BCSD CharacterEducation Update PDF

BCSD
Character
Education
Ms. Brenda Blackburn, Superintendent

Berkeley County School District
Character Education Committee
Tracy Gaskins, Chair
Francis Covington Dr. Jeff Craver
Dr. Mike DiNicola Patricia Duggins
Dr. Susan Gehlmann Sandy Jennings
Amy Sklar Kathy Sullivan
Phyliss Thornthwaite Dr. Karen Whitley
Phillip Crawford
Special thanks to our artist for not only sharing his talent, but also for being a positive role
model. Samuel Amaya displays the character traits that we want in all of our students. The
committee believes this curriculum will serve as a valuable tool in the infusion of character
education into all aspects of the school environment.
“ I am currently a student at Cane Bay High School. I've been participating in art events since 5th
grade. My work has grown from having sketches in the mall to having my artwork displayed in
galleries and state wide contests. I always find great pride, joy, and pleasure in knowing that my art
is appreciated by the people who see it and the people who are around me. I've been commissioned
to do art work before and have always jumped at the chance to make something for the people that
appreciate my talent. I find art to be more than a past time and I'm always looking for new ways to
express and display my art to the public. I hope to make people see, and understand the problems
and ideas that I see through my art. I also hope to change the world some day through my talent
and have people gain an understanding for how powerful a single image can be.”—Samuel Amaya
http://www.bcsdschools.net/Page/24228
Life’s Journey
By Kathy Sullivan
Life’s journey presents many choices to make.

Your character defines the path that you take.
Will you make the choice to be kind and fair?

Will you take the time to show others you care?
When obstacles mount with unyielding force,

Will you persevere and stay the course?
When the team is down and things aren’t great

Will you abandon the group or cooperate?
When denying the truth seems the easier route,

Will your honesty allow consequences to play out?
Will you share what you have with only a few?

Or be generous with those that have less than you?
Will you arrive on time, where you’re supposed to be?

Can you demonstrate self-discipline and responsibility?
When challenges ahead prove to be a real test,

Will you be a good citizen, will you do your best?
When manners are something others choose to neglect,

Can you serve as a model to teach self-respect?
Life’s journey requires much courage and heart.

Developing character is a great place to start.
Berkeley County School District
Character Education Overview
I. Introduction: Character Education Overview
The General Assembly of South Carolina has contributed significantly to the integration of
character education in schools and character development in South Carolina communities. Prior
to 1996, local school districts developed and funded their own character education initiatives. In
1996, the State Department of Education (SDE) received a four year federal grant for design of
a long-term plan and infrastructure development for character education programs. This grant
included allotments for sub-grants to over half the state school districts. As the federal grant
was concluding, the General Assembly passed the South Carolina Family Respect Act and
appropriated $265,000 for the character education initiative in the Department of Education.
The Family Respect Act defined the importance of family values and civic virtue as cornerstones
of self-government. In Section 59-17-135 (http://www.scstatehouse.net/code/t59c017.htm),
the legislation mandated that each local school board develop a policy addressing character
education and required that both policy and resulting programs be evaluated. This legislation
helped raise the stature of character education among educators as an enhancement to
academic and social success in schools.
In 2002, the State Department of Education drafted and approved a strategic plan to insure
continued academic improvement among South Carolina students. Aims of high student
achievement, teacher quality, early childhood education, parental & community partnerships,
safe & healthy schools, and educational leadership were identified as challenges for educators to
address. In support of these goals, character education initiatives grew to include not only
school-based programs but also to business and community partnerships.
In the year 2005, the South Carolina General Assembly passed comprehensive legislation to
develop career clusters for students and increase high school graduation rates. Revising the
code from the Family Respect Act and replacing the School-to-Work Transition Act of 1994, the
legislature passed the South Carolina Education and Economic Development Act on May 24,
2005 (http://www.scstatehouse.net/sess116_2005-2006/bills/3155.htm). In Section 15-17-
135, the amended code outlined twenty-four character traits to be addressed in character
education programs implemented by local school boards of South Carolina. This legislation
reinforces the concept that character development is integral to success in school, work, and life.
For further information about current education-related legislation, including recommended

district actions, policy references, and amended state regulations, see the South Carolina School
Boards Association web site.
As stated in the Berkeley County School District (BSCD) board policy (IDAAA Character
Education) adopted in September of 2007, the board is committed to the ideals of good
character and citizenship through Character Education. Accomplishing the ideals of Character
Education fits within our BCSD Vision “to challenge and empower our students to be successful
in a highly competitive world.” Furthermore, the ideals of strong Character Education align with
the district’s Mission to “foster opportunities for each student to build a legacy of success.”
To include a program that contained a meaningful uniform curriculum that respects ethnicity,
religion, gender, and socio-economic status, BCSD staff members were selected for the
Character Education Task Force. The charge was to develop a Character Education Framework
for all grade levels where mutual respect and positive behaviors are taught, practiced,
demonstrated, modeled, and reinforced.
From various resources including the Character Education Partnership and Richland School
District One’s Character Education information, a review of the literature, and from the input of
BCSD school educators, parents, and community members, the Character Education Task Force
deemed the following ten traits as the most important qualities to emphasize in a consistent
and uniform manner over the course of each academic year. A major goal is to teach the
overall definitions of and the specific behaviors that accompany the following traits:
August Setting Expectations: This month will be set aside for each school to
introduce its respective program and behavioral expectations for the
academic year. Depending upon the culture and needs of each
individual school, school-wide themes/Positive Behavioral Intervention
& Supports (PBIS) acronyms to address character education (i.e.
Peaceful Fawns, Star Students, CARES, etc) would be introduced,
taught and recognized by all staff members. A review of the
behavioral expectations in the various settings (media center,
cafeteria, hallway, etc.) in each school would be imperative. Flexibility
for introduction and implementation would depend upon each school’s
needs.
September Respect---to show regard or consideration for authority, for others,

for self, for property and for country. An understanding that all people
have value as human beings. Explicit examples of the ways that
respectful language is shown to peers and adults along with other
forms of respect would be a priority.
October Responsibility---reliability or dependability in carrying out one’s

obligations and duties to others and within their community; being
accountable for your own actions. Behavioral examples of the way one
shows responsibility would be reviewed.
November Citizenship---the positive behavioral attributes of an individual

viewed as a member of society who carries out the obligations and
duties associated with being a productive citizen. Teaching key
concepts/examples of citizenship such as obeying the law, voting,
reading about current issues in government/politics, contacting elected
officials to make your feelings known, and volunteering to help others.
December Generosity---a willingness to give of yourself to others as well as a

willingness to share your resources. Stories, folktales, as well as
historical figures that have shared time and/or been philanthropic
would be appropriate to help teach this behavioral trait.
January Self-Discipline---an awareness of the need for and the benefits of
using impulse control in order to attain personal enhancement. For
example, having students analyze various situations to determine the
degree of control an individual has over one’s own behaviors. These
and other strategies could lead to the development of realistic
behavior change plans to promote self-control.
February Kindness & Compassion---being courteous, considerate and helpful

to others; treating others as you would like to be treated; showing
sympathy and concern for others. Discussion & lesson plans of the
behaviors that are associated with these concepts would be extremely
helpful in their promotion.
March Perseverance---being persistent in one’s efforts to accomplish a

purpose or goal despite difficulty or obstacles; willingness to try again
despite mistakes and failures. Specific behavioral traits that lead to
positive personal and group outcomes would be important to
emphasize.
April Honesty & Integrity---being truthful in a variety of social settings

and environments; behavioral attributes that lead to outcomes that
are fair, just, and show positive work ethics.
May Fairness & Cooperation---a relationship with another that results in

feelings of caring, support and helping the other person to be their
best.
II. Purpose of Character Education

As educators and community members, we have a moral responsibility to foster the
development of children and youth as human beings of character. Secondly, because we live
and teach in a democratic society, we have a responsibility to educate students as to what
behaviors constitute the concept of citizenship, not just for themselves, but for those who will
come after them as well. Citizenship relies on some notion of character.
One of the purposes of public education in our country is to prepare young people for citizenship.
Beyond being able to read, write, and figure, it is good for citizens to be honest, practice self-
control, and be inclined toward service. In the 1960s and 70s, it is likely that we were
influenced by the ongoing historical events of the war in Vietnam, the Civil Rights movement,
and the feminist movement, the values clarification approach to character education took hold
and became popular. The values clarification approach was a response to the long, difficult,
and unfinished self-examination by Americans during that period. The war raised issues of
rights and responsibilities as well as of “what was right.” The civil rights and feminist
movements raised issues of values; and as groups fought for their rights, the value of
differences between them and the majority society became evident.
What is Character Education?
Character Education is a national movement creating schools that foster ethical, responsible, and
caring young people by modeling and teaching good character through an emphasis on universal
traits that we all share. It is the intentional, proactive effort by schools, districts, and states to
instill in their students important core ethical traits such as caring, honesty, fairness,
responsibility, and respect for self and others. Character Education should never be considered
as a “quick fix”. It provides long-term solutions that address moral, ethical, and academic
issues that are of growing concern about our society and the safety of our schools.
For a large percentage of schools in our district, there are formal School Wide Positive Behavioral
Supports (SWPBS) in place. For those schools, this SWPBS universal intervention tier is
character education. SWPBS is a broad range of systemic and individualized strategies for
achieving important social and learning outcomes while preventing problem behaviors.
Additionally, character traits and lessons from character education program can be used in
SWPBS, especially if explicit skills are taught in specific school contexts (i.e., teaching matrix of
expectations.) One outstanding aspect of SWPBS is that the lessons and expectations can be
tailored for the specific school needs based on the discipline referral data. The added benefit of
the Positive Behavior Interventions & Supports model is that it goes an extra step beyond
traditional character education to help formalize reward/incentive systems for students and data
collection systems.
Why is Character Education necessary?

Good character is not formed automatically; it is developed over time through a sustained
process of teaching, example, learning, and practice – it is developed through Character
Education. The intentional teaching of good character is particularly important in today’s society
since our youth face many opportunities and dangers unknown to earlier generations. They are
bombarded with many more negative influences through the media and other external sources
prevalent in today’s culture. And at the same time, there are many more day-to-day pressures
intruding on the time that parents and children have together. Since children spend about 900
hours a year in school, it is essential that schools resume a proactive role in assisting families,
and, in order to create safe schools that are the caring and respectful. To have a united front, it
is imperative to be intentional, proactive, and comprehensive in the efforts to encourage the
development of good character in young people.
How does Character Education work?

To be effective, Character Education must include the entire school community and must be
embedded throughout the entire school curriculum and culture by teaching the behaviors that
are based on a particular trait. Just as a teacher is unable to teach the meaning of every word,
but can teach word stems, it is important to teach the overall “concepts” of respect,
perseverance, etc. Character Education promotes the teaching of the behaviors of core traits in
all phases of school life and includes proactive strategies and practices that help children to
understand core, ethical traits.
Schools: To create a positive culture in the school, it is necessary to develop an overall

environment that supports the traits taught in the classroom. This is accomplished through
appropriate adult role models, school-wide efforts to teach the behavioral expectations, a sense
of community, democratic student government, a supportive, respectful community among
adults, and opportunities to address societal concerns. Involving parents and the community as
partners to foster caring beyond the classroom and by using inspiring exemplar role models, will
also provide for community service opportunities to help students learn to care for others.
Teachers: The reality is that teachers play many roles on a daily basis. Depending on the grade
level, it is common that they act as coach, caregiver, model and mentor, treating students with
love and respect, setting a good example and supporting pro-social behavior, and correcting
hurtful actions. The teacher creates a community with clear expectations that helps students to
respect and care about each other and feel valued within the group. In addition, a democratic
classroom environment will also evolve where students are involved in decision-making, can
apply rules to foster moral reasoning, learn self-control, a respect for others, and to teach traits
through the curriculum by using academic subjects as a vehicle for examining societal issues of
importance. The power of cooperative learning also helps to teach children to work together,
the development of a sense of academic responsibility, and regard for the value of learning and
work are some of the sought-after outcomes. Other goals for learning are self-reflection that
may involve moral development through reading, writing, discussion, decision-making exercises,
healthy debate, and conflict resolution. These objectives can lead students to approach discord
in fair, non-violent ways.
What are the goals of Character Education?
Even though a literature review reveals that there is little consensus as to the universal goals of
Character Education, the basic hope from a school perspective is that Character Education will
lead to:
1. Good People – Asserts that we need good character to be fully human. We need
strengths of mind, heart, and will and qualities like good judgment, honesty, empathy,
caring, perseverance, and self-discipline to be capable of love and work, two of the
hallmarks of human maturity.
2. Good Schools - Asserts that we need schools that embody good character. Schools are
better places – certainly more conducive to teaching and learning – when they are civil,
caring, and purposeful communities that model, teach, and uphold high standards of
conduct in all phases of school life.
3. Good Society – Asserts that character education is essential to the task of building a
moral society. Societal problems, such as violence, dishonesty, greed, family
disintegration, the growing number of children living in poverty, the battering of women,
have deep roots and require systemic solutions. But it is not possible to build a virtuous
society if virtue does not exist in the minds, hearts, and souls of individual human beings.
The school, like the family and the church, is one of the potential seedbeds of virtue.
What is a school of character like?

There is no one particular look or formula, but schools of character have one thing in common: a
socially wide commitment to nurture the “whole” child. Students become stronger and better
skilled because they socially, ethically, and academically have character development infused
into every part of their curriculum and culture. Specifically, a school committed to Character
Education explicitly names and publicly stands for specific core traits and promulgates them to
all members of the school community. They define the traits and explicit behaviors that can be
observed in the life of the school, and they model, study, and discuss them, and use them as the
basis for all human relations in the school. They uphold the traits by manifestation in the school
and community. Systematic Character Education works in nearly every school environment,
from small to large, and from urban to suburban to rural.
Is Character Education as important as academics?
The social, ethical, and emotional development of young people is just as important as the
academic development. Theodore Roosevelt stated: “To educate a man in mind and not in
morals is to educate a menace to society.” After all, we know that good workers, citizens,
parents, and neighbors all have their roots in good character. Therefore, it is critical to create
schools that simultaneously foster character development and promote learning. In fact,
Character Education promotes academic excellence because it lays a foundation for all learning
that takes place in school. Respectful behavior in the classroom leads to more engaged time
with students, thus more learning and academic success.
Isn’t Character Education just another “add-on” that adds to teachers’ workloads?
Character Education is not an “add-on”, but is a comprehensive approach that promotes core
traits in all phases of school life and permeates the entire school culture. It is not an imposition
on already overburdened schools; rather, it helps educators fulfill their fundamental
responsibility to prepare young children for their future by laying a foundation for learning by
creating caring, respectful, and safe school environments. Teachers are reporting that their jobs
become easier with the implementation of a systematic, consistent Character Education
programs such as Second Step, Peaceful Classroom in Action, and Positive Behavioral
Interventions & Supports (PBIS) because the outcomes are that fewer Office Discipline Referrals
(ODR) will occur that detract from teaching time.
How much time each day/week is needed for Character Education?
Character Education should take place throughout the entire school day as administrators,
teachers, and other school staff members are presented with opportunities for “teachable
moments” to define, model, and recognize positive character behaviors. Character Education
should not be relegated to a “Character Education class” that is conducted periodically, but
should be infused throughout the structures and processes of the entire school curriculum and
cultures.
Can Character Education work at all grade levels?
Yes. Taking in consideration each schools’ “culture” and needs, it is possible to utilize various
age appropriate strategies and practices to teach social and emotional skills in the earliest
grades, to service learning and acceptance of others that may be different in the secondary
schools. It is important to set a strong foundation during the earlier grades and to reinforce and
build upon that foundation during the later grades. However, Character Education can be
initiated at any grade level.
Why is Character Education re-emerging now?
Although Character Education has always been of vital importance, schools strayed from
proactive efforts to incorporate character development into their teaching in past decades.
Ironically, this negligence came at a time when the need became greater due to increased
challenges in promoting ethical behavior for our students. The recognition that taking a “zero
tolerance” approach to discipline issues by organizations such as the American Bar Association
and National School Boards Association does not teach new skills and thus needs to be either
modified or stopped. Character Education understanding that skills need to be taught, modeled,
practiced, and acknowledged. Now, Character Education is becoming a priority in our nation’s
education reform as we are increasingly realizing that character development must be an
intentional part of education rather than just attributes that happen naturally.
Shouldn’t parents be the primary character educators?
Developing good character is first and foremost a parental responsibility, but the task is also
naturally shared with schools and the broader community. Given ever changing technological
advances, constant societal changes, and economic changes that greatly impact families, it is
natural for schools to assist in teaching positive character attributes. Schools can provide the
structure, consistency, and positive role models that can lead to the outcome of successful
character traits.
Who decides what Character Education traits are emphasized?
It is very important that each school community reach consensus on what expectations best fit
within the context of each individual school environment. To be effective, school-based
Character Education programs need broad support from all stakeholders in the community –
educators, parents, community leaders, youth service groups, businesses, and faith/charitable
groups. Schools should always collaborate with parents and the communities to craft a shared
vision and objectives; and collectively they should identify the core traits to be taught in their
respective schools. In many respects, teaching behavior and expectations is very similar to
teaching academic skills. We would never continue to punish or reprimand a student for making
an error when dividing numbers; instead, we would show the correct way so that the error would
not become habit. Plus, good teaching would require rehearsal of the correct skill and
reinforcement for performing the math computation correctly.
Who teaches Character Education in a school?
Inherently, all educators and support staff in a school is a character educator by virtue of
exposure to students. Regardless of whether a school has formalized Character Education, all
adults serve as role models. Students constantly watch adults in the school – teachers,
administrators, counselors, coaches, secretaries, bus drivers, etc. – serve as models for
character – whether good or bad. Beyond modeling, no matter what the academic subject or
extra-curricular activity, educators are afforded the opportunity to develop good character in
their students on a daily basis by intentionally teaching school/classroom expectations, selecting
character-based lessons and activities, and by the way they show respect as they educate their
students.
Are schools qualified to teach Character Education?
Many teachers across the country are being trained in Character Education through staff
development and in-services. For example, the Office of Special Education Program’s Technical
Assistance Center on Positive Behavioral Interventions and Supports (PBIS) is a collaboration
between the U.S. Department of Education and 11 technical assistance units across the United
States, is free and extremely comprehensive. The logic for the Center is based on (a)
documented need for improving the social behavior of students in U.S. schools, (b)
demonstrated success of PBIS to improve both student social behavior and academic
performance, and (c) demonstrated effectiveness of PBIS as a practical technology that can be
implemented at socially important scales by actual implementers, among others. BCSD offers
continuing education training and in-district support throughout the school year.
Does the business community support Character Education?

