideasfor Young People Who Want to
Make a Difference, 6, 30, 47
The Kid? Guide to SocialAction: How to Solve
the Social Problems You Choose and Turn
Creative Thinking into Positive Action,
6, 30, 47
Tubman, Harriet, 105

Washington, Booker T., 13

Washington, George, 34
on civility, 117
Websites
on caring for parents, 109
on caring for students, 106-107
on caring for teachers, 110
on civility for parents, 131
on civility for students, 129
on civility for teachers, 132- 133
on faith-based initiatives for parents, 166
on faith-based initiatives for students, 163
on golden rule for students, 149
on golden rule for teachers, 153
on honesty for parents, 38
on honesty for students, 35
on honesty for teachers, 39
on integrity for parents, 57

177
186
 Developing
Character
Through Literature
A macher’s Resource Book
The most important foundation of education is character development.
This book guides teachers and parents in building strong character traits
while reading and discussing popular books.
Children’s books and young adult books draw students into discussions
that can lead to action and to personal growth.
Chapters include definitions, explanations, lesson activities, sample
heroes, book summaries, web sites and much more. Major topics include:
Responsibility
Honesty
Caring
Sharing
Civility
Living Peaceably
The Golden Rule
Respect
How to Discuss Faith-Based Issues

Democracy cannot survive without moral citizens. Developing Character Through

Literature is an essential resource for teachers and parents who are serious about
developing positive character traits in children.
- Carl B. Smith, Director
ERIC Clearinghouse on Reading, English and Communicationl

I S B N 0-9719874-3-2
90000>
FAMILY characrer
LEARNING
ASSOCIATION
3925 Hagan St., Suite 101
E Y .5
z
U

0
Bloomington, IN 47401 tdUd,OP~, I1 g - 9 780971 987432
 U.S. Department of Educafion
Office ol EducafbnalResearch and hpfovemenf (OfR!)
National Ubrary of Educafion ( N E )
Educafiond Resources l n f m t i o n Center (€RlC)

This document is covered by a signed “Reproduction Release

(Blanket) form (on file within the ERIC system), encompassing all
or classes of documents fiom its source organization and, therefore,
does not require a “Specific Document” Release form.

i
d This document is Federally-fmded; or Canries its own pcrrnission to
reproduce, or is otherwise in the public domain and, therefore, may .
be rcproduced by ERIC without a signed Reproduction ReIease form
(either “Specific Document” or “Blanket”).

EF‘F-OS9 (9/97)