Building Character While Meeting Standards

1. Building Character While Meeting StandardsFacilitator: Kay A. Augustine, Ed.S.CC! National Faculty 2010

2. What Is • The nation’s most widely used character development framework. • It is used in schools, youth, sports, and civic organizations. • It is based on shared beliefs and consensus values called the “Six Pillars of Character.”

3. Six Pillars of Character • TRUSTWORTHINESS • RESPECT • RESPONSIBILITY • FAIRNESS • CARING • CITIZENSHIP

4. Inclusive and Nonpartisan • has no ideological or political agenda other than strengthening the moral fiber of the next generation by promoting consensus ethical values. • Members of the Coalition include secular and religious organizations as well as government and civicentities.

5. Is NOT . . . • A curriculum—it is a Framework • An “add-on” program • A way to bring religion into schools Is . . . • A Common Language • Inclusive • Simple, but not easy • Focused on Making Decisions • based on Ethical Principles

6. Major Projects of • Honor Above All • Pursuing Victory with Honor • National CHARACTER COUNTS! Week (third week in October) • Internet: www.charactercounts.org • MyLife24/7.org

7. Down through history, education has always had two goals: to help young people become smart and to become good. — Dr. Thomas Lickona, Center for the 4th & 5th R’sEducating for Character

8. KEY TOPICS Intentional vs. Incidental – including embedding the vocabulary, project-based learning, and teachable moments Curriculum Mining – including how to align the standards with character education T.E.A.M.

9. Six Pillars of Character • TRUSTWORTHINESS – honesty, integrity, promise-keeping, loyalty • RESPECT – courtesy, nonviolence, tolerance, autonomy • RESPONSIBILITY– duty, accountability, pursuit of excellence, self-restraint • FAIRNESS – openness, consistency, impartiality • CARING– kindness, compassion, empathy • CITIZENSHIP – civic virtue, lawfulness, common good

10. Lennox Elementary and Middle School California

11. Intentional vs. Incidental Intentional—done on purpose Incidental—happens in an unplanned or subordinate conjunction with something else.

12. HIDDEN CURRICULUM Cultural norms, rules of behavior, and power structures Classroom management and student discipline The hidden curriculum is the place where learning character-in-action takes place for students Behaviors will change and school culture and climate will become more conducive to learning

13. Character and Discipline • Use curriculum and everyday behavior showing the connection between their thoughts, words and actions • Identify the 3 components of Know/Love/Do- They are vital to building character • Use in daily discipline i.e. referrals

14. Cooperative Learning • Practice collective responsibility: • Care enough to expect the best from others. Commit to the norm of “care-frontation” in relationships. • Your education isn’t just about you. It is, in part, about becoming your best ethical self—but that’s only half the story. • The other half is about helping others become their best. (Lickona and Davidson)

15. Assessment-Driven Environment It is rare to find an objective and independent viewpoint on style, literature, politics or any other matter. Many people's opinions are formed through their associations with others. It is our nature to conform; conformity is a force that few can successfully resist. We give in to the human instinct to go along with the crowd and to have its approval. -- Adapted from Mark Twain’s Corn-pone Opinions June SAT Writing Prompts CollegeBoard.com

16. Current EventsSusan Boyle http://www.youtube.com/watch?v=RxPZh4AnWyk

17. Assignment: Do we tend to accept the opinions of others instead of developing our own ideas? • Plan and write an essay in which you develop your point of view on this issue. • Support your position with reasoning and examples taken from your reading, studies, experience or observations. June SAT Writing Prompts CollegeBoard.com

18. CC! in the Testing Environment

19. Standardized Testing • Introduce test prep through citizenship. • Make responsibility part of test-taking strategies. • Put character in daily writing prompts. • Use character in text analysis. • Collaborate with students.

20. St. Genevieve What strategies do they use?

21. KEY TOPICS Intentional vs. Incidental – including embedding the T.R.R.F.C.C. vocabulary, project-based learning, and teachable moments Curriculum Mining – including how to align the standards with character education

22. Trustworthiness Fairness Respect Caring Responsibility Citizenship Map Your Year With Character Curriculum Standard Monthly Weekly Daily Activities CHARACTER COUNTS! PILLAR Essential Questions Skills Content Character Traits or

23. LINKING CHARACTER WITH STATE STANDARDS Review the standards for that subject and determine which character traits fit for that standard and label it Identify a lesson Locate materials and identify which character trait might fit. Example: Social Science, Grade 11, Standard 11.9 - Students Discuss America’s Role in WWII Identify where events and individuals demonstrate or defy characterRefer to respect and responsibility in reviewing how the U.S. got involved with the war and liberated the Jews For discussions regarding events after the Holocaust, refer to responsibility and caring

24. Lesson Plans • Connect objectives to content standards. • Let students analyze a variety of disciplines through character traits. • Focus on themes consistent throughout the school year.