Since the American workforce ultimately comes from our schools, businesses have a vested
interest in seeing that our youth develop into responsible, ethical people. The qualities that
today’s workforce need are character traits and skills that form the building blocks of Character
Education. In 2000 the U.S. Department of Labor issued a report – “What Work Requires of
Schools,” – which cautioned that students must develop a new set of foundation skills and
competencies such as interpersonal skills, individual responsibility, self-esteem, sociability, self-
management, and integrity.
III. Essential Traits Identified by Berkeley Students, Teachers, Parents, and other
Community Members
To obtain information from both the school community as well as the surrounding members, a
survey was distributed. The top five most important, ranked character traits for inclusion in the
overall Character Education Program were:
• Respect
• Responsibility
• Self-Discipline
• Perseverance, Honest & Integrity
• Kindness & Compassion
When asked to rank the most important outcomes, the survey found that “Improved Student
Behavior” was ranked as either 1st or 2nd in importance by 34% of respondents. “Improved
Academic Performance” fell in the top two in 27% of the respondents. The survey indicated that
“Improved School Environment” was a priority in 21% of the surveys, while “Enhanced Social
Skills/Self Awareness” was noted as among the most important in 18% of the surveys.
The surveys also revealed that Character Education traits were important to the point that 30%
indicated that these should be taught daily and another 47% noted that the traits should be
taught weekly. Only 22% indicated that the traits should be taught monthly.
Forty per cent of respondents noted that Character Education should be taught by the classroom
teacher and integrated into the core curriculum. Classroom guidance lessons taught by a school
counselor were suggested as most appropriate on 35% of the surveys.
When surveyed as to the overall effectiveness of each school’s respective Character Education
Program, 51% noted that the program was effective, but 45% were marked as “not sure.” Only
4% of responses were “not effective.”
Finally, when respondents were asked to rank order how best to get community involvement in
the local schools’ Character Education Program, the following results were obtained:
• 54% ranked Student Recognition Programs as “most important”
• 38% ranked Student Recognition Programs as either #1 or #2
• 22% ranked Parent Programs-Informational Meetings as either #1 or #2
• 20% ranked Print Parent Resources (handouts/brochures) as either #1 or #2
• 19% ranked Online Parent Resources as either #1 or #2
IV. Results of Character Education initiatives
Schools are reporting improved academic achievement, behavior, school culture, peer
interaction, and parental involvement when a concerted effort is made to utilize and infuse
Character Education into their curricula and culture. Programs such as Positive Behavior
Interventions & Supports (PBIS), CEP’s National Schools of Character, and Second Steps are
seeing dramatic transformations: pro-social behaviors such as cooperation, respect, and
compassion are replacing negative behaviors such as violence, disrespect, apathy, and
underachievement. Some specific examples of research conducted on character-based
programs include:.
• Since Berkeley County School District began instituting PBIS in many of our schools,
there has been a 53% reduction in office discipline referrals over the past two academic
years (from 2006-07 to 2008-09). Additionally, 60% of the schools that were below the
district average in Office Discipline Referrals per 100 students were either PBIS Schools
(or using a systematic Character Education Program).
• At College Park Middle School, instituting PBIS two years ago has resulted in a 25%
decrease in office referrals. It can be estimated that such a reduction actually improved
the instruction time of individual students by 192 hours (when calculated at 20 minutes
per referral of out of class time). In all of our PBIS schools there is a common thread of
“respect” that is consistently expected and taught.
• Berkeley Elementary School was given a State School of Character Education Award from
the SC State Department of Education for 2009 after implementing “Peaceful Monday
Morning Meeting” as part of their Peaceful School campaign. Since implementing the
program, the school has seen a 46% reduction in Office Discipline Referrals (ODR’s) in
one academic year. In addition, their school has been recognized as a 2009 National
Schools of Character Promising Practices Award Winner.
• The Second Step Program has received a "promising" rating from the Promising Practices
Network. Two large studies using random assignment and large sample sizes, Grossman
et al. (1997) and Frey et al. (2005), found that Second Step participants produced more
positive scores in observer ratings of negative behaviors in the classroom, lunchroom, and
playground, as well as reductions in teacher-reported antisocial behavior.
• A 2000 evaluation of South Carolina’s four-year Character Education initiative, which is a

pilot program funded by the U.S. Department of Education, reports dramatic
improvements among both students and adults. In surveys of South Carolina
administrators, the study found that 93 percent reported improvement in student
attitudes, 89 percent reported improvement in student behavior, 100 percent reported
improvement in academic performance, and more than 65 percent reported improvement
in teacher and staff attitudes, since implementing Character Education. This independent
study was conducted by the University of South Carolina’s Center for Child Family Studies.
V. Guide for Integrating Character Education Throughout the Curriculum
Structure
The committee recognizes that schools have a variety of activities that support character
development; and the committee certainly encourages BCSD schools to continue those actions.
However, in order to ensure that all Ten Essential Character Traits are taught, the committee
recommends that all schools adopt the following structure.
• Each school administrative leader will introduce this document of suggested activities to
all school staff members, with the goal being a school-wide approach. (Therefore, if a
school desires to develop some uniform lesson plans that highlight the behavioral trait for
each month or choose one of the suggested activities to be completed on a school-wide
basis, this would be appropriate.)
• A Trait, per month will be emphasized. This approach will ensure focus and ensure that all
traits identified by students, parents, teachers, and community citizens have been
stressed. The emphasis should be on the explicit behaviors that lead to each trait.
• This approach will position the district to connect to other sources, resources, initiatives,
etc. that are involved in conducting Character Education development activities.
Guide for grades K-12

The committee approached the task from the standpoint that Character Education should not be
viewed as an “add-on.” Instead, the Ten Essential Character Education Traits should be embedded in
the curriculum and daily classroom instruction. The succeeding pages present information to illustrate
how Character Education can be integrated throughout the curriculum throughout content areas.
Where feasible, the Ten Essential Character Education Traits were correlated to objectives and
activities in existing curriculum guides.
Character Education on the Annual Report Card
Following two administrations of the Skills that Work survey (1998, 2000) in which
South Carolina employers placed integrity and honesty at the top of a list of skills valued
in the workplace, members of the SC Chamber of Commerce requested that a character
education indicator be included in the annual school report card. The request was
referred to the SC Education Oversight Committee (EOC) and to the South Carolina
Character Development Partnership, a diverse group of school and community
representatives who serve in an advisory capacity to the SC Department of Education.
The Partnership worked in collaboration with the EOC to develop a rubric that assesses
five dimensions integral to a comprehensive approach to character development.
Principals rate their schools on each dimension using a five point rating scale, from 0 to
4 points. Specific definitions are provided for each point value within dimensions. The
mean of the five scores across dimensions provides the score used to establish the
school’s character development rating. The character development rating first appeared
on the 2004 annual school report card and is in the school profile section of the report
card.
RESOURCE DOCUMENTS
Character Development Measure on State Report Cards
http://ed.sc.gov/agency/Innovation-and-Support/Youth-
Services/old/ssys/safe_schools/character_ed/documents/rubric-revised3-05.pdf
Rationale and Grading System for Character Development of the State Report Card
http://ed.sc.gov/agency/Innovation-and-Support/Youth-
Services/old/ssys/safe_schools/character_ed/democracydiversityineducation.doc
Berkeley County Board Policy
Policy IDAAA Character Education

Issued 9/07
Purpose: To establish the board’s vision for and the basic structure of character education in the
schools.
The board is committed to the ideals of good character and citizenship through character education
as part of the district’s mission of successful teaching and learning.
These ideals include, but are not limited to, the following:
• personal integrity and honesty

• respect for the rights of all persons regardless of race, religion, sex, age, physical
condition or mental state
• sense of justice and fair play
• trustworthiness
• patriotism
• citizenship
• understanding, sympathy, concern and compassion for others
• discipline and pride in one’s work
• respect for one’s property and the property of others, including public property
• understanding of the rights and obligations of a citizen in a democratic society
• respect for authority
The district’s program of character education will include a meaningful and challenging curriculum
that respects all learners and helps them succeed. The district will maintain school communities in
which positive behavior is practiced, demonstrated, modeled and reinforced within an environment of
mutual respect and dignity. The district will implement this program in close cooperation with
parents/legal guardians of students.
The superintendent will develop guidelines to implement this policy as necessary.
Adopted 9/11/07
Legal references:
S.C. Code of Laws 1976, as amended:
Section 59-17-135(B) - Character education policy; respectful behavior encouraged as amended by
the South Carolina Education and Economic Development Act.
BERKELEY COUNTY SCHOOL DISTRICT

9 Traits for Character
Education inclusion
August This month will be set aside for each school to introduce its program
and expectations for the school year. Many schools have developed
schoolwide themes to address character education (i.e. Peaceful
Fawns, Star Students, etc). Flexibility for introduction and
implementation will be granted to individual schools.
September Respect---to show regard or consideration for authority,

for other people, for self, for property and for country. Understanding
that all people have value as human beings.
October Responsibility---reliability or dependability

in carrying out one’s obligations and duties to others and within their
community; being accountable for your own actions.
November Citizenship---to be actively engaged in demonstrating pride

and responsibility in self, school, community, and country.
December Generosity---a willingness to give to others.

January Self discipline---the ability to control yourself in all
situations.
February Kindness & Caring

Being courteous, considerate and helpful to others; treating others as
you would like to be treated; showing sympathy and concern for others.
March Perseverance---being persistent in one’s efforts to

accomplish a purpose or goal despite difficulty or obstacles; willingness
to try again despite mistakes and failures.
April Honesty& Integrity---truthful in all

things; fair and straightforward in conduct.
May fairness & cooperation--- to play by the

rules, to be open minded to the viewpoints of others; to play together or
work well with others to accomplish a common goal
Character Education Framework
The Character Education initiative of the South Carolina Department of Education (SDE)
began with federal funding during the 1996-97 school year. This important initiative
has a broad base of support that includes the business community and numerous cities
and communities of character throughout the state. The South Carolina Chamber of
Commerce and its constituent businesses initiated the effort to include a character
development measure on the annual school report card. A diverse group of school and
community representatives with roots to the initial federal funding period advises the
initiative. This advisory group, known as the South Carolina Character Development
Partnership Team, operates in accordance with the following vision, mission, and
definitions of character and character education.
“The development of good character traits is critical to helping our students become
productive citizens,” said State Superintendent of Education Jim Rex. In addition to the
ratings on the school report card the South Carolina State Department of Education
recognizes outstanding schools of character as nominees for the National School of
Character awards program. The application, annual winning practices are featured on
the Character Education Partnership’s website at www.character.org. In addition many
other character education resources and documents are available.
Berkeley County School District fully supports this effort. The following framework has
been developed so that every school in the district has the foundation, knowledge and
best practices to implement an integrated character education program in every school,
at every level, and in every content area.
Vision:
That one day every citizen will have a clear sense of what is right and wrong and will
make the choice to do what is right.
Mission:
To promote comprehensive character development in South Carolina by advancing
knowledge, encouraging partnerships, and creating opportunities for professional
development.
“Good character consists of knowing the good, desiring the good, and doing the
good—habits of the mind, habits of the heart, and habits of action.”
Dr. Thomas Lickona (Educating for Character, 1991)
Character education is the infusion of character development into the culture and life of
families, schools, organizations, and communities.
“Effective character education is not adding a program or set of programs to a school. Rather
it is a transformation of the culture and life of the school.” -----Dr. Marvin Berkowitz
“Effective character education
Character Education Partnership
1025 Connecticut Avenue NW, Suite 1011
Washington, DC 20036
(800) 988-8081
Principle 1
Promotes core Character education holds that widely shared, pivotally important, core ethical
ethical values values - such as caring, honesty, fairness, responsibility, and respect for self
and supportive and others - along with supportive performance values - such as diligence, a
performance strong work ethic, and perseverance - form the basis of good character. A
values as the school committed to character development stands for these values
foundation of (sometimes referred to as "virtues" or "character traits"), defines them in
good character. terms of behaviors that can be observed in the life of the school, models
these values, studies and discusses them, uses them as the basis of human
relations in the school, celebrates their manifestations in the school and
community, and holds all school members accountable to standards of
conduct consistent with the core values.
In a school committed to developing character, these core values are treated

as a matter of obligation, as having a claim on the conscience of the
individual and community. Character education asserts that the validity of
these values, and our responsibility to uphold them, derive from the fact that
such values affirm our human dignity, promote the development and welfare
of the individual person, serve the common good, meet the classical tests of
reversibility (i.e., Would you want to be treated this way?) and universality
(i.e., Would you want all persons to act this way in a similar situation?), and
inform our rights and responsibilities in a democratic society. The school
makes clear that these basic human values transcend religious and cultural
differences and express our common humanity.
The Character Education Partnership (CEP) believes that character

education's primary focus is on developing the core ethical values needed to
be a good human being. But character education also seeks to develop
complementary performance character qualities that enable students to
perform at their highest potential in the classroom, the workplace, or any
other area of endeavor. These two parts of character work together in
mutually supportive ways.
Principle 2
Defines Good character involves understanding, caring about, and acting upon core
"character" ethical values. A holistic approach to character development therefore seeks
comprehensively to develop the cognitive, emotional, and behavioral aspects of moral life.
to include Students grow to understand core values by studying and discussing them,
thinking, feeling, observing behavioral models, and resolving problems involving the values.
and behavior. Students learn to care about core values by developing empathy skills,
forming caring relationships, helping to create community, hearing illustrative
and inspirational stories, and reflecting on life experiences. And they learn to
act upon core values by developing prosocial behaviors (e.g., communicating
feelings, active listening, helping skills) and by repeatedly practicing these
behaviors, especially in the context of relationships (e.g., through cross-age
tutoring, mediating conflicts, school and community services). As children
grow in character, they develop an increasingly refined understanding of the
core values, a deeper commitment to living according to those values, and a
stronger capacity and tendency to behave in accordance with them.
Principle 3
Uses a Schools committed to character development look at themselves through a
comprehensive, moral lens to assess how virtually everything that goes on in school affects
intentional, and the character of students. A comprehensive approach uses all aspects of
proactive schooling as opportunities for character development. This includes what is
approach to sometimes called the hidden curriculum (e.g., school ceremonies and
character procedures; the teachers' example; students' relationships with teachers,
development. other school staff, and each other; the instructional process; how student
diversity is addressed; the assessment of learning; the management of the
school environment; the discipline policy); the academic curriculum (i.e., core
subjects, including the health curriculum); and extracurricular programs (i.e.,
sports teams, clubs, service projects, after-school care). "Stand alone"
character education programs can be useful first steps or helpful elements of
an ongoing effort but are not an adequate substitute for a holistic approach
that integrates character development into every aspect of school life. Finally,
rather than simply waiting for opportunities to arise, with an intentional and
proactive approach, the school staff takes deliberate steps for developing
character, drawing wherever possible on practices shown by research to be
effective.
Principle 4
Creates a A school committed to character strives to become a microcosm of a civil,
caring school caring, and just society. It does this by creating a community that helps all its
community. members form caring attachments to one another. This involves developing
caring relationships among students (within and across grade levels), among
staff, between students and staff, and between staff and families.
These caring relationships foster both the desire to learn and the desire to be
a good person. All children and adolescents have needs for safety,
belonging, and the experience of contributing, and they are more likely to
internalize the values and expectations of groups that meet these needs.
Likewise, if staff members and parents experience mutual respect, fairness,

and cooperation in their relationships with each other, they are more likely to
develop the capacity to promote those values in students. In a caring school
community, the daily life of classrooms and all other parts of the school
environment (e.g., the corridors, cafeteria, playground, school bus, front
office, and teachers' lounge) are imbued with a climate of concern and
respect for others.
Principle 5
Provides In the ethical as in the intellectual domain, students are constructive learners;
students with they learn best by doing. To develop good character, they need many and
opportunities for varied opportunities to apply values such as compassion, responsibility, and
moral action. fairness in everyday interactions and discussions as well as through
community service.
By grappling with real-life challenges (e.g., how to divide the labor in a

cooperative learning group, how to reach consensus in a class meeting, how
to reduce fights on the playground, how to carry out a service learning
project) and reflecting on these experiences, students develop practical
understanding of the requirements of cooperating with others and giving of
oneself.
Through repeated moral experiences, students develop and practice the

skills and behavioral habits that make up the action side of character.
Principle 6
Includes a When students succeed at the work of school and feel a sense of
meaningful and competence and autonomy, they are more likely to feel valued and cared
challenging about as persons.
academic
curriculum that Because students come to school with diverse skills, interests and needs, an
respects all academic program that helps all students succeed will be one in which the
learners, content and pedagogy are sophisticated enough to engage all learners.
develops their
character, and This means providing a curriculum that is inherently interesting and
helps them to meaningful to students. A meaningful curriculum includes active teaching and
succeed. learning methods such as cooperative learning, problem-solving approaches,
and experience-based projects.
These approaches increase student autonomy by appealing to students

interests, providing them with opportunities to think creatively and test their
ideas, and fostering a sense of "voice and choice" having a say in decisions
and plans that affect them.
In addition, effective character educators look for the natural intersections

between the academic content they wish to teach and the character qualities
they wish to develop. These "character connections" can take many forms,
such as addressing current ethical issues in science, debating historical
practices and decisions, and discussing character traits and ethical dilemmas
in literature.
When teachers bring to the fore the character dimension of the curriculum,
they enhance the relevance of subject matter to students' natural interests
and questions, and in the process, increase student engagement and
achievement.
Principle 7
Strives to foster Character is often defined as "doing the right thing when no one is looking."
students' self The best underlying ethical reason for following rules, for example, is respect
motivation. for the rights and needs of others, not fear of punishment or desire for a
reward. Similarly, we want students to be kind to others because of an inner
belief that kindness is good and a desire to be a kind person.
Growing in self-motivation is a developmental process that schools of

character are careful not to undermine by excessive emphasis on extrinsic
incentives. When such schools give appropriate social recognition for
students' prosocial actions (e.g., "Thank you for holding the door; that was a
thoughtful thing to do.") or celebrate character through special awards (e.g.,
for outstanding school or community service), they keep the focus on
character.
Schools of character work with students to develop their understanding of

rules, their awareness of how their behavior affects others, and the character
strengths such as self-control, perspective taking, and conflict resolution
skills needed to act responsibly in the future.
Rather than settle for mere compliance, these schools seek to help students
benefit from their mistakes by providing meaningful opportunities for
reflection, problem solving, and restitution.
Principle 8
Engages the All school staff - teachers, administrators, counselors, school psychologists,
school staff as coaches, secretaries, cafeteria workers, playground aides, and bus drivers -
a learning and need to be involved in learning about, discussing, and taking ownership of
moral the character education effort. First and foremost, staff members assume this
community that responsibility by modeling the core values in their own behavior and taking
shares advantage of other opportunities to influence the students with whom they
responsibility interact.
for character
education and Second, the same values and norms that govern the life of students serve to
attempts to govern the collective life of adult members in the school community. Like
adhere to the students, adults grow in character by working collaboratively with each other
same core and participating in decision-making that improves classrooms and school.
values that They also benefit from extended staff development and opportunities to
guide the observe colleagues and then apply character development strategies in their
education of own work with students.
students.
Third, a school that devotes time to staff reflection on moral matters helps to
ensure that it operates with integrity. Through faculty meetings and smaller
support groups, a reflective staff regularly asks questions such as:
• What character building experiences is the school already providing

for its students?
• What negative moral experiences (e.g., peer cruelty, student cheating,

adult disrespect of students, littering of the grounds) is the school
currently failing to address?
• And what important moral experiences (e.g., cooperative learning,

school and community service, opportunities to learn about and
interact with people from different racial, ethnic, and socioeconomic
backgrounds) is the school now omitting?
• What school practices are at odds with its professed core values and
desire to develop a caring school community?
Reflection of this nature is an indispensable condition for developing the

moral life of a school.
Principle 9
Fosters shared Schools that are engaged in effective character education have leaders (e.g.,
moral leadership the principal, a lead teacher or counselor, a district administrator, or
and long range preferably a small group of such individuals) who champion the effort.
support of the
character At least initially, many schools and districts establish a character education
education committee often composed of staff, students, parents, and possibly
initiative. community members that takes responsibility for planning, implementation,
and support.
Over time, the regular governing bodies of the school or district may take on
the functions of this committee. The leadership also takes steps to provide for
the long-range support (e.g., adequate staff development, time to plan) of the
character education initiative, including, ideally, support at the district and
state levels.
In addition, within the school students assume developmentally appropriate

roles in leading the character education effort through class meetings,
student government, peer mediation, cross-age tutoring, service clubs, task
forces, and student-led initiatives.
Principle 10
Engages Schools that reach out to families and include them in character-building
families and efforts greatly enhance their chances for success with students. They take
community pains at every stage to communicate with families via newsletters, e-mails,
members as family nights, and parent conferences about goals and activities regarding
partners in the character education. To build greater trust between home and school,
character- parents are represented on the character education committee. These
building effort. schools also make a special effort to reach out to subgroups of parents who
may not feel part of the school community. Finally, schools and families
enhance the effectiveness of their partnership by recruiting the help of the
wider community (i.e., businesses, youth organizations, religious institutions,
the government, and the media) in promoting character development.
Principle 11
Evaluates the Effective character education must include an effort to assess progress.
character of the Three broad kinds of outcomes merit attention:
school, the
school staff's (a) The character of the school: To what extent is the school becoming a
functioning as more caring community? This can be assessed, for example, with surveys
character that ask students to indicate the extent to which they agree with statements
educators, and such as, "Students in this school (classroom) respect and care about each
the extent to other," and "This school (classroom) is like a family."
which students
manifest good (b) The school staff's growth as character educators: To what extent
character. have adult staff--teaching faculty, administrators, and support personnel--
developed understandings of what they can do to foster character
development? Personal commitment to doing so? Skills to carry it out?
Consistent habits of acting upon their developing capacities as character
educators?
(c) Student character: To what extent do students manifest understanding

of, commitment to, and action upon the core ethical values? Schools can, for
example, gather data on various character-related behaviors: Has student
attendance gone up? Fights and suspensions gone down? Vandalism
declined? Drug incidents diminished? Schools can also assess the three
domains of character (knowing, feeling, and behaving) through anonymous
questionnaires that measure student moral judgment (for example, "Is it
wrong to cheat on a test?"), moral commitment ("Would you cheat if you were
sure you wouldn't get caught?") and self-reported moral behavior ("How
many times have you cheated on a test or major assignment in the past
year?"). Such questionnaires can be administered at the beginning of a
school's character initiative to get a baseline and again at later points to
assess progress.
Special thank you to the Character Education Partnership for permission to use the eleven guiding principles as
the foundation for a comprehensive character education program on May 6, 2009
RESPECT SEPTEMBER
Grade: K
Trait: RESPECT - to show high regard for authority, other people, self, and country
Focus points: *What did the main character do that demonstrated respect?
*Do you respect the main character and why or why not?
*Who is a figure in your life that you respect and what characteristics to they exhibit?
*Give examples in your life when you demonstrated respect.
Subject Suggestions for Integration Standards

The student will…
ELA ▪ make responsible decisions and choices ▪ Communication
▪ identify examples of consequences and behavior ▪ Citizenship
▪ recognize families, schools, and communities rules and
responsibilities
Social Studies ▪ describe the similarities and differences among others Social Studies Standards 2005
▪ explain and exhibit appropriate types of communication ▪ K-1.2 & K-2.1
▪ identify and model skills for conflict resolution
Math ▪ See SOCIAL STUDIES Mathematics – Process Standards
▪ Connections
▪ Communication
Science ▪ brainstorm ways to treat the earth and its environment with more Science – Process Standards
respect. ▪ Observe
▪ create a list of recommendations, and place them in school ▪ Communicate
newspaper or on a poster.
Health ▪ recognize individual differences Health & Safety Standards 2009
▪ demonstrate ways to communicate care, consideration, respect for ▪ I-K.2.1, M-K.4.1, I-K.4.1, I-K.4.2
self, for parents and family, and for the diversity of others
Connections: S. S., ELA
Related Arts ▪ make a class contract in which the kids lay out a set of rules for
having a respectful classroom. What will be the penalties for ▪ Students will understand and respect
2009 HEALTH STANDARDS
D = Alcohol, Tobacco and Other drugs M = Mental, Emotional, and Social Health I = Injury Prevention and Safety
N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and Responsibility
violating the rules? others.
Guidance ▪ See SOCIAL STUDIES ▪ The students acquire the attitudes,
▪ identify different types of feelings knowledge, and interpersonal skills
▪ identify jobs in the classroom and share in the responsibility of to help them understand and respect
completing the task assigned self and others.
▪ develop social skills for getting involved in making good choices ▪ The student makes decisions, sets
at home and school goals, and takes necessary action to
▪ list ways personal hygiene can help prevent illness and keep their achieve goals.
bodies special ▪ The student understands safety.
▪ create a banner highlighting important personal information

RESPONSIBILITY OCTOBER
Grade: K
Trait: RESPONSIBILITY - to be held accountable for your own actions
Focus points: *What are your responsibilities as a student? at home?
*What responsibilities will you assume as you get older?
*How do you hold others accountable for their behavior?
*How do you hold yourself accountable for your behavior?

The student will…
ELA ▪ define the term “responsibility” ▪ Reading
▪ identify examples of responsible actions in selected literary works ▪ Writing
and activities ▪ Communication
Social Studies ▪ identify and recognize family roles and responsibilities Social Studies Standards 2005
▪ identify appropriate skills for positive family relationships
Math ▪ See SOCIAL STUDIES Mathematics Process Standards

▪ Connections
Science ▪ list ways they are responsible for the earth Science – Process Standards
▪ Observe
▪ Communicate
Health ▪ demonstrate appropriate ways to express emotion Health & Safety Standards 2009
▪ demonstrate strategies for reducing or avoiding unsafe situations ▪ I-K.2.1, M-K.4.1, I-K.4.1, I-K.4.2
▪ practice safe behaviors when finding unknown substances objects
Connections: S. S., ELA
Related Arts ▪ draw a picture of a responsible act they have done
▪ sing a song about responsible acts ▪ Students will understand and respect
others.

Guidance ▪ See SOCIAL STUDIES
▪ Students will understand and
appreciate home and family.

GOOD CITIZENSHIP NOVEMBER
Grade: K
Trait: GOOD CITIZENSHIP – to be actively engaged in demonstrating pride and responsibility
in self, school, community, and country
Focus points: *Identify behaviors of a person who demonstrates good citizenship in the poems and stories.
*What are the messages regarding responsible citizenship?
*If you could write a class/school constitution, what important information would you include?
*How did a particular document affect the lives of citizens in certain countries?
*Identify your behaviors that demonstrate good citizenship.

The student will…
ELA ▪ identify actions of characters who demonstrate good citizenship in ▪ Reading
selected stories and poems ▪ Writing
▪ Communication
Social Studies ▪ participate in large group discussion Social Studies Standards
▪ identify traits of a viable neighborhood or community ▪ K-2.1, K-5.2, K-5.1 & K-4.1
▪ identify positive actions which will contribute to their
neighborhood or community
▪ compare and contrast traits of a good citizen and a bad citizen
Math ▪ define “punctuality” Mathematics Process Standards
▪ contribute to discussion of importance of punctuality in school: ▪ Connections
o How does coming to class late or leaving early upset the school ▪ Representation
day?
▪ identify habits they can develop that encourage punctuality
Science ▪ list needs in the school or community Science – Process Standards
▪ participate in discussion to plan a class service project to meet ▪ Observe
those needs. ▪ Communicate
Health ▪ identify and develop safety strategies to avoid violence and injury Health & Safety Standards 2009
to self and others ▪ I-K.2.1
Connections: Physical Education

▪ draw a picture about a problem in the community that needs to be
Related Arts fixed ▪ Students will develop a sense of
▪ listen to a song about citizenship or someone who demonstrated community.
good citizenship.
Guidance ▪ identify activities they like and do not like to do ▪ Students complete school with the
▪ identify jobs in the classroom and share in the responsibility of academic preparation essential to
completing the task assigned choose from a wide range of
▪ demonstrate knowledge of the physical layout of the school occupations
▪ Students acquire attitudes,

knowledge, and skills that
contribute to effective learning in
school and across the life span.

GENEROSITY DECEMBER
Grade: K
Trait: GENEROSITY –a willingness to give to others.
Focus points: * How do we share with each other every day?
* What are ways that we can give or share at school, home, and our community?
* How does it feel when you share with others? How does it feel when other share with you?

The student will…
ELA ▪ identify examples of sharing in selected stories ▪ Communication
▪ make a card for someone for the holidays ▪ Citizenship
▪ recognize times when sharing occurs
▪ describe times sharing and giving occur
Social Studies ▪ describe ways we give to each other at school, home and in the Social Studies Standards 2005
community
▪ demonstrate good citizenship in classroom behaviors
Math ▪ brainstorm acts of sharing/giving during center time Mathematics- Process Strands
▪ graph types of sharing that occurs ▪ Connections
▪ Communication

Science ▪ identify acts of sharing in the classroom Science – Process Strands
▪ maintain visual record of acts of sharing that are observed ▪ Observe
▪ Communicate
Health ▪ tell how sharing and giving occur Health and Safety Standards 2009
▪ tell how it feels when they are generous and share ▪ Students use interpersonal
communication skills to enhance
health
Related Arts ▪ make a drawing or card for someone

▪ explore holiday customs of sharing ▪ Students will develop a sense of
community.
Guidance ▪ participate in school-wide community service learning project (food ▪ Learning to Live
drive, angel trees, etc.)
▪ participate in discussion to answer the following questions:
o What are ways we can give to others?
o What are ways we share at school and at home?
o How does it feel when someone shares with you?
o How does it feel when you share with someone?

SELF-DISCIPLINE JANUARY
Grade: K
Trait: SELF-DISCIPLINE – to demonstrate the ability to control yourself in all situations
Focus points: *If you were asked to be on a student committee, working on school safety issues, what would be your advice?
*Describe how you organize your school and home responsibilities.
*Explain why self-discipline is important in maintaining a healthy lifestyle.

The student will…
ELA ▪ follow the class and school rules ▪ Reading
▪ participate in class activities ▪ Writing
▪ make “good” or responsible choices ▪ Communication
Social Studies ▪ demonstrate the ability to locate community resources and Social Studies Standards 2005
services that contribute to a safe and healthy environment
Math ▪ See Health Mathematics Process Standards

▪ Connections
Science ▪ practice organizational and teamwork skills in maintenance of Science – Process Standards
classroom ▪ Observe
▪ complete assigned “housekeeping” tasks in classroom ▪ Communicate
▪ exhibit correct manners and behaviors in cafeteria
▪ identify examples of safe behavior in selected stories
▪ identify examples of healthy lifestyle choices in selected stories

Health ▪ identify and describe feelings and actions Health & Safety Standards 2009
▪ explain the importance of a positive self-image ▪ M-K1.1, M-K1.2, M-K.3.1, M-
▪ exhibit self-control & individual responsibility K.4.1, D-K.4.1, I-K.5.1, N-K.6.1
▪ identify strategies for managing stress and emotions
▪ demonstrate use of positive self-management skills Connections: Fine Arts: Dance, Drama,
▪ demonstrate positive strategies to reduce stress and anger in
Music, Visual Arts,
relation to identified stressors
Related Arts ▪ contribute to class discussion similar to the following:
o Who decides where our hands and feet go? ▪ Students will develop safety and
o Who controls what we say? survival skills.
o How do we develop self-control?
Guidance ▪ See Health
appreciate self.

KINDNESS & CARING FEBRUARY
Grade: K
Trait: KINDNESS – to be considerate, courteous, helpful, and understanding of others’ feelings and beliefs
Focus points: *Identify at least one person in your family or community that displays acts of kindness and explain how you know that.
*Select a story or poem and explain how it would have ended if the person had demonstrated acts of kindness.
*What are some messages related to character and kindness being expressed in the lyrics of some hard rock and rap music?
*How does the character trait of kindness fit into your school setting?
Trait: CARING – to demonstrate concern through kindness and acceptance while meeting the needs of self and others
Focus points: *Have you ever felt like one of the characters in the story? Explain.
*If you had written the story, what changes might you have made?
*Do any of the characters remind you of anyone you know? Explain.
*Identify behaviors of a caring person.

The student will…
ELA ▪ identify acts of kindness performed by characters in selected ▪ Reading
stories ▪ Writing
▪ create alternate endings for selected stories based on characters ▪ Communication
performing, or not performing, acts of kindness
▪ make a card for someone he/she cares about
▪ listen to Kids’ Random Acts of Kindness, by Dawna Markova
▪ share ideas about how you can be kind at school and at home
▪ maintain a kindness journal
Social Studies Social Studies Standards 2005
▪ read My Friend at School, by Patricia Tefft Cousin, Claudette C. ▪ K-4.2
Mitchell, and Gracie Porter
▪ discuss what you can do to make a new student in your class feel
welcome
Math ▪ brainstorm acts of caring from Recess Mathematics Process Standards
▪ count the number of students who witnessed each act on the ▪ Communication
playground ▪ Representation
Science ▪ identify examples of kind acts Science – Process Standards
▪ maintain visual record of acts of kindness done and/or observed ▪ Observe
▪ Communicate
Health ▪ tell how to demonstrate kindness and encourage Health and Safety Standards 2009
▪ list ways to take care of our bodies and prevent the spread of ▪ P-K.1.1, P-K.1.4, P-K.3.1
disease at school and at home ▪ N-K.1.1, N-K.1.3, I-K.5.1
Related Arts ▪ make a card for someone he/she cares about ▪ Writing
▪ complete a service project from teacher provided choices ▪ Students will develop a sense of
▪ demonstrate respect when performing a dance, listening to or community
singing songs from other cultures.
Guidance ▪ compose a thank-you note to a classroom partner ▪ Students will understand and respect
▪ participate in discussion to answer questions: others.
o What things could you do (or, have you done) that would help
somebody who needs it?
o How do you feel when people show that they really care about
you?
o Do you consider yourself a caring person? In what ways are you
a caring person?

PERSEVERANCE MARCH
Grade K
Trait: PERSEVERANCE—being persistent in one’s efforts to accomplish a purpose or goal despite
difficulty or obstacles; willingness to try again despite mistakes and failures
(Commitment, hard work, patience, endurance; Trying again and again)
Focus points: * We all need to have an “I Can” attitude and try our best.
* Read The Little Engine That Could and discuss what helped the little engine.
* There were many things they didn’t know how to do when they were babies, but now they can.
* Trying to do new things and practicing are the only way to learn something.
* Asking a friend or grown up for help when frustrated is ok.

The student will…
ELA ▪ identify examples of perseverance by characters in selected stories ▪ Reading
▪ describe how a story would have ended differently if a character had ▪ Writing
not kept trying ▪ Communication
Social Studies ▪ See Guidance Social Studies Standards 2005
Math ▪ practice sequencing skills by correctly ordering events in selected Mathematics – Process Standards
stories ▪ Connections
▪ Communication
Science ▪ identify examples of perseverance by characters in selected stories Science – Process Standards
▪ identify the cause and effect of character’s actions in selected stories ▪ Observe
▪ Communicate
Health ▪ Discuss the story of “The Little Engine that Could” and how trying Health and Safety Standards 2009
your best can make you a better person. ▪ Students will demonstrate the ability to
advocate for self.
▪ work on art project from start to finish
Related Arts ▪ practice playing a new instrument ▪ Students will understand and
▪ practice a new skill until mastered in PE appreciate self.
▪ listen to song about someone who demonstrated honesty
▪ Students will understand and respect
others.
▪ share their feelings about how it feels to blame others for something ▪ Students will understand and
they did wrong appreciate self.
Guidance
▪ identify reasons why honesty is always the best policy ▪ Students will understand and respect
others.

HONESTY & INTEGRITY APRIL
Grade: K
Trait: HONESTY/INTEGRITY –to be truthful; fair and straightforward in conduct
Focus points: *Identify examples of honesty displayed by characters in stories.
*Compare and contrast behaviors of famous people who demonstrated honesty r and those who did not.
*Select a character and describe how the story would have ended differently if the person had not demonstrated honesty.

The student will…
ELA ▪ identify examples of honest behavior by characters in selected stories ▪ Reading
▪ describe how a story would have ended differently if a character had ▪ Writing
not exhibited honesty ▪ Communication
Social Studies ▪ share feelings about children that take things that do not belong to Social Studies Standards 2005
them ▪ K-4.2 and K-4.1
▪ state why it is important to tell the truth
Math ▪ practice sequencing skills by correctly ordering events in selected Mathematics – Process Standards
stories ▪ Connections
▪ Communication
Science ▪ identify examples of honest behavior by characters in selected stories Science – Process Standards
▪ Observe
▪ Communicate

Health ▪ See Guidance Health and Safety Standards 2009
▪ #3 Students will demonstrate the
ability to advocate for personal,
family and community health.
Related Arts ▪ draw a picture depicting characters that made honest decisions ▪ Students will understand and
appreciate self.
respect others.
Guidance ▪ share their feelings about how it feels to blame others for something ▪ Students will understand and
they did wrong appreciate self.
▪ identify reasons why honesty is always the best policy ▪ Students will understand and
respect others.