25. “Mining” Your Curriculum / Adoption for Character

26. Curriculum Mining What are the natural intersections between the curriculum I have to cover and the values I wish to foster? • Is there a character point or application in the lesson? • What questions can be asked to direct a character discussion? • Can I add a character module to the lesson plan? • What events in the news or popular culture can I use for character training?

27. Harcourt Trophies • Examine literary elements through the lens of character. • Add a character-related question about the actions of the story’s characters. • Give examples of how each character shows a particular character trait. • What are the consequences of each character’s actions? • If this character trait was not shown, how would the story change?

28. Characters in Literature • Genre:_______________ • Summarize the story:

29. Daily Oral Language Write a sentence with grammatical errors which describes a character dilemma. Have the students correct the sentence and name the associated Pillar. Have students pair share to defend their choice of Pillar. Everyone in the class were invited to same party except Jane. “Do you mind if i copy your paper.” FAIRNESS TRUSTWORTHINESS

30. Grade 4 ELA WC 1.1Sentence Structure: use simple and compound sentences in writing and speaking Which of these sentences is a compound sentence? • A bully doesn’t show respect. They pick on other kids. • A bully doesn’t show respect when they pick on other kids. • A bully doesn’t show respect; they pick on other kids. • A bully doesn’t show respect, because they pick on other kids.

31. CC! in Reading Grade 6 ELA Standards R 3.2 Analyze the effect of the qualities of the character (e.g., courage or cowardice, ambition or laziness) on the plot and the resolution of the conflict.

32. www.FFL-essays.org

33. “If you don’t like something, change it.If you can’t change it, change your attitude.” — Maya Angelou

34. Essay Writing: Journaling • What does this quote mean? • Who do you know who has changed their attitude about something and changed their life? • Who have you read about who has changed the world? • Thomas Edison – made more than 10,000 attempts • George Washington – persevered when the Continental Congress gave him no money for shoes, food, etc. for his troops

35. 2006 California Writing Standards inGrade Seven CST Writing Prompt Response to Literature Writing the Essay In “Both Sides of the Fence” the character of Alberto changes dramatically. Use details from the narrative to explain what lesson Alberto learns and how he learns it.

37. “Pillar-ize” with Standards • Example: Social Science, Grade 11, Standard 11.9 - Students Discuss America’s Role in WWII. • Refer to respect and responsibility in reviewing how the U.S. got involved with the war and liberated the Jews. • For discussions regarding events after the Holocaust, refer to responsibility and caring. Review the standards for the subject you teach. Determine which character traits might fit for those standards. Donna Glassman-Sommer, CHARACTER COUNTS! National Faculty

38. Identify a Lesson or Theme CARING Houghton Mifflin Grade 4 THEME: HEROES FAIRNESS RESPONSIBILITY

40. Holt Algebra 1 What character traits are required when qualifying for a loan?

41. Math Have students create real-world examples illustrating each concept. Integrate a weekly math problem that addresses an ethical dilemma. Discuss the difference between absolute and conditional truths. Relate these to character. Measure student attitudes and beliefs and subject them to statistical analysis.

43. Science Integrity and the scientific method Conservation of energy Bioethics Momentum: An ethical person is harder to divert from the moral course because he or she has moral momentum

44. Bowl Activity

45. Use real-world examples to discuss ethical decision making. Examine consequences of not making ethical decisions.

46. Hyatt Regency: Kansas City Collapse July 17, 1981 Physics

48. Civics and Government Focus on topics that lend themselves to student involvement. Utilize service-learning extension activities.

49. Service-learning Standards for Quality Practice Meaningful Service Link to Curriculum Reflection Diversity Youth Voice Partnerships Progress Monitoring Duration and Intensity

50. Service-learningMiddle SchoolEveryday People Making a Difference http://www.teachertube.com/viewVideo.php?video_id=64161&title=Middle_School_Everyday_People_Make_A_Difference_&vpkey= (4:53)