FAIRNESS & COOPERATION MAY
Grade: K
Trait: FAIRNESS-- to play by the rules, to be open minded to the viewpoints of others
Focus points: *Identify a character and explain how he/she demonstrated fairness?
*Select a story and write a different ending, with the main character acting unfairly.
*What do you consider heroic deeds?
*Do you want to associate with peers who are not fair? Why?
*Describe features of the legal system that are in place to ensure fairness.
COOPERATION –to play together or work well with others to accomplish a common goal
Focus points: *Explain why cooperation is important in your workplace, the school environment.
*Why is cooperation important in appreciating cultural diversity?
*Explain why cooperation is critical for working on a team.

The student will…
ELA ▪ review classroom and school rules ▪ Reading
▪ discuss how rules help us get along at school and at home ▪ Writing
▪ explain why cooperation is important in the school and classroom ▪ Communication
▪ practice working as a team member in teacher selected activities
Connections: Health, Physical Educations

Social Studies ▪ Discuss how it feels to be included in a group Social Studies Standards 2005
o How can we make someone feel included? What does it feel like ▪ K-4.1, K-4.2 & K-2.1
when you want to be included in a group, but are not?
▪ describe the similarities and differences among individuals
▪ describe the process of making and keeping a friend
▪ explain and exhibit appropriate types of communication
▪ demonstrate steps to solve problems and conflicts peacefully in
his/her everyday life.
▪ identify reasons people need to communicate with others. The
students will list ways to communicate..
▪ discuss how families and communities cooperate to get what they
need.
▪ discuss how members of a family work together
Math ▪ practice measuring and recording heights Mathematics Process Standards
▪ compare and contrast objects of different heights work cooperatively ▪ Communication
on a task ▪ Reasoning and Proof
▪ list examples of cooperative behaviors
▪ with teacher assistance, rate self on level of cooperation with others.
Science ▪ practice cooperative teamwork skills on selected projects Science – Process Standards
▪ use teamwork skills to make oral presentation to classmates ▪ Classify
▪ Communicate
Health ▪ talk about safety rules in team sports Health & Safety Standards 2009
▪ demonstrate non-violent strategies to resolve conflicts ▪ I-K.2.1 and I-K.5.1
▪ See SOCIAL STUDIES

RESPECT SEPTEMBER
Grade: 1
*Who is a figure in your life that you respect and what characteristics do they exhibit?

The student will…
ELA ▪ See Guidance ▪ Reading
▪ describe the similarities and differences among others ▪ Communication
Social Studies ▪ demonstrate an understanding of the role of human Social Studies Standards 2005
systems on the Earth ▪ 1-1.2
▪ define culture and realize that different places have
different cultures
Math ▪ See ELA Mathematics Process Standards
▪ Communication
Science ▪ participate in a group discussion about how to treat the Science – Process Standards
earth with respect ▪ Observe
▪ Communicate
Health ▪ demonstrate the ability to use positive communication Health and safety Standards 2009
skills with parents, family members, and peers ▪ I-1.4.3, P-1.4.2
Connections: ELA, Fine Arts: Visual Arts, Dance, Music, S..S.
Related Arts ▪ identify real-life examples of respectful and disrespectful ▪ Students will develop a sense of community.
behavior
▪ analyze elements of respectful and disrespectful behavior

Guidance ▪ See ELA ▪ The student acquires the attitudes, knowledge,
▪ practice effective friendship skills and interpersonal skills to help them understand
▪ identify a goal to be accomplished and respect self and others.
▪ organize a plan to accomplish chosen goal ▪ The student makes decisions, sets goals, and
▪ brainstorm effective ways to deal with aggressive students takes necessary action to achieve goals.
▪ participate in a discussion about school and community
resource people
▪ complete a mapping exercise which supports the
discussion and acts as a visual reinforcer
▪ list ways he/she is alike and different from peers

Grade: 1

The student will…
ELA ▪ identify and recognize family roles and responsibilities ▪ Communication
▪ identify appropriate skills for positive family relationships
Social Studies ▪ See ELA Social Studies Standards 2005

▪ 1-1.4-roles

▪ Communication
▪ Connections
Science ▪ identify things students can do together to take more responsibility Science – Process Standards
for the environment (recycling, using less water and energy, ▪ Observe
buying non-polluting products, etc.) ▪ Communicate
▪ make a plan and implement it
▪ share results in an oral report to class
Health ▪ describe characteristics needed to be a responsible friend and Health and Safety Standards 2009
family member
▪ demonstrate positive strategies to reduce stress and anger in ▪ P-1.5.1
relation to identified stressors
▪ tell how to make healthy (wise, responsible) decisions Connections: Physical Education, Fine Arts:
▪ tell when to ask a grown-up for help when making a decision Dance, Drama, Visual Arts, Music

▪ describe ways to get along with and show respect for your family
and friends
Related Arts ▪ design a "Being Responsible" poster illustrating the six ▪ Students will understand and respect
responsible behaviors others.
▪ display poster in classroom ▪ Students will understand and
appreciate self.
Guidance ▪ See ELA ▪ Students will understand and
appreciate home and family.

Grade: 1

The student will…
ELA ▪ obtain pen pals directly affected from 9/11 and correspond through ▪ Writing
letters, pictures and gifts
Social Studies ▪ discuss ways to be a good citizen in the classroom, in school, the Social Studies Standards 2005
home, and in the community ▪ 1-6.3
Math ▪ brainstorm types of volunteer work young students can do Mathematics Process Standards
▪ use analytical skills to choose a particular volunteer activity he/she ▪ Communication
could do ▪ Problem Solving
buying non-polluting products, etc.). ▪ Communicate
▪ make a plan and implement it.
Health ▪ identify a problem in community that needs to be fixed. Health and Safety Standards 2009
▪ Standard 8: The students will
demonstrate the ability to advocate for
personal, family and consumer health.

Related Arts ▪ identify examples of people demonstrating good citizenship from a ▪ Students will develop a sense of
newspaper, magazine, TV show, or movie. community.
▪ listen to or sing a song about someone who demonstrated good
citizenship.
Guidance ▪ identify careers in the community ▪ The student acquires the attitudes,
▪ distinguish which work activities in the school environment are knowledge, and skills that
done by specific people contribute to effective learning in
▪ describe what they do and why school and across the life span.
▪ listen to and discuss a literary work
▪ illustrate and write about an important lesson learned from the
selection
▪ practice speaking, listening, and inquiry skills during “Show and
Tell” sessions
▪ explain reasons why mistakes are learning experiences
▪ list uses of math outside the classroom
▪ verbalize examples of his/her niche within the family, school, and
community after listening to and discussing selected stories

GENEROSITY DECEMBER
Grade: 1
Trait: GENEROSITY –a willingness to give to others
Focus points: * How do we share with each other every day?


The student will…
ELA ▪ identify examples of sharing/giving in selected stories ▪ Writing
▪ create an alternate ending for selected stories based on characters ▪ Communication
sharing and giving or not sharing or giving. ▪ Connections
▪ maintain a sharing/giving journal
Social Studies ▪ describe how sharing and giving effects friendships Social Studies Standards 2005
▪ describe the process of sharing or giving
▪ explore different holiday customs for giving and sharing in other
cultures
Math ▪ keep a tally of different acts of sharing observed at recess Mathematics Process Standards
▪ create a graph of acts of sharing or giving observed in the ▪ Communication
classroom or at holiday times ▪ Representation

Science ▪ identify examples of sharing Science – Process Standards
▪ maintain a visual classroom record of sharing during a given time ▪ Observe
▪ Communicate
Health ▪ See S.S Health and Safety Standards 2009
▪ Students will demonstrate the
ability to use interpersonal
health.
Related Arts ▪ create drawings for giving at the holidays – to be donated to ▪ Students will understand and respect
nursing home or taken home for someone special others.
▪ participate in songs of sharing and giving
▪ demonstrate sharing when participating in related arts activities
Guidance ▪ participate in school-wide community service learning project ▪ Learning to Live
(food drive, angel trees, etc.) ▪ Students will understand and respect
▪ participate in discussion to answer the following questions: others.
o What are ways we can give to others?
o What are ways we share at school and at home?

Grade: 1

The student will…
ELA ▪ follow the class and school rules ▪ Communication
▪ participate in class activities
▪ define “healthy choices”
Social Studies ▪ identify positive ways of handling anger Social Studies Standards 2005
▪ list these positive behaviors on a chart
▪ post the chart in the classroom and refer to it when situations arise.
▪ Communication
▪ Connections
Science ▪ practice organizational skills in maintenance of classroom Science – Process Standards
▪ complete assigned “housekeeping” tasks in classroom ▪ Observe
▪ exhibit correct manners and behaviors in cafeteria ▪ Communicate
▪ identify examples of safe behavior in stories
Health ▪ demonstrate use of positive self-management skills Health & Safety Standards 2009
▪ demonstrate strategies for reducing or avoiding unsafe situations ▪ I-1.4.3, P-1.5.1, P-1.6.1
▪ identify and describe feelings and actions
▪ explain the importance of a positive self-image Connections: ELA,
▪ exhibit self-control and individual responsibility SOCIAL STUDIES

Related Arts ▪ practice listening skill of following multi-step directions ▪ Students will understand and respect
▪ share drawings with classmates others.
▪ participate in discussion of importance of following directions
carefully
Guidance ▪ See Health ▪ Students will understand and
appreciate self.

Grade: 1

The student will…
ELA ▪ maintain a journal to record acts of kindness observed, received, or ▪ Writing
given to other
▪ list careers that involve caring Connections: Science
▪ identify traits of “caring professions”
▪ identify acts of kindness performed by characters in selected
stories
▪ create alternate endings for selected stories based on characters
performing, or not performing, acts of kindness
Social Studies ▪ describe similarities and differences among individuals Social Studies Standards 2005
▪ describe the process of making and keeping a friend ▪ 1-1.1
▪ describe similarities and differences among others
▪ demonstrate an understanding of the role of human systems on the
Earth.
▪ define culture
▪ be able to explain that different places have different cultures

Math ▪ list on board acts of caring observed at Recess Mathematics Process Standards
▪ list acts of kindness from Recess ▪ Communication
▪ count and record the number of students who witnessed each act ▪ Representation
during recess
▪ count and record number of students who witnessed each act on
the playground
Science ▪ identify examples of kind acts Science – Process Standards
▪ maintain a visual classroom record of acts of kindness done or ▪ Observe
received ▪ Communicate
▪ identify examples of kind acts
▪ maintain a visual classroom record of acts of
▪ done or received
Health ▪ demonstrate the ability to influence and support others in making Health and Safety Standards 2009
positive mental health choices ▪ P-1.2.1, I-1.4.3, P-1.5.1
▪ Live by the ‘golden rule’, treat others the way you want to be
treated
Related Arts ▪ participate in class discussion of importance of individual action ▪ Students will understand and respect
in making the world a better place to live others.
▪ brainstorm ideas of actions children can to make the world a better
place
▪ display posters in selected public places
▪ publish a class book on how to be a caring person.
▪ draw pictures of caring behaviors
▪ write a description of each caring behavior
Guidance ▪ See SOCIAL STUDIES ▪ Students will understand and respect
▪ Live by the ‘golden rule’, treat others the way you want to be others.
treated

PERSEVERANCE MARCH
Grade 1
Trait: PERSEVERANCE---being persistent in one’s efforts to accomplish a purpose or goal despite

Focus points: * We all need to have an “I Can” attitude and try our best.
* Read Stand Tall Molloy Lou Melon and how she was successful.
* There were many things they didn’t know how to do when they were babies, but now they can.
* Trying to do new things and practicing are the only way to learn something.
* Asking a friend or grown up for help when frustrated is ok.

The student will…
ELA ▪ read selected stories about characters who persevere English Language Arts – Strands
▪ identify ways character persevered ▪ The student will write effectively for
▪ write alternate ending for story showing what would happen if the different audiences and purposes
character had given up
▪ use non-print media to illustrate written ideas
Social Studies ▪ See Guidance Social Studies Standards 2005
Math ▪ practice sequencing skills by correctly ordering events in selected Mathematics Process Standards
stories ▪ Communication
Science ▪ identify examples of perseverance by characters in selected stories Science – Process Standards
▪ identify the cause and effect of character’s actions in selected stories ▪ Observe
▪ Communicate

Health ▪ reflect back to younger years and list times when perseverance Health and Safety Standards 2009
helped them learn a new skill (riding a bike, tying shoes, etc.)  M-1.1.1
▪ practice asking for help when frustrated by obstacles
Related Arts ▪ try a new skill in PE and practice until mastered.
▪ learn to play an instrument ▪ Students will understand and appreciate
▪ work on a multi-step art project to completion self.
Guidance ▪ learn problem solving skills (see 2nd Step)  Students will understand and appreciate
▪ learn to effectively use an I-message to express frustration self.
▪ identify “self talk” phrases (I can, etc.) to encourage self
▪ learn ways to ask for assistance from adults and peers

Grade: 1
Trait: HONESTY/INTEGRITY- to be truthful; fair and straightforward in conduct
*Compare and contrast behaviors of famous people who demonstrated honesty and those who did not.

The student will…
ELA ▪ identify examples of honest behavior by characters in selected ▪ Reading
stories ▪ Writing
▪ compare and contrast examples of honest and dishonest behavior ▪ Communication
− Connections: Health
Social Studies ▪ conduct a survey in your school or community regarding Social Studies Standards 2005
perceptions of honest and dishonest behavior
▪ compile survey results into a scrapbook or other graphic record
Math ▪ complete sequencing activities related to plot events in selected Mathematics Process Standards
stories ▪ Communication
▪ Reasoning and Proof
Science ▪ conduct a survey in your school or community regarding Science – Process Standards
perceptions of honest and dishonest behavior ▪ Observe
▪ compile survey results into a scrapbook or other graphic record ▪ Communicate
Health ▪ write an essay about a situation in which you were dishonest (lied, Health and Safety Standards 2009
cheated, or stole). ▪ I-1.4.3, P-1.5.1
Related Arts ▪ role-play or use puppets to act out various situations where one or ▪ Students will understand and respect
more students are under pressure to be dishonest others.
▪ videotape presentation and share with other classes

Guidance ▪ keep an "Honesty-Dishonesty" journal for one week. ▪ Students will understand and respect
▪ write a summary of journal entries others.
▪ share findings in oral presentation to classmates

Grade: 1
Trait: FAIRNESS-- to play by the rules, to be open minded to the viewpoints of others

The student will…
ELA ▪ review classroom and school rules ▪ Reading
▪ discuss how rules help us get along at school and at home ▪ Writing
▪ explain why cooperation is important in the school and classroom ▪ Communication
▪ practice working as a team member in teacher selected activities
Connections: Health, Physical Educations

Social Studies ▪ discuss how it feels to be included in a group Social Studies Standards 2005
o How can we make someone feel included? What does it feel like ▪ 1-1.1, 1-3.4, 1-1.5, 1-6.3
when you want to be included in a group, but are not?
▪ describe the similarities and differences among individuals
▪ demonstrate steps to solve problems and conflicts peacefully in
his/her everyday life.
▪ identify reasons people need to communicate with others. The
students will list ways to communicate..
▪ discuss how families and communities cooperate to get what they
need.
▪ discuss how members of a family work together
Math ▪ practice measuring and recording heights Mathematics Process Standards
▪ compare and contrast objects of different heights ▪ Communication
▪ work cooperatively on a task ▪ Reasoning and Proof
▪ list examples of cooperative behaviors
▪ with teacher assistance, rate self on level of cooperation with others
▪ Communicate
Health ▪ talk about safety rules in team sports Health and Safety standards 2009
▪ demonstrate non-violent strategies to resolve conflicts ▪ I-1.4.3
▪ See SOCIAL STUDIES ▪ Standard 4: Students will demonstrate
the ability to use interpersonal
health
Connections: Fine Arts:

Drama, SOCIAL STUDIES,
ELA
Related Arts ▪ create a skit about the first day of school, include ideas and lessons ▪ Students will understand and
that might help friends in school respect others.
▪ sing selected songs related to friendship
▪ design and display a "How to Cooperate" poster or drawing that
illustrates the cooperative behaviors listed at the top of this column.
▪ display posters on a wall.
Guidance ▪ use books that relate to fairness and cooperation. Discuss the ▪ Students will understand and
character’s behavior, both positive and negative. respect others.
appreciate self.
▪ The student makes decisions, sets
goals, and takes necessary action to
achieve goals.

RESPECT SEPTEMBER
Grade: 2

The student will…
ELA ▪ describe similarities and differences among others English Language Arts – Strands
▪ explain and exhibit appropriate types of communication – The student will draw upon a variety of
▪ identify and model skills for conflict resolution strategies to comprehend, interpret,
▪ See Guidance for the following: analyze, and evaluate what he or she
▪ If You’re Happy! , My Family, Ups and Downs, Choices, Target reads.
Practice – The student will recognize,
demonstrate, and analyze the qualities
of effective communication
Social Studies ▪ identify likenesses and differences in the population of different Social Studies Standards 2005
places ▪ 2-1.3

▪ Communication


Health ▪ show how to address adults respectfully Health and Safety Standards 2009
▪ See Guidance for the following: ▪ Standard 4: Students will
▪ If You’re Happy!, My Family, Ups and Downs, Choices, Target demonstrate the ability to use
Practice interpersonal communication skills to
enhance health
▪ See Guidance
Connections: ELA, Fine Arts - Drama

Related Arts ▪ make a class contract to lay out a set of rules for having a ▪ Students will understand and respect
respectful classroom. What will be the penalties for violating the others.
rules?
▪ brainstorm ways to make your school environment more
respectful.
▪ create a list of recommendations; place them in your school
newspaper or on a poster.
Guidance ▪ See ELA ▪ Students acquire the attitudes,
If You’re Happy! knowledge, and interpersonal skills to
▪ be able to identify several familiar emotions, help them understand self and others
▪ relate specific events to these emotions, and consider ▪ Students make decisions, set goals,
consequences of emotions and take necessary action to achieve
My Family goals
▪ be able to recognize family roles and identify the individual in
their family who fulfills each role
Ups and Downs
▪ be able to identify a given prompt as a positive or negative
statement and will be able to describe the feelings it creates
Choices
▪ be able to recognize and create alternatives for specific situations
Target practice
▪ identify a goal, relate it to a target shape, and discuss personal
qualities which would help achieve the targeted goal

Grade: 2

The student will…
ELA ▪ identify and recognize family roles and responsibilities English Language Arts – Strands
▪ identify appropriate skills for positive family relationships – The student will draw upon a variety
of strategies to comprehend, interpret,
analyze, and evaluate what he or she
reads.
▪ 1-1.4

▪ Communication

Health ▪ describe characteristics needed to be a responsible friend and Health and Safety Standards 2009:
family member ▪ M-2.1.2, N-2.1.4, M-2.4.1, I-2.4.1, I-
▪ show how to express joy, sadness, frustration, and fear in healthy 2.4.2, P-2.5.1, I-2.6.1, M-2.7.1, I-
ways 2.7.1, N-2.7.1, I-2.8.1, D-2.8.1, P-
▪ demonstrate strategies for reducing and avoiding unsafe situations 2.8.1, N-2.8.1
▪ set a goal and develop a plan for personal responsibility within the
family and track its progress
Connections: Fine Arts – Dance, Visual Arts,
Music, Drama, and S. S., ELA, Physical
Education, Math
Related Arts ▪ contribute to a discussion about classroom responsibility: ▪ Students will make decisions, set
▪ What are the kids' responsibilities, and what are the teacher’s goals, and take actions.
responsibilities? What are the consequences of being ▪ Students will understand and respect
irresponsible? others.
▪ What are the rewards of being responsible?
▪ Make a chart of these responsibilities on the board
Guidance ▪ identify and recognize family roles and responsibilities ▪ Students will understand and
▪ identify appropriate skills for positive family appreciate home and family.
▪ relationships ▪ Students will employ strategies to
▪ describe why school is important achieve school success.
▪ describe how he/she learns something
▪ describe the tools needed to do schoolwork
▪ describe how they plan to do a school
▪ assignment

Grade: 2

The student will…
ELA ▪ See Guidance ▪ Reading
▪ Communication
Social Studies ▪ define citizenship Social Studies Standards 2005

▪ identify ways to demonstrate good citizenship ▪ K-4.1
Math ▪ brainstorm types of volunteer work young students can do Mathematics Process Standards
▪ use analytical skills to choose a particular volunteer activity he/she ▪ Communication
could do ▪ Problem Solving
for the environment (recycling, using less water and energy, buying ▪ Observe
non-polluting products, etc.). ▪ Communicate
▪ make a plan and implement it. ▪ See www.goodcharacter.com
▪ share results in an oral report to class

Health ▪ recognize the influences of peers and family on behaviors related to Health and Safety Standards 2009
ATOD use ▪ M-2.1.1, D-2.1.1, I-2.2.1, D-2.2.1, P-
2.2.1, N-2.2.1, N-2.2.2, D-2.3.1, I-
2.4.1, I-2.7.1, I-2.8.1, D-2.8.1, P-2.8.1,
N-2.8.1
▪ See Guidance
Related Arts ▪ identify needs in the school or community ▪ Students will develop a sense of
▪ plan a service project to meet those needs community
▪ demonstrate respect for other students’ work in related arts classes ▪ Students will understand and respect
others.
▪ For guidance in planning a service
project, visit www.goodcharacter.com
and click on "service learning."
Guidance ▪ Building a Community ▪ Students will develop a sense of
o identify Careers in the community community
o distinguish which work activities in the school ▪ Students will understand and respect
environment are done by specific people others.
o describe what they do and why
▪ Baking Up School Success
o describe why school is important
o describe how they learn something
o describe the tools needed to do school work
o describe how they plan to do a school assignment
▪ Big Green Ball
o independently create a green ball of their own after
listening to and discussing the Steven Kellogg story,
The Mystery of the Magic Green Ball
▪ Teacher Says
o practice listening to and following one, two, and three
step directions
▪ Decisions!
o evaluate choices made by characters in story and will
apply some of these skills to personal situations
▪ I Can!
o realize some of the skills which they have mastered, and
will also indicate a skill on which they can work during
the year
▪ Work Out!
o be able to indicate at least one way in which schoolwork
relates to a specific job

GENEROSITY DECEMBER
Grade: 2
Focus points : * How do we share with each other every day?
* How does the character trait of generosity fit into your school setting?
* How does generosity effect friendships?
* How does generosity effect our community?

The student will…
ELA ▪ read selected stories and answer the following: English Language Arts – Strands
o How did giving effect characters in the story/ ▪ The student will recognize, demonstrate,
o If you had written the story, what changes would you have and analyze the qualities of effective
made to demonstrate more generosity? Why? communication
o Explain how the story would have ended if generosity had ▪ The student will write effectively for
taken place or had not taken place. different audiences and purposes
▪ generate a list of ways we can be generous with during the
holidays
Social Studies ▪ describe the process of sharing/giving Social Studies Standards 2005
▪ recognize the similarities and differences in various cultures and
generosity during the holidays
▪ state examples of generosity in various holiday customs
Math ▪ brainstorm lists of ways to share and give both with and without Mathematics Process Standards
material objects ▪ Communication
▪ make a chart showing the ways to give ▪ Reasoning and Proof
▪ measure and weigh food for the food fight
▪ estimate pounds of food collected
Science ▪ keep a tally of different acts of sharing observed at recess Science – Process Standards
▪ create a graph of acts of sharing or giving observed in the ▪ Observe
classroom or at holiday times ▪ Communicate
▪ make a plan for giving and implement it
Health ▪ tell how sharing and giving occur Health and Safety Standards 2009
▪ tell how it feels when they are generous and share ▪ M-2.4.1
▪ write about how it felt when someone share with you and how it ▪ Students will demonstrate the ability
felt when you shared with another to use interpersonal communication
skills to enhance health
Related Arts ▪ create drawings for giving at the holidays – to be donated to ▪ Students will develop a sense of
nursing home or taken home for someone special community.
▪ participate in songs of sharing and giving ▪ Students will understand and respect
others.
Guidance ▪ participate in school-wide community service learning project ▪ Learning to Live

(food drive, angel trees, etc.) ▪ Students will develop a sense of
▪ participate in discussion to answer the following questions: community.
o What are ways we can give to others? ▪ Students will understand and respect
o What are ways we share at school and at home? others.

Grade: 2

The student will…
ELA ▪ identify ways in which they handle their anger in positive ways English Language Arts – Strands
▪ list these anger management techniques on a chart ▪ The student will write effectively for
▪ post the chart in the classroom and refer to it when situations arise. different audiences and purposes
▪ design a "Saying No" poster
▪ display poster in classroom
Social Studies ▪ understand and appreciate self Social Studies Standards 2005

▪ Communication


Health ▪ Finding Beauty Health and Safety Standards 2009
o identify and describe feelings and actions ▪ N-2.1.1, N-2.1.2, N-2.1.3, N-2.1.4,
o explain the importance of a positive self-image M-2.4.1, I-2.4.1, I-2.4.2, P-2.5.1, I-
o exhibit self-control and individual responsibility 2.6.1, P-2.6.1, P-2.6.2, N-2.6.1, N-
▪ The M&M Experiment 2.6.2, M-2.7.1, N-2.8.1
o understand and appreciate self identify strategies for
managing stress and emotions Connections: Physical Education, Fine Arts -
Visual Arts, Music, Drama, Dance, Math, ELA,
▪ tell what things cause stress, depression, and anger and explain how
to cope
▪ show how to sleep, good nutritional choices and exercise can reduce
stress, depression and anger
Related Arts ▪ identify and describe feelings and causes of ▪ Students will understand and respect
▪ anger others.
▪ identify situational stressors that can trigger anger and other
negative emotions
▪ select examples of anger in real-life situations
Guidance ▪ See Health ▪ Students will understand and

appreciate self.

Grade: 2
CARING – to demonstrate concern through kindness and acceptance while meeting the needs of self and others
*Identify at least one person in your family or community that displays acts of kindness and explain how you know that.

The student will…
ELA ▪ identify behaviors of a caring person English Language Arts – Strands
▪ write a response to a print or non-print medium that analyzes the  The student will recognize, demonstrate,
work and supports judgments with specific references to the text and analyze the qualities of
▪ write effectively for a specific purpose effective communication
▪ generate variety of examples of acts of kindness  The student will write effectively
▪ use non-print media to illustrate written ideas for different audiences and
purposes

Social Studies ▪ describe the similarity and differences among others Social Studies Standards 2005
▪ describe the process of making and keeping a friend ▪ 2-1.2, 2-1.4
▪ recognize that the U.S. is made up of a diverse population that
reflects specific cultural beliefs
▪ relate folktales to people from regions through the world
▪ state examples of ways that a nation’s heritage is formed by customs
and beliefs of people from many cultures.
Math ▪ contribute to group discussion by practicing appropriate speaking Mathematics Process Standards
and listening skills ▪ Communication
▪ brainstorm list of caring and altruistic behaviors ▪ Reasoning and Proof
▪ evaluate consequences and effects of various actions
▪ contribute to group discussion by practicing appropriate speaking
and listening skills
for the environment (recycling, using less water and energy, buying ▪ Observe
non-polluting products, etc.). ▪ Communicate
▪ make a plan and implement it.
▪ use appropriate speaking skills to share results in an oral report to
the class
▪ generate examples of kind acts
▪ maintain a visual classroom record of acts of kindness done or
received
Health ▪ show how to help a friend experiencing stress to feel better Health and Safety Standards 2009
▪ Explain why it is not nice to label people because of race, gender, or ▪ M-2.1.1, M-2.4.1, I-2.4.2, M-2.5.1,
disability P-2.8.1
▪ See S.S. Connections: Physical Education, ELA, Fine Arts

Visual Arts, Drama

Related Arts ▪ identify needs in the school or community ▪ Students will understand and
▪ plan a service project to meet those needs. respect others.
▪ develop a sense of community
▪ verbalize connections between all class members
▪ state cause and effect relationship between acts of kindness and
sense of community
▪ identify how to help younger children at play
Guidance ▪ See S.S. ▪ Students will understand and
respect others.

PERSEVERANCE MARCH
Grade 2

Focus points: * Persistence pays off, examples of famous people who had to keep trying to succeed.
* From selected stories reflect on how perseverance led the character to success.
* Discuss phrases used to encourage perseverance such as “stick to it”, “keep trying,” “I can,” “practice makes perfect,”
“I think I can,” etc.
• Identify ways to persevere, list ways you can show perseverance.
•

The student will…
ELA ▪ read biographies of people who overcame obstacles to be English Language Arts – Strands
successful. ▪ The student will write effectively for
▪ identify ways character persevered. different audiences and purposes
▪ make posters for the classroom of phrases or quotes to encourage
perseverance
▪ using non-print media, illustrate written ideas
▪ recognize historical figures who persevered to succeed Social Studies Standards 2005
Social Studies ▪ -state examples of ways our nation’s heritage was formed by
perseverance
▪ -See ELA and SS Mathematics Process Standards
Math ▪ Communication
▪ Chart progress of skill being practiced Science – Process Standards
Science ▪ Observe
▪ Communicate
▪ reflect back to younger years and list times when perseverance Health and Safety Standards 2009
helped them learn a new skill (riding a bike, tying shoes, etc.) ▪ Demonstrate ability to use
Health ▪ Practice asking for help when frustrated by obstacles interpersonal skills to enhance health.
▪ draw about a time they succeeded by practicing ▪ Students will understand and respect
Related Arts ▪ learn a new instrument and practice others.
▪ sing songs about perseverance
▪ practice new skills in PE until successful
▪ encourage others trying new skills
▪ learn problem solving skills (see 2nd Step) ▪ Students will understand and
Guidance ▪ learn to effectively use an I-message to express frustration appreciate self.
▪ identify “self talk” phrases (I can, etc.) to encourage self
▪ learn ways to ask for assistance from adults and peers

Grade: 2

The student will…
ELA ▪ identify examples of honesty displayed by characters in selected English Language Arts – Strands
stories − The student will draw upon a variety of
strategies to comprehend, interpret, analyze,
and evaluate what he or she reads.
Social Studies ▪ conduct a survey in your school or community asking questions like Social Studies Standards 2005
the following: Do you think people are honest enough? What are
some examples of dishonesty you really dislike? What are some
examples of honesty that you especially appreciate?
▪ compile the results into a scrapbook.
Math ▪ correctly sequence plot events in selected stories Mathematics Process Standards
▪ Communication
Science ▪ study the biographies of outstanding persons such as Benjamin Science – Process Standards
Franklin, Alexander Graham Bell, the Wright brothers, Thomas ▪ Observe
Edison or others ▪ Communicate
▪ identify examples of honest behavior in their lives
Health ▪ Participate in the following discussion: Health and Safety Standards 2009
o Talk about a time somebody broke a promise to you. How did ▪ M-2.4.1, I-2.4.1, I-2.4.2, M-2.5.1
that make you feel? Have you ever broken a promise to someone?
How do you think it made that person feel?

Related Arts ▪ role-play or use puppets to act out various situations where one or ▪ Students will understand and respect
more students are under pressure to be dishonest. Example: lying to others.
cover up for a friend
▪ videotape activity and share it with other classes.
Guidance ▪ keep a daily record of choices made that involve honesty for a week. ▪ Students will understand and respect
▪ analyze choices at the end of the week: How do you feel about the others.
choices you made? How could you do better? ▪ Students will understand and
appreciate self.

Grade: 2
Trait: FAIRNESS – to play by the rules, to be open minded to the viewpoints of others
Focus points:*Identify a character and explain how he/she demonstrated fairness?

The student will…
ELA ▪ Identify ways characters in selected stories acted in ways that were English Language Arts – Strands
fair and just ▪ The student will write effectively for
▪ imagine that you get out of bed one morning in a rotten mood feel different audiences and purposes.
like being totally uncooperative for the whole day. Write about all
the things you could do that would make your friends and teachers
look at you and say, "Boy, are you being uncooperative today!"

Social Studies Problem Solving Stepping Stones Social Studies Standards 2005
▪ identify and model skills for conflict resolution ▪ Review K-2.1, and 1-3.4
Friendship Flowers ▪ 2-1.1, 2-1.3, 1-1.4
▪ describe the similarities and differences among others
▪ recognize the reason rules and laws exist
▪ examine consequences of breaking rules
▪ identify ways people in America work together as a nation
▪ list major principles and ideals of American democracy.
▪ recognize the importance of citizens working together for a
common goal
Math ▪ design a "How to Cooperate" poster that illustrates cooperative Mathematics Process Standards
behaviors ▪ Communication
▪ display it on a wall ▪ Representation
▪ classify classmates according to given categories ▪ Communicate
▪ generate examples of fair and unfair behaviors
▪ observe connections between concept of fairness and real-life
situations
Health ▪ analyze elements of fairness and unfairness, of justice and injustice, Health and safety Standards 2009
in given situations ▪ M-2.1.2, M-2.4.1, I-2.4.1, I-2.4.2, I-
▪ contribute to class discussion in appropriate ways 2.7.1, P-2.2.1, P-2.6.2
▪ make a health plan to help with family chores
▪ describe questions to ask when making decisions with friends Connections: ELA
▪ demonstrate how to respond to an angry classmate

Related Arts ▪ work cooperatively in teams to create music ▪ Students will understand and respect
▪ list cooperative behaviors that were necessary to make the music others.
Guidance ▪ See SOCIAL STUDIES ▪ Students will develop a sense of

community
▪ Students will understand and respect
others.
RESPECT SEPTEMBER
Grade: 3

The student will…
ELA ABCs of Feelings ▪ Reading
▪ describe personal feelings ▪ Communication
▪ practice self-control and individual responsibility
▪ apply conflict resolution skills
▪ describe and demonstrate ways to listen and express feelings that
enhance effective communication
▪ identify possible solutions to a problem
▪ explain effective coping skills for dealing with problems
▪ identify and outline consequences of decisions and choices

Social Studies ▪ Hands and Mouths Social Studies standards 2005
▪ practice self-control and individual responsibility ▪ 2-3.2, 2-1.4, 2-2.4
▪ recognize and explain personal boundaries, rights, and needs
▪ model effective communication skills
▪ identify and explain appropriate and inappropriate touching
▪ identify and understand the role of resource people in the school
and community
▪ understand how to seek the help of resource people in the
community
▪ practice personal safety habits
▪ give examples of people who exhibited leadership skills in public
service
▪ describe how South Carolinians use folklore to perpetuate their
ideas and values
▪ explain why people must respect the environment
Math ▪ record data in appropriate format Mathematics Process Standards
▪ represent findings in appropriate format and share with others ▪ Communication
▪ Representation
Science ▪ See ELA Science – Process Standards
▪ Observe
▪ Communicate
Health ▪ See ELA Health & Safety Standards 2009
▪ See SOCIAL STUDIES ▪ M-3.1.3, D-3.1.4, M-3.2.1, I-3.2.2,
▪ define culture and explain how cultures differ M-3.4.1, I-3.4.1, M-3.7.1, M-3.7.2
▪ explain how to be a loving family member
▪ describe ways to show respect for self and others and what to do if Connections: ELA, SOCIAL STUDIES, Fine
someone does not show respect Arts: Drama, Visual Arts,
2
Related Arts ▪ identify and analyze real-life examples of respectful and ▪ Students will understand and respect
▪ disrespectful behavior others.
▪ analyze elements of respectful and disrespectful behavior
Guidance ▪ identify his/her positive characteristics and understand that others ▪ The student acquires the attitudes,
recognize them too knowledge, aptitudes and
▪ work together to complete a task interpersonal skills to help them
▪ work daily on assigned classroom jobs and indicate on posted understand and respect self and
chart when the job is completed others
▪ recognize and choose consequences for good and bad decisions ▪ The student makes decisions, sets
▪ distinguish between situations which require the help of peers and goals, and takes necessary action to
those which require the help of adults achieve goals
3
Grade: 3

The student will…
ELA ▪ write a narrative composition about responsible or irresponsible English Language Arts – Strands
behavior ▪ The student will write effectively for
▪ write a composition describing someone you think is very different audiences and purposes.
responsible. What do you like about that person?
Social Studies ▪ list examples of people who exhibited leadership skills in public Social Studies standards 2005
service ▪ 3-3.4
Math ▪ explain why found money should be turned in regardless of the Mathematics Process Standards
amount [move the decimal to the right and add zeros 1.00, 10.00, ▪ Communication
etc.] ▪ Problem Solving
Science ▪ list appropriate steps in decision-making, problem-solving, and Science – Process Standards
goal-setting processes ▪ Observe
▪ identify possible solutions to a problem ▪ Communicate
▪ identify and recognize consequences of decisions grow plants from
seeds and record results of project in a journal
▪ identify behaviors of cooperation and responsibility required for
success
4
Health ▪ explain what to do if a friend plans to do something wrong Health and Safety Standards 2009
▪ explain responsible ways to manage anger ▪ M-3.1.3, _-3.1.2, P-3.1.1, P-3.1.2, P-
▪ discuss the need to follow rules, laws, and obey authority 3.1.3, M-3.4.1, I-3.4.1, _3.5.1, P-3.5.1
▪ describe the steps of responsible decision-making with peers and
within the family Connections: ELA, SOCIAL STUDIES, Fine
Arts: Drama, Visual Arts
Related Arts ▪ See Guidance ▪ Students will understand and respect
others.
Guidance ▪ design a "Being Responsible" poster illustrating the six responsible  Students will understand and respect
behaviors others.
▪ display poster on classroom wall  Students will develop a sense of
▪ contribute to a discussion about classroom responsibility: What are community
the kids' responsibilities, and what are the teacher's responsibilities?
What are the consequences of being irresponsible? What are the
rewards of being responsible?
▪ make a chart of these responsibilities on the board
5
Grade: 3

The student will…
ELA ▪ write about the consequences of Garbage vs. Recycling English Language Arts – Strands
▪ explain effective coping skills for dealing with problems ▪ The student will draw upon a
▪ describe types of situations that make learning easy and/or difficult variety of strategies to comprehend,
▪ develop effective coping skills for dealing with problems interpret, analyze, and evaluate
▪ describe why listening is important to learning what he or she reads.
▪ describe their responsibilities as students ▪ The student will recognize,
▪ describe situations that make learning easy and/or difficult demonstrate, and analyze the
▪ develop and apply listening, speaking, and writing skills necessary qualities of effective
for academic success communication.
▪ tell about school and community roles
▪ explain how the personal qualities of responsibility, dependability,
punctuality, and integrity contribute to success in the work place
Social Studies ▪ See ELA Social Studies standards 2005
▪ explain why people must respect the environment ▪ 3-1.4
6
Math ▪ identify reasons for giving unselfishly of yourself to help others Mathematics Process Standards
▪ agree or disagree to statement “it is better to give than receive” ▪ Communication
Science ▪ See Health Science – Process Standards
▪ Observe
▪ Communicate
Health ▪ explain effective coping skills for dealing with problems Health and Safety Standards 2009
▪ describe types of situations that make learning easy and/or difficult ▪ Good Citizenship
▪ develop effective coping skills for dealing with problems ▪ I-3.1.2, P-3.1.3, P-3.2.2, I-3.2.1, I-
▪ describe personal feelings 3.2.2, I-3.3.1, M-3.4.1, I-3.4.1, I-
▪ practice self-control and individual responsibility 3.5.1, P-3.5.1, P-3.5.2, P-3.8.1, P-
▪ apply conflict resolution skills 3.8.2
▪ describe and demonstrate ways to listen and express feelings that ▪ Students will demonstrate the
enhance effective communication ability to practice behaviors that
▪ identify possible solutions to a problem enhance health and reduce risks.
▪ explain effective coping skills for dealing with problems
▪ plan a service project to meet those needs community.
Guidance ▪ learn how to set goals ▪ The student acquires the attitudes,
▪ distinguish between good and bad study habits knowledge, aptitudes and skills that
▪ identify and categorize rights and responsibilities contribute to effective learning in
▪ identify effective ways to prepare for tests school and across the life span
▪ recognize and demonstrate responsible behaviors ▪ The student completes school with
the academic preparation essential
to choose from a wide variety of
7
2009 HEALTH STANDARDS substantial occupations
GENEROSITY DECEMBER
Grade 3
Trait: GENEROSITY—a willingness to give to others; unselfishness
Focus points: *What do you consider an act of generosity?
*Identify characters in literature that have demonstrated generosity.
*Identify real-life examples of those who have demonstrated generosity.
*Write about times you have been generous and the rewards of generosity.

The student will…
ELA ▪ identify ways characters in selected stories acted in ways that English Language Arts—Strands
were generous ▪ The student will draw upon a variety of
strategies to comprehend, interpret,
analyze, and evaluate what he or she reads.
Social Studies ▪ describe similarities and differences among others Social Studies Standards 2005
▪ examine rewards of generous behaviors • Native Americans help European settlers
in South Carolina
Math ▪ brainstorm “dos and don’ts” of generosity Mathematics process Standards
▪ identify real-life examples of generosity • Communication
▪ post lists of generous behaviors in classroom; integrate data • Reasoning and Proof
collection and graphing • Representation
Science ▪ classify classmates according to acts of generosity Science—Process Standards
▪ generate examples of generous and selfish behaviors • Observe
▪ observe connections between concepts of generosity and real-life • Classify
situations • Communicate
8
Health ▪ See S.S. Health and Safety Standards 2009
▪ role play generous acts
▪ role play how to respond top a selfish classmate Second Step Curriculum
Connections: ELA, Fine Arts-Visual Arts, Drama

Related Arts ▪ identify real-life examples of generous and selfish behavior ▪ Students will understand and respect
▪ analyze elements of generosity and selfishness in given situations others.
▪ contribute to class discussions in appropriate ways
Guidance ▪ describe similarities and differences among others ▪ Students will understand and respect
▪ describe the process of making and keeping a friend others.
▪ examine rewards of generous behaviors
9
Grade: 3

The student will…
ELA ▪ analyze feelings and coping strategies English Language Arts – Strands
▪ write for different audiences and purposes
▪ The student will write effectively for
different audiences and purposes.
Social Studies ▪ identify real-life examples of angry behavior Social Studies standards 2005
▪ list alternative behaviors related to anger management
▪ write for various audiences and purposes
▪ identify positive and negative results of anger
Math ▪ calculate the amount of time spent watching TV in a week Mathematics Process Standards
▪ create a color bar graph to record data ▪ Communication
▪ discuss how too much TV affects self-discipline. ▪ Representation
Science ▪ practice organizational and teamwork skills in maintenance of Science – Process Standards
classroom ▪ Observe
▪ complete assigned “housekeeping” tasks in classroom ▪ Communicate
▪ exhibit correct manners and behaviors in cafeteria
▪ explain why self-discipline is important in maintaining a healthy
lifestyle
10
Health ▪ describe characteristics and behaviors that promote positive Health and Safety Standards 2009
mental health ▪ M-3.1.1, M-3.1.3, I-3.1.2, P-3.1.1,
▪ demonstrate use of positive self-management skills. (e.g. ways to P-3.1.2, N-3.1.3, M-3.4.1, I-3.4.1, I-
manage frustration and emotions such as fear, anger, sadness, 3.5.1, P-3.5.1, P-3.5.2, N-3.6.1, G-
disappointment, happiness) 3.7.1, P-3.7.1
▪ show how to handle disappointment and success (e.g., journal
entries, etc.)
▪ demonstrate strategies to resist negative peer pressure Connections: Fine Arts – Dance,
▪ show how to practice self-talk that helps prevent giving in to peer Visual Arts, Music and Drama
pressure
Related Arts ▪ brainstorm examples of situations that trigger angry behaviors ▪ Students will understand and respect
▪ represent graphically alternative behaviors related to anger others.
management
Guidance ▪ practice coping skills by identifying alternative behaviors in ▪ Students will understand and
response to negative emotions and experiences appreciate self.
11
Grade: 3
*Have you ever felt like one of the characters in the story? Explain.

The student will…
ELA ▪ list examples of caring actions English Language Arts – Strands
▪ identify behaviors of a caring person ▪ The student will write effectively for
▪ write effectively for a specific purpose different audiences and purposes.
▪ generate variety of examples of acts of kindness
Social Studies ▪ identify real-life examples of caring and uncaring behaviors Social Studies standards 2005
▪ write for various audiences and purposes
▪ practice writing a friendly letter
▪ identify ways children can be kind to each other in a school setting
▪ work in teams to create illustrations of accepting behaviors
Math ▪ practice appropriate group discussion skills Mathematics Process Standards
▪ brainstorm alternate solutions to given problem ▪ Communication
▪ evaluate consequences and effects of various behaviors ▪ Problem Solving
12
▪ contribute to group discussion by practicing appropriate speaking
and listening skills
▪ brainstorm list of caring and altruistic behaviors
▪ evaluate consequences and effects of various actions
Science ▪ identify actions that affect environment positively and negatively Science – Process Standards
▪ brainstorm actions which enhance the environment ▪ Observe
▪ evaluate validity of suggested behaviors ▪ Communicate
▪ generate examples of kind acts
▪ maintain a visual classroom record of acts of kindness done or
received
Health ▪ explain what to do if a friend plans to do something wrong Health and Safety Standards 2009
▪ define cultures and explain how cultures differ ▪ M-3.1.3, M-3.1.4, M-3.4.1, I-3.4.1, I-
3.5.1, P-3.5.1, I-3.6.1, M-3.7.1
▪ plan a volunteer project to meet those needs, i.e. singing at nursing community.
home or making gifts for those in hospital
▪ demonstrate respect for various cultures studied
▪ dramatize situations
Guidance ▪ answer the following: ▪ Students will understand and respect
o What things could you do (or, have you done) that would others.
help somebody who needs it?
o How do you feel when people show that they really care
about you?
o Do you consider yourself a caring person? In what ways
are you a caring person?
▪ See Related Arts
▪ role-play situations related to kindness and acceptance of others
o identify coping skills related to making friends
13
PERSEVERANCE MARCH
Grade 3

difficulty or obstacles; willingness to try again despite mistakes and failure
Focus Points: *Identify characters in literature that have persevered.
*Identify real-life examples of those who have persevered.
*Compare and contrast characters in literature/real life who have persevered and those who have not.
*Write about times you have persevered and the rewards of perseverance.

The student will…
ELA ▪ identify ways characters in selected stories demonstrated English language Arts Strands
perseverance – The student will draw upon a variety of
strategies to comprehend, interpret,
reads.
▪ examine rewards of perseverance ▪ European settlers in New World
▪ Slaves
▪ Revolutionary War
▪ Writing of the U.S. Constitution
▪ Civil Rights
Math ▪ identify real-life examples of perseverance Mathematics Process Standards
▪ identify rewards of perseverance ▪ Communication
▪ post lists of persevering behaviors in classroom ▪ Reasoning and Proof Representation
Science ▪ generate examples of perseverance Science Process Standards
▪ classify classmates according to acts of perseverance ▪ Observe
14
▪ observe connections between concepts of perseverance and real-life ▪ Classify
situations ▪ Communicate
Health ▪ See SOCIAL STUDIES Second Step Curriculum
▪ role play acts of perseverance
▪ role play how to respond to a classmate who gives up Connections: Fine Arts – Dance, Visual Arts, Music
d Drama
Related Arts ▪ identify real-life examples of perseverance ▪ Students will understand and respect
▪ analyze elements of perseverance in given situations others.
▪ contribute to class discussions in appropriate ways
Guidance ▪ describe similarities and differences among others ▪ Students will understand and respect
▪ describe the process of making and keeping a friend others.
▪ examine rewards pf persevering
15
Grade: 3
Trait: HONESTY/ INTEGRITY – to be truthful; fair and straightforward in conduct

The student will…
ELA ▪ write at least five things you can say to yourself when English Language Arts – Strands
you're tempted be dishonest. Post them near your bed so ▪ The student will draw upon a variety of
you can read them from time to time. strategies to comprehend, interpret, analyze,
▪ write a short story about someone who told the truth when and evaluate what he or she reads.
friends wanted him or her to do the opposite. ▪ The student will recognize, demonstrate, and
analyze the qualities of effective
communication.
Social Studies ▪ write a letter to someone in the news who did something Social Studies Standards 2005
that they don't think was right. Say why they don't think it ▪ 2-3.2, 2-1.4, 2-2.4
was right, and why they think the person is setting a bad
example for kids their age. Mail the letter.
Math ▪ explain why found money should be turned in regardless of Mathematics Process Standards
the amount [move the decimal to the right and add zeros ▪ Communication
1.00, 10.00, etc.] ▪ Reasoning and Proof
Science ▪ discuss why it is important to tell the truth Science – Process Standards
▪ discuss their views about children who cheat to get good ▪ Observe
grades ▪ Communicate
16
Health ▪ write about the following: Health and Safety Standards 2009
o How can simply being honest make life a lot easier. Have ▪ M-3.1.4, M-3.7.1, M-3.4.1, I-3.5.1, P-3.5.1,
you ever experienced this in your own life? P-3.5.2
o Do you think that lying can ruin a friendship? Explain.
Has that ever happened to you?
Related Arts ▪ practice recordkeeping skills ▪ Students will understand and respect others.
▪ write journal entries according to given subject and format
▪ analyze media excerpts to identify examples of honest and
dishonest behavior
▪ make conclusions based on data accumulated
▪ share findings with classmates
Guidance ▪ contribute to discussion of following: ▪ Students will understand and respect others.
o Have you ever found something that belonged to
someone else and wanted to keep it? What did you do
and how did you decide?
o What's wrong with "finders keepers, losers weepers"?
o * Have you ever heard of the Golden Rule? Who can
recite it and say what it means?
17
Grade: 3
Trait: COOPERATION –to play together or work well with others to accomplish a common goal

The student will…
ELA ▪ list examples of “good deeds that children can accomplish English Language Arts – Strands
▪ practice goal-setting by planning to do good deeds ▪ The student will draw upon a
▪ experience attitudes of caring and compassion through the variety of strategies to comprehend,
completion of good deeds interpret, analyze, and evaluate
▪ maintain written records of good deeds through journal writing what he or she reads.
▪ think of a really good experience as a member of a group
▪ write about the good group experience: What made it good?
Think of a bad experience. What made it bad? What can you
learn from the comparison?
▪ write about a problem in the world that might be solved if
people would cooperate more. Why aren't they cooperating
now? How could they do a better job of cooperating?
Social Studies ▪ list examples of the ways communities work together to solve Social Studies Standards 2005
18
problems and to celebrate the community ▪ 3-1.4
▪ explain how countries depend on one another economically
▪ discuss issues such as honor code, student ethics, cheating, and
responsible behavior
Math ▪ keep a daily record of all the things you do that require Mathematics Process Standards
cooperation for one week(at home, at school, and everywhere ▪ Communication
else) ▪ Reasoning and Proof
▪ draw a chart at the end of the week ▪ Representation
▪ evaluate your actions with a grade on how cooperative you have
been
▪ discuss ethical issues such as the manipulation of data, the
human issues in various research projects, and “online”
concerns
Science ▪ grow plants from seeds Science – Process Standards
▪ record results of project in a journal ▪ Observe
▪ identify behaviors of cooperation and responsibility required for ▪ Communicate
success
▪ discuss ethical issues such as the manipulation of data, the
human issues in various research projects, and “online”
concerns
Health ▪ tell how to work things out if angry with someone Health and Safety Standards 2009
▪ write an I message to say angry feelings ▪ I-3.2.2, M-3.4.1, I-3.4.1, I-3.6.1, M-
▪ recognize verbal and non-verbal communication skills from 3.7.1, I-3.1.2, M-3.7.2, P-3.8.2
examples
▪ demonstrate cooperative learning and team building Connections: ELA, Fine Arts: Music,
▪ become involved in service projects Drama
Related Arts ▪ design a “How to Cooperate” poster that illustrates the ▪ Students will understand and
cooperative behaviors listed at the top of this column. appreciate self.
▪ display on a wall ▪ Students will understand and respect
▪ recognize verbal and non-verbal communication skills from others.
19
examples
▪ demonstrate cooperative learning and team building in class
activities
▪ become involved in service projects
Guidance ▪ practice cooperative teamwork skills on selected projects ▪ Students will understand and
▪ practice creativity and synthesis skills to invent appreciate self.
▪ make oral presentation to classmates ▪ Students will understand and respect
▪ develop leadership skills others.
▪ practice responsible behavior
▪ develop attitudes of caring, compassion and fair play
▪ develop respect for others
20
RESPECT SEPTEMBER
Grade: 4
Trait: RESPECT – to show high regard for authority, other people, self, and country

The student will…
ELA ▪ explore career interests and related occupations English Language Arts – Strands
▪ explore nontraditional career choices ▪ The student will draw upon a
▪ explore personal skills and talents variety of strategies to
▪ identify career clusters comprehend, interpret, analyze,
▪ identify and describe skills learned in school that are applied at and evaluate what he or she reads.
home and in the community ▪ The student will recognize,
▪ identify resources for career planning demonstrate, and analyze the
▪ identify how personal activities and interests influence career qualities of effective
choices communication.
▪ describe personal feelings
▪ describe personal characteristics about self
▪ relate skills and hobbies to career choices
▪ explain and respect similarities and differences among others
▪ relate the process of making and keeping a friend
▪ apply conflict resolution skills
21
▪ list steps to use decision-making, problem-solving, and goal-setting
processes
▪ describe positive characteristics about self
▪ explain and respect similarities and differences among others
▪ describe the responsibility of family members
▪ tell about school and community roles
▪ analyze the dilemma Robert E. Lee faced ▪ 4-6.5, 4-6.4, 3-4.4
▪ research Lincoln’s words on writing an order to free slaves
▪ analyze Sherman’s march to the sea
Math ▪ research life of a respected individual Mathematics Process Standards
▪ identify reasons this person deserves respect ▪ Communication
▪ summarize key biographical events and reasons for respect
▪ use oral presentation skills to share findings with class
Science ▪ See ELA Science – Process Standards
▪ Observe
▪ Communicate
Health ▪ See ELA Health and Safety Standards 2009
▪ discuss ways to develop and exhibit self-respect ▪ M-4.1.1, I-4.2.1, I-4.2.2, P-4.2.2, I-
4.4.1, D-4.4.1, G-4.4.1, I-4.6.1, M-
4.7.1, P-4.8.2
Connections: SOCIAL STUDIES
22
Related Arts ▪ create a class contract in which the kids lay out a set of rules for ▪ Students will develop a sense of
having a respectful classroom community.
▪ use collaboration skills to determine the penalties for violating the
rules
▪ brainstorm ways to make school environment more respectful
▪ evaluate ideas to create a list recommendations
▪ publish suggestions in school newspaper or on a poster.
Guidance ▪ demonstrate how education relates to the world of work ▪ Students will understand and
▪ identify a problem, the solution chosen and the outcomes of respect others.
conflict during the Civil War ▪ Students will understand and
▪ identify ways to give and receive positive reinforcement appreciate self.
▪ practice using effective verbal and non-verbal communication
▪ discuss and role play ways to deal with people experiencing a
variety of feelings
▪ identify responsible behaviors at school
23
Grade: 4

The student will…
ELA ▪ write for different audiences and purposes English Language Arts – Strands
▪ analyze consequences of irresponsible and/or responsible behavior ▪ The student will write effectively for
Social Studies ▪ identify personal strengths and weaknesses Social Studies Standards 2005
▪ set specific goal for self-improvement
▪ work cooperatively with partner to achieve goals
Math ▪ explain why found money should be Mathematics Process Standards
▪ turned in regardless of the amount [move ▪ Communication
▪ the decimal to the right and add zeros ▪ Problem Solving
▪ 1.00, 10.00, etc.]
Science ▪ talk about what things you can do together to take responsibility Science – Process Standards
buying non-polluting products, etc.) ▪ Communicate
▪ make a plan to improve environment and do it
▪ report on outcomes in class
Health ▪ demonstrate appropriate responses (first-aid) to emergency Health and Safety Standards 2009
24
situations, including first-aid procedures ▪ I-4.1.1, I-4.2.1, M-4.3.1, G-4.3.1,
▪ recognize peer influences on strategies for dealing with conflict P-4.3.1, I-4.4.1, P-4.1.1, I-4.5.1, D-
▪ demonstrate refusal skills to enhance health and reduce exposure 4.5.1, P-4.5.1, I-4.7.1, N-4.7.1, N-
to risks 4.7.2, D-4.8.1, P-4.8.1, P-4.8.2, N-
▪ recognize the influences of culture and media on behaviors related 4.8.1
to ATOD use (media literacy)
Connections: Fine Arts: Visual Arts, Dance,
Drama, Music
Related Arts ▪ design and display "Being Responsible" poster illustrating the six ▪ Students will develop a sense of
responsible behaviors community.
▪ contribute to a discussion about classroom responsibility:
o What are the kids' responsibilities, what are the teacher’s
responsibilities?
▪ create a chart of responsibilities identified and post in classroom
▪ identify consequences of being irresponsible and responsible
Guidance ▪ contribute to a class discussion about issues of responsibility: ▪ Students will understand and
o Tell about a time somebody broke a promise to you. How did appreciate self.
that make you feel? Have you ever broken a promise to
someone? How do you think it made that person feel?
25
Grade: 4

The student will…
ELA ▪ explore career interests and related occupations English Language Arts – Strands
▪ explore nontraditional career choices ▪ The student will recognize,
▪ explore personal skills and talents demonstrate, and analyze the
▪ identify career clusters qualities of effective communication.
▪ identify and describe skills learned in school that are applied at
home and in the community
▪ identify resources for career planning
▪ identify how personal activities and interests influence career
choices
▪ describe personal characteristics about self
▪ relate skills and hobbies to career choices
26
▪ summarize the provisions of the Bill of Rights and the ▪ 4-4
Constitution
▪ evaluate the responsibilities of citizens in a democracy
▪ describe and explain the rights and responsibilities of a citizen in
the U.S. Constitution.
▪ synthesize ways in which rights and responsibilities meet together
for a democracy to succeed.
▪ Explain why, in a democracy, it is the role of a citizen to protect
his/her rights
▪ explain ways citizens can protect their rights
▪ explain that citizens need themes: community, diversity, conflict,
cooperation, and interaction within different environments,
individualism, interdependence, continuity, and change in order to
make effective and healthy decisions
Math ▪ discuss giving unselfishly of yourself to help others Mathematics Process Standards
▪ discuss why it is better to give than receive ▪ Communication
Science ▪ discuss ethical issues such as the manipulation of data, the human Science – Process Standards
issues in various research projects, and “online” concerns ▪ Classify
▪ identify natural resources that need to be protected ▪ Communicate
▪ identify actions students need to take to help preserve them
27
▪ develop sense of community ▪ Students will develop a sense of
Related Arts ▪ apply internet skills to research assigned topics community
▪ contribute to class discussion re students who have “made a
difference” in their communities
▪ identify volunteer activities appropriate for children
Guidance ▪ use the decision-making model to work through problems and ▪ The student acquires the attitudes,
come up with alternative solutions knowledge, aptitudes and skills that
▪ rate personal classroom citizenship skills contribute to effective learning in
▪ set an appropriate goal for improving an academic skill and work school and across the life span
toward achieving it ▪ The student completes school with
▪ identify their own intellectual strengths the academic preparation essential to
▪ evaluate their personal use of study skills choose from a wide variety of
substantial occupations
28
GENEROSITY DECEMBER
Grade 4
Trait: GENEROSITY—a willingness to give to others

The student will…
ELA ▪ write effectively for a specific audience on generosity topics ELA Standards
▪ generate a variety of examples of generous acts ▪ The students will write effectively for
▪ use non-print media to illustrate written ideas different audiences and purposes.
▪ write effectively for different audiences and purposes
▪ describe behaviors of a generous person
▪ examine rewards of generous behaviors ▪ Native Americans helping European
settlers in New World
▪ Harriet Tubman and the Underground
Railroad
▪ US Foreign Aid to third world countries
▪ “We Are the World” concert proceeds
Math ▪ practice appropriate group discussion skills Mathematics process Standards
▪ evaluate rewards of generous behaviors in group activities ▪ Problem Solving
29
Science ▪ generate examples of generosity Science Process Standards
▪ maintain a visual classroom record of acts of generosity done or ▪ Observe
▪ practice appropriate group discussion skills in experiments
▪ brainstorm alternate solutions to a given experiment
▪ evaluate rewards of generous behaviors in group activities
Health ▪ role play situations of generosity Health and Safety Standards 2009
▪ understand the perspective of others
▪ develop empathy and practice generous acts Second Step Curriculum
▪ tell how to encourage family members and friends to be generous
Related Arts ▪ practice cooperation and teamwork skills ▪ Students will understand and respect each
▪ role-play selected situations featuring acceptance and generosity other.
▪ analyze emotions and behaviors related to acceptance or non-
acceptance in a group activity
▪ identify needs in the community for generosity
▪ plan a service project to meet the identified needs
▪ demonstrate respect for others’ work
▪ brainstorm ideas for increasing tolerance among students ▪ Students will understand and respect each
▪ practice cooperation and teamwork skills other.
Guidance
▪ create visual representations of accepting behaviors
▪ display work in hallways or classroom
▪ answer the following:
o What things could you do (or have you done) that would
help someone who needs it?
o How do you feel when people show that they really care
about you?
30
Grade: 4

The student will…
ELA ▪ list at least five things you can say to yourself when you're English Language Arts – Strands
tempted to do something wrong ▪ The student will write effectively for
▪ post lists near your bed so you can read them from time to time. different audiences and purposes.
Social Studies Social Studies Standards 2005

▪ Identify and describe feelings and causes of anger
▪ identify situational stressors that can trigger anger and other
negative emotions
▪ select examples of anger in real-life situations
▪ identify appropriate coping skills for dealing with anger
▪ create a color bar graph representing findings by day ▪ Communication
Science ▪ identify natural resources that need to be protected and what Science – Process Standards
students need to do to help preserve them ▪ Classify
▪ Communicate
Health ▪ demonstrate strategies for exercising self-control, managing Health and Safety Standards 2009
31
angry feelings, and keeping from fights ▪ M-4.1.1, N-4.1.5, I-4.4.1, I-4.5.1, D-
4.5.1, M-4.6.1, I-4.6.1, P-4.6.1, N-
4.6.1, N-4.6.2, M4.7.1, N-4.7.1, N-
4.7.2, D-4.8.1
Connections: Fine Arts: Drama, Visual Arts,

Music
Related Arts ▪ brainstorm examples of situations that trigger angry behaviors ▪ Students will understand and respect
▪ represent graphically alternative behaviors related to anger others.
management
Guidance ▪ practice coping skills by identifying alternative behaviors in ▪ Students will understand and respect
response to negative emotions and experiences others.
32
Grade: 4
*Have you ever felt like one of the characters in the story? Explain.

The student will…
ELA ▪ write effectively for a specific purpose English Language Arts – Strands
▪ generate variety of examples of acts of kindness ▪ The student will write effectively for
▪ describe behaviors of a caring person
Social Studies ▪ analyze the dilemma Robert E. Lee faced Social Studies Standards 2005
▪ research Lincoln’s words on writing an order to free slaves
▪ analyze Sherman’s march to the sea
▪ explain that in a democracy, it is the role of a citizen to protect
their rights
▪ list ways citizens can protect rights
▪ understand that citizens need themes: community, diversity,
conflict, cooperation, and interaction within different
33
environments, individualism, interdependence, continuity, and
change in order to make effective and healthy decisions
▪ evaluate consequences and effects of various behaviors ▪ Problem Solving
Science ▪ generate examples of kind acts Science – Process Standards
▪ maintain a visual classroom record of acts of kindness done or ▪ Observe
▪ list different things that kids at your school do which are either
caring or uncaring for the environment
▪ discuss how they feel about these things
▪ brainstorm ways to care more for the environment more
▪ evaluate ideas and create a list of best recommendations
▪ design a poster that lists these ideas
34
Health ▪ dramatize situations Health and Safety Standards 2009
▪ understand the perspectives of others ▪ M-4.1.1, M-4.1.2, G-4.1.4, I-4.2.1, G-
▪ develop empathy and practice acts of kindness 4.2.1, M-4.3.1, G-4.3.1, I-4.4.1, P-
▪ tell how to encourage family and friends to make healthy choices 4.5.1, M-4.6.1, M-4.7.1, P-4.8.1, P-
4.8.2
Related Arts ▪ practice cooperation and teamwork skills ▪ Students will understand and respect
▪ role-play selected situations re acceptance others.
▪ identify coping skills for making new friends
acceptance in a group
▪ identify needs in the school or community
▪ plan a service project to meet those needs
Guidance ▪ brainstorm ideas for increasing tolerance among students ▪ Students will understand and respect
▪ practice cooperation and teamwork skills others.
▪ create visual representation of accepting behaviors
▪ display work in hall or classroom
▪ answer the following:
o What things could you do (or, have you done) that would help
somebody who needs it?
o How do you feel when people show that they really care about
you?
o Do you consider yourself a caring person? In what ways are
you a caring person?
35
PERSEVERANCE MARCH
Grade 4

The student will…
ELA ▪ write effectively for a specific audience ELA Standards
▪ generate a variety of examples of perseverance ▪ The students will write effectively for
▪ describe behaviors of people who have persevered
▪ examine rewards of persevering ▪ European settlers in New World
▪ Slaves
▪ Civil Rights
▪ brainstorm alternate solutions to a given problem ▪ Communication
▪ evaluate rewards of persevering in group activities ▪ Problem Solving
Science ▪ generate examples of perseverance Science Process Standards
36
▪ maintain a visual classroom record of persevering ▪ Observe
▪ practice appropriate group discussion skills in experiments ▪ Communicate
▪ brainstorm alternate solutions to a given problem
▪ evaluate rewards of persevering in group activities
Health ▪ role play situations of persevering Health and Safety Standards 2009
▪ understand the perspective of others
▪ develop empathy Second Step Curriculum
▪ practice perseverance
▪ tell how to encourage family members and friends to persevere Connections: Fine Arts – Dance, Visual Arts, Music
d Drama
▪ role-play selected situations featuring perseverance others.
▪ identify community needs regarding perseverance
Guidance ▪ brainstorm ideas for increasing tolerance among students ▪ Students will understand and respect
▪ practice cooperation and teamwork skills others.
▪ create visual representations of accepting behaviors
▪ display work in hallways or classroom
37
Grade: 4
Trait: HONESTY/ INTEGRITY –to be truthful; fair and straightforward in conduct

The student will…
ELA ▪ write effectively for different audiences and purposes English Language Arts – Strands
▪ The student will write effectively for
Social Studies ▪ summarize Thomas Jefferson’s organization and purpose for each Social Studies Standards 2005
part of the Declaration of Independence ▪ 4-4
▪ summarize the Preamble of the U.S. Constitution
▪ explain the purpose of the Declaration of Independence and the
Preamble of the Constitution
▪ list reasons why, in a democracy, it is the role of a citizen to protect
their rights
▪ explain ways citizens can protect their rights
▪ explain that citizens need themes: community, diversity, conflict,
cooperation, and interaction within different environments,
individualism, interdependence, continuity, and change in order to
make effective and healthy decisions
38
▪ Representation
issues in various research projects, and “online” concerns ▪ Observe
▪ Communicate
Health ▪ write effectively for different purposes and audiences Health and Safety Standards 2009
▪ analyze and evaluate personal behaviors ▪ M-4.1.1, I-4.1.1, G-4.2.1, I-4.4.1, D-
4.4.1, P-4.4.1, M-4.7.1
Related Arts ▪ role-play various situations related to peer pressure to act ▪ Students will understand and respect
dishonestly others.
Guidance ▪ practice recordkeeping skills ▪ Students will understand and respect

▪ write journal entries according to given subject and format others.
dishonest behavior
39
Grade: 4

The student will…
▪ analyze and define in writing selected character traits ▪ The student will write effectively for
▪ think of a really good experience as a member of a group different audiences and purposes.
▪ write the good group experience. What made it good? Think of a ▪ The student will draw upon a variety
bad experience. What made it bad? What can you learn from the of strategies to comprehend,
comparison? interpret, analyze, and evaluate what
▪ write about a problem in the world that might be solved if people he or she reads.
would cooperate more. Why aren't they cooperating now? How ▪ The student will recognize,
could they do a better job of cooperating? demonstrate, and analyze the
qualities of effective
communication.
40
Social Studies ▪ summarize Thomas Jefferson’s organization and purpose for each Social Studies Standards 2005
part of the Declaration of Independence ▪ 4-4 and 4-6.6
▪ summarize the preamble of the constitution
▪ explain the purpose of the Declaration of Independence &
Preamble
▪ explain why, in a democracy, it is the role of a citizen to protect
their rights
▪ explain ways citizens can protect rights
▪ understand that citizens need themes: community, diversity,
conflict, cooperation, and interaction within different
environments, individualism, interdependence, continuity, and
change in order to make effective and healthy decisions
▪ describe the art, ceremonies, holidays, dance, music, handcrafts,
medicines, science, technology, and inventions; of different
regions in the U.S.
▪ explain the significance of regional differences in forming a
national heritage.
Math ▪ discuss ethical issues such as the manipulation of data, the human Mathematics Process Standards
issues in various research projects, and “online” concerns ▪ Communication
▪ keep a daily record of all the things you do that require ▪ Representation
cooperation for one week(at home, at school, and everywhere else)
▪ draw a chart at the end of the week
▪ evaluate your actions with a grade on how cooperative you have
been
issues in various research projects, and “online” concerns ▪ Classify
▪ practice cooperative teamwork skills on selected projects ▪ Communicate
▪ verbalize teamwork skills used to complete project
▪ use teamwork skills to make oral presentation to classmates
41
Health ▪ distinguish actions of true friends and coping strategies for Health and Safety Standards 2009
feeling left out ▪ Fairness/cooperation
▪ promote positive conflict resolution with peers and family ▪ M-4.1.1, I-4.2.1, I-4.4.1, D-4.4.1, P-4.4.1,
I-4.5.1, P-4.5.1, M-4.7.1, P-4.8.1
Related Arts ▪ practice cooperation and teamwork skills ▪ Students will develop a sense of
▪ in selected music and/or art activities community
Guidance ▪ contribute in appropriate ways to class discussion of the ▪ Students will understand and respect
following: others.
o Think of a time when you've taken unfair advantage of ▪ Students will develop a sense of
a person or situation, or when someone has taken community
o unfair advantage of you. Describe it. ▪ Students will understand and appreciate
o What was unfair about it? How did it make you feel? self.
o What did you learn from the experience?
▪ design a "How to Cooperate" poster that illustrates the
cooperative behaviors listed at the top of this column
▪ display the poster on a wall.
42
RESPECT SEPTEMBER
Grade: 5

The student will…
ELA ▪ describe personal feelings English Language Arts – Strands
▪ describe positive characteristics about self ▪ The student will recognize,
▪ recognize and explain personal boundaries, rights, and needs demonstrate, and analyze the qualities
▪ explain and respect similarities and differences among others of effective communication.
Social Studies ▪ explain the benefits and challenges of having diversity in the U.S. Social Studies Standards 2005
▪ 5-6.4
▪ Problem Solving
Science ▪ See Math Science – Process Standards
▪ Observe
▪ Communicate
43
Health ▪ demonstrate skills for resolving conflicts with peers Health and Safety Standards 2009
▪ describe their responsibilities within the home, school, and ▪ I-5.4.1, G-5.4.1, M-5.7.1, M-5.7.2, I-
community settings 5.7.2
▪ demonstrate an understanding of decision-making/problem-solving
process
▪ apply good health and safety practices
▪ state the emotional and physical effects of substance use and abuse
▪ role-play selected situations re respect and acceptance of people others.
who are “different”
acceptance in a group activity
Guidance ▪ See Health ▪ Students will understand and respect
others.
▪ Students will make decisions, set
goals, and take actions.
▪ Students will develop safety and
survival skills.
44
Grade: 5

The student will…
Social Studies ▪ identify real-life examples of responsible and irresponsible actions Social Studies Standards 2005
▪ practice reading skills: skimming and scanning
▪ evaluate impact and consequences of various responsible and
irresponsible behaviors
amount ▪ Communication
▪ [move the decimal to the right and add zeros 1.00, 10.00, etc.] ▪ Problem Solving
Science ▪ contribute to class discussion about what things you can do together Science – Process Standards
to take responsibility for the environment (recycling, using less ▪ Observe
water and energy, buying non-polluting products, etc.) ▪ Communicate
▪ make a plan and do it
▪ report on your project in class.
45
Health ▪ describe characteristics needed to be a responsible friend and Health and Safety Standards 2009
family member ▪ G-5.4.1, G-5.4.2, P-5.4.1, P-5.6.1,
▪ demonstrate strategies to resist negative peer pressure M-5.7.1, I-5.7.3, D-5.7.1, P-5.8.1,
▪ demonstrate positive strategies to reduce stress and anger in N-5.8.1
relation to identified stressors Connections: Fine Arts: Drama, Dance, Music,
▪ identify violent and risk behaviors and situations in mass media Visual Arts
samples
▪ describe mass media influences on behaviors associated with risk-
taking and violence
Related Arts ▪ design and display a "Being Responsible" poster illustrating the six ▪ Students will understand and respect
responsible behaviors others.
▪ display it on your classroom wall ▪ Students will make decisions, set
▪ demonstrate respect for other students’ work goals, and take actions.
Guidance ▪ write effectively for different audiences and purposes ▪ Students will understand and respect
▪ evaluate consequences of responsible and irresponsible behavior others.
46
Grade: 5

The student will…
▪ identify behaviors and character traits of a hero/heroine ▪ The student will write effectively for
Social Studies ▪ explain events that demonstrate and promote Social Studies Standards 2005
▪ principles of American democracy
▪ discuss how technology can positively affect citizenship
Math ▪ create and participate in a tutoring program for younger students Mathematics Process Standards
▪ Communication
▪ Problem Solving
Science ▪ explore career interests and related occupations Science – Process Standards
▪ identify career clusters ▪ Observe
▪ demonstrate cooperative work habits in a group ▪ Communicate
▪ demonstrate being a positive team member
47
Health ▪ This is Your LIfe Health and Safety Standards 2009
▪ recognize the value of life long learning ▪ Students will demonstrate the ability
▪ Middle School is Great to advocate for personal, family, and
▪ be aware of middle school challenges and possible solutions for community health.
dealing with those challenges ▪ Students will demonstrate the ability
▪ Setting My Short Term Goals to practice behaviors that enhance
▪ formulate short-term goals health and reduce risks.
▪ Choices! Choices! Choices! ▪ I-5.8.1, P-5.8.1, N-5.8.1
▪ realize that choices are made based on personal interests and
abilities
▪ Learning Happens Everywhere
▪ realize that learning takes place at school and other places
▪ Responsible Me
▪ accept that learning is a personal responsibility
Related Arts ▪ identify needs in the school or community ▪ Students will understand and respect
▪ plan a service project to meet those needs others.
▪ Students will develop a sense of
community.
Guidance ▪ See Health ▪ Students will understand and respect
others.
survival skills.
48
GENEROSITY DECEMBER
Grade 5
Trait: GENEROSITY—a willingness to give to others

The student will…
ELA ▪ read stories related to issues of generosity ELA Strands
▪ contribute to class discussions regarding characters and events in ▪ The students will draw upon a variety of
stories where generosity is demonstrated strategies to comprehend, interpret,
▪ identify behaviors of generous people analyze, and evaluate what he or she
▪ identify consequences of generous and ungenerous behaviors reads.
Social Studies ▪ identify and describe generous actions Social Studies Standards 2005
▪ select examples of generous and ungenerous actions in real-life ▪ People, Places and Environments
situations ▪ Power, Authority, and Governance
▪ write effectively for different audiences and purposes using the
theme of generosity
Math ▪ contribute appropriately to group discussions Mathematics process Standards
▪ list generous and ungenerous actions ▪ Communication
▪ identify possible consequences of generous and ungenerous ▪ Problem Solving
actions
▪ sort types of generous behavior exhibited and graph data
Science ▪ practice listening skills Science Process Standards
49
▪ identify examples of generous actions ▪ Observe
▪ identify consequences of ungenerous behaviors ▪ Communicate
▪ analyze and share emotions related to story ▪ Classify
▪ observe and compare reactions of classmates when generous and
ungenerous behaviors are exhibited
Health ▪ demonstrate ways to communicate generosity, consideration, Health and Safety Standards 2009
respect for self, for parents and family, and for the diversity of
others Second Step Curriculum
▪ role play situations of generosity

Related Arts ▪ See Science ▪ Students will understand and respect each
other.
▪ Students will make decisions, set goals,
and take actions
Guidance ▪ practice appropriate listening and speaking in group discussions ▪ Students will understand and respect each
▪ list generous and ungenerous actions other.
▪ identify possible consequences of generous and ungenerous ▪ Students will develop a sense of
behaviors community
50
Grade: 5

The student will…
ELA ▪ write effectively for various purposes English Language Arts – Strands
▪ and audiences ▪ The student will write effectively for
▪ practice listening skills different audiences and purposes.
▪ practice interviewing skills ▪ The student will recognize,
▪ follow multi-step directions demonstrate, and analyze the
▪ evaluate strengths and weaknesses of work on project qualities of effective communication.
▪ The student will draw upon a variety
reads.
Social Studies ▪ list types of conflicts that occur in everyday life Social Studies Standards 2005
▪ identify methods of coping with conflict
▪ evaluate consequences of various methods
▪ role-play typical school and home conflict situations
▪ create a color bar graph representing data by day ▪ Communication
51
Science ▪ discuss the importance of putting trash in its proper place and Science – Process Standards
recycling ▪ Observe
▪ explain how proper handling of trash affects our environment ▪ Communicate
Health ▪ demonstrate use of positive self-management skills Health and Safety Standards 2009
▪ explain why self-medication with ATOD is an unhealthy way to  M-5.2.1, I-5.4.1, D-5.4.1, G-5.4.2, P-
cope with unpleasant emotions 5.4.1, N-5.4.1, N-5.4.2, M-5.5.1, I-
▪ develop an action plan for dealing positively with difficult 5.5.1, D-5.5.1, G-5.5.1, N-5.5.1, N-
emotional situations 5.5.2, M-5.7.1, M-5.7.2, I-5.7.3, D-
▪ demonstrate the ability to use self-management skills in family 5.7.1, N-5.7.1, I-5.8.1, P-5.8.1, N-5.8.1
relationships
Connections: ELA
Related Arts ▪ demonstrate self –control while participating in class activities. ▪ Students will understand and respect
others.
Guidance ▪ identify coping strategies for dealing ▪ Students will understand and
▪ with unpleasant emotions appreciate self.
▪ practice coping strategies ▪ Students will make decisions, set
survival skills.
52
KINDNESS &CARING FEBRUARY
Grade: 5

The student will…
ELA ▪ read stories related to issues of caring and kindness English Language Arts – Strands
▪ contribute to class discussion regarding characters and event in ▪ The student will draw upon a variety
story of strategies to comprehend, interpret,
▪ identify behaviors of a caring person analyze, and evaluate what he or she
▪ identify consequences of caring and uncaring behavior reads.
▪ write effectively for different audiences and purposes ▪ The student will write for different
▪ observe and discuss bullying behaviors audiences and purposes effectively.
▪ list kind and unkind behaviors
▪ identify possible consequences of kind and unkind actions
53
Social Studies ▪ identify and describe caring and uncaring actions Social Studies Standards 2005
▪ select examples of caring and uncaring actions in real-life
situations ▪ 5-1.2
▪ identify and describe representative government, the rule of the
law, majority rule, minority rights, and popular sovereignty
Math ▪ contribute appropriately to group discussion Mathematics Process Standards
▪ list caring and uncaring actions ▪ Communication
▪ identify possible consequences of caring and uncaring behaviors ▪ Problem Solving
▪ contribute to class discussion re ways to help others
▪ identify possible consequences of helping others
Science ▪ practice listening skills Science – Process Standards
▪ identify examples of caring actions ▪ Observe
▪ identify consequences of uncaring behaviors ▪ Communicate
▪ write letter in appropriate format
▪ work cooperatively with classmates to plan
▪ a recycling project
▪ implement project and share results
Health ▪ demonstrate ways to care communicate care, consideration, Health and Safety Standards 2009
respect for self, for parents and family, and for the diversity of ▪ M-5.2.1, I-5.2.1, P-5.3.1, I-5.4.1, M-
others 5.5.1, I-5.5.1, M-5.7.1, P-5.8.1
Related Arts ▪ observe, record, and tabulate instances of bullying behaviors ▪ Students will understand and respect
▪ report findings to classmates others.
▪ contribute to class discussion re observations ▪ Students will make decisions, set
▪ identify actions to reduce bullying goals, and take actions.
54
Guidance ▪ practice appropriate listening and speaking group discussion ▪ Students will understand and
skills respect others.
▪ list caring and uncaring actions ▪ Students will develop a sense of
▪ identify possible consequences of caring and uncaring behaviors community.
▪ list examples of kind behaviors
▪ act with kindness toward another person
▪ analyze feelings and results related to kind actions
55
PERSEVERANCE MARCH
Grade 5

The student will…
ELA ▪ read stories related to issues of perseverance ELA Standards
▪ contribute to class discussions regarding characters and events in ▪ The students will draw upon a variety
stories of strategies to comprehend, interpret,
▪ identify behaviors of people who have persevered analyze and evaluate what he or she
▪ identify consequences of persevering and giving up reads
▪ identify and describe acts of perseverance Social Studies Standards 2005
Social Studies ▪ select examples of perseverance from real life ▪ European settlers in New World
▪ Slaves
▪ Civil Rights
▪ contribute appropriately to group discussions Mathematics Process Standards
Math ▪ compare/contrast persevering and giving up actions ▪ Communication
56
▪ identify consequences of persevering and giving up ▪ Problem Solving
▪ practice listening skills Science Process Standards
Science ▪ identify examples of persevering actions ▪ Observe
▪ identify consequences of perseverance ▪ Communicate
▪ write a letter encouraging someone to persevere
▪ demonstrate ways to communicate perseverance, consideration, Health and Safety Standards 2009
Health respect for self, for parents and family and for the diversity of others
▪ role play situations of persevering Second Step Curriculum
Connections: Fine Arts –

Dance, Visual Arts, Music
and Drama
▪ See Science ▪ Students will understand and

Related Arts respect others.
▪ practice appropriate listening and speaking skills during group ▪ Students will understand and
discussions respect others.
Guidance
▪ compare/contrast persevering and giving up ▪ Students will develop a sense of
▪ identify the consequences of persevering versus giving up community.
57
Grade: 5
Trait: HONESTY/INTEGRITY – to always be truthful; fair and straightforward in conduct

The student will…
Social Studies ▪ use research and interview skills to conduct survey regarding Social Studies Standards 2005
attitudes toward honest and dishonest behaviors
▪ represent findings in graphic format
Math ▪ explain why found money should be turned in regardless of the Mathematics process Skills
Science ▪ discuss ethical issues such as the manipulation of data, the human Science Process Skills
issues in various research projects, and “online” concerns ▪ Observe
▪ Communicate
58
Health ▪ identify ways that qualities of good character enhance emotional Health and Safety Standards 2009
and social health ▪ M-5.2.1, I-5.2.2, P-5.4.1, N-5.4.2,
D-5.5.1, G-5.5.1, M-5.7.1
▪ role-play selected situations re honest and dishonest behaviors others.
▪ identify coping skills for dealing with peer pressure
▪ create multimedia method of sharing role-play situations with
other students
Guidance ▪ practice recordkeeping skills ▪ Students will understand and respect

▪ write journal entries according to given subject and format others.
dishonest behavior
59
Grade: 5

The student will…
ELA ▪ list examples of fair and unfair behaviors English Language Arts Strands
▪ analyze feelings and results related to fair and unfair actions ▪ The student will recognize,
▪ write effectively for various audiences and purposes demonstrate, and analyze the
▪ explain why cooperation is important at school and at home qualities of effective
communication.
▪ The student will write effectively
for different audiences and
purposes.
Social Studies
▪ explain how appreciation for one’s own culture and the culture of Social Studies Standards 2005
others enhances mental/emotional and social health ▪ 5-1.2 and 5-4.5
60
▪ demonstrate ways to care, communicate care, consideration,
respect for self, for parents and family, and for the diversity of
others
▪ identify and describe representative government, the rule of the
law, majority rule, minority rights, and popular sovereignty
▪ explain events that demonstrate and promote principles of
American democracy
▪ research how various cultural groups have an impact on the
decisions and development of people and their civilization
▪ list events, people, and various cultures that made an impact on
the U.S. during the W.W. II era
▪ brainstorm and research various ways people can work together
to follow the principles and ideas of American democracy
▪ research current events for examples of conflict and cooperation
▪ practice recordkeeping skills ▪ Representation
▪ identify reasons that cooperation is critical for effective work in a
team
▪ create visual representation of findings
▪ evaluate level of cooperation indicated by data
▪ Classify
▪ Communicate
Health ▪ Demonstrate ways to care, communicate care, consideration, Health and Safety Standards 2009
respect for self, for parents and family, and for the diversity of ▪ I-5.2.1, I-5.2.2, I-5.4.1, D-5.4.1, G-
others 5.4.1, M-5.5.1, I-5.5.1, D-5.5.1, G-
▪ Explain how appreciation for one’s own culture and the culture of 5.5.1, M-5.7.1, M-5.7.2, I-5.7.3, D-
others enhances mental/emotional and social health 5.7.1
61
Related Arts ▪ design and display a "How to Cooperate" poster that illustrates the ▪ Students will understand and respect
cooperative behaviors listed at the top of this column others.
Guidance ▪ list examples of fair and unfair behaviors ▪ Students will understand and respect
▪ identify character traits of a fair person others.
▪ practice cooperative teamwork skills on selected projects
▪ apply creative thinking skills to given task
▪ analyze cooperative teamwork process used to complete project
▪ make oral presentation to class
62
RESPECT SEPTEMBER
Grade: 6

The student will…
ELA ▪ discuss tolerance of religious or cultural differences in world English Language Arts – Strands
religions: Buddhism, Christianity, and Islam. ▪ The student will draw upon a variety
▪ discuss or study artifacts, oral history, primary and secondary of strategies to comprehend,
sources interpret, analyze, and evaluate what
▪ identify ways to relate to and show respect for the elderly – he or she reads.
including parents and grandparents ▪ The student will access and use
▪ interview parents and grandparents about childhood memories, information from a variety of
school, toys, and holidays etc., make a scrapbook, and share with appropriately selected sources to
the class. extend his or her knowledge.
▪ Who Am I? Where am I going?
▪ recognize and explain the relationship of physical, emotional, and
intellectual changes and the effects on self-concept and control
▪ relate an awareness, understanding, and respect for others
▪ define and explain the influence of attitudes and behaviors on
interpersonal and peer relationships
▪ identify roadblocks to communication and model ways to
overcome them
▪ recognize and respect individual differences
▪ “We all live with the objective of being happy; our lives are all
different but yet the same.” Cultural Diversity: Sharing Planet
Earth
▪ demonstrate an understanding of different cultures, attitudes and
abilities
▪ “Effective communication is the foundation of a healthy
relationship.” Communication Skills: Did I Hear What You Said?
▪ increase effective communication skills with peers and adults
▪ explain and interpret interactions between peers and adults
▪ demonstrate a positive attitude toward work and the ability to
work together
▪ translate the importance of interpersonal relationships and
demonstrate positive interaction with others
Social Studies ▪ “We all live with the objective of being happy; our lives are all Social Studies Standards 2005
different but yet the same.” Cultural Diversity: Sharing Planet ▪ South Carolina Social Studies
Earth Standards that relate to different,
▪ demonstrate an understanding of different cultures, attitudes, and countries, cultures, religions, etc.
abilities
▪ See ELA Curriculum Guide

Math ▪ discuss ethical issues such as the manipulation of data Mathematics Process Standards
▪ Communication
Science ▪ identify character traits that contribute to work ethic and career Science – Process Standards
choices ▪ Observe
▪ Communicate

Health ▪ demonstrate ways to communicate care, consideration, and respect Health and Safety Standards 2009
for self, for parents, and family, and for the diversity of others. ▪ M-6.1.2, G-6.4.1, G-6.4.2
Related Arts ▪ recognize and explain the relationship of physical, emotional, and
intellectual changes and the effects on self-concept and control ▪ Students will understand and
appreciate self
Guidance ▪ See ELA ▪ Students will understand and
▪ recognize and respect individual differences appreciate self.
▪ demonstrate an understanding of different cultures, attitudes, and ▪ Students will understand and respect
abilities others.
▪ Students will understand how
community awareness relates to
work.

Grade: 6

The student will…
ELA ▪ listen for specific information (details, sequence, definition, English Language Arts – Strands
inference, predict outcomes, draw conclusions, and distinguish ▪ The student will draw upon a variety
informative from persuasive messages of strategies to comprehend,
▪ analyze the changing responsibilities of an adolescent in an interpret, analyze, and evaluate what
independent writing assignment to reinforce responsible behavior he or she reads.
▪ practice decision-making process: Step-by-Step Solution ▪ The student will access and use
▪ write a multi-paragraph essay on the topic: “Using the Problem- information from a variety of
Solving model in My Life” appropriately selected sources to
▪ identify and participate in activities that demonstrate good extend his or her knowledge.
citizenship ▪ The student will recognize,
▪ See S.S. demonstrate, and analyze the
communication.

Social Studies ▪ “What we have done for ourselves alone dies with us. What we Social Studies Standards 2005
have done for others and the world remains immortal.”
Interpersonal Relationships: Serving Our Community
▪ See ELA
▪ answer the following questions orally or in writing:
o What were the responsibilities of the Ancient Romans? What
were the roles of the plebeians, patricians, senators, and
slaves in the Roman society? What is republic? How does
Rome’s republic work? What is the Pax Romana? How did
Rome build up and govern its empire?
Math ▪ identify character traits that contribute to work ethic and career Mathematics Process Standards
choices ▪ Communication
Science ▪ explain the importance of ethics and character to science Science – Process Standards
▪ write reflective journal entries and compositions which consider ▪ Observe
the consequences of scientific inquiries done without a ▪ Communicate
commitment to principles such as responsibility
Health ▪ demonstrate basic first aid for common injuries such as burns, Health and Safety Standards, 2009
cuts, bruises and abrasions ▪ G-6.1.1, G-6.1.5, G-6.5.1, G-6.7.2, I-
6.1.1, I-6.5.1, I-6.7.3, I-6.8.1, M-6.3.1,
P-6.2.1, P-6.6.1, P-6.7.1, P-6.7.2, P-
6.8.1
Related Arts ▪ Students will understand the
▪ identify character traits which contribute to work ethic and career relationships among personal
choices qualities, education and training, and
the world of work.
Guidance ▪ write journal entries in response to following quote: ▪ Students will understand the
▪ “What we have done for ourselves alone dies with us. What we relationships among personal
have done for others and the world remains immortal.” qualities, education and training, and
▪ Interpersonal Relationships: Serving Our Community the world of work.
▪ See ELA ▪ Students will understand how
community awareness relates to work.
Grade: 6

The student will…
ELA ▪ “Reaching your goals and dreams in life depends on activity. This English Language Arts – Strands
means work!” Goal Setting: School Success: How do I get there? ▪ The student will draw upon a variety
▪ demonstrate decision-making and goal-setting skills of strategies to comprehend, interpret,
o explain how studying influences learning and how attitudes analyze, and evaluate what he or she
influence achievement reads.
o explain and develop personal capabilities and cooperation in ▪ The student will access and use
learning with others information from a variety of
▪ “What we have done for ourselves alone dies with us. What we have appropriately selected sources to
done for others and the world remains immortal.” Interpersonal extend his or her knowledge.
Relationships: Serving Our Community ▪ The student will recognize,
▪ identify opportunities to participate in community service demonstrate, and analyze the qualities
▪ explain the value of teamwork and display the ability to work in teams as of effective communication.
well as independently identify and participate in activities that
demonstrate good citizenship
Social ▪ See ELA Social Studies Standards 2005
Studies ▪ South Carolina Social Studies
standards that relate to different,
countries, cultures, religions, etc.
Math ▪ identify character traits that contribute to work ethic and career choices Mathematics Process Standards
▪ Communication
Science ▪ read the biographies of scientists who have modeled good character and Science – Process Standards
made a difference in the world ▪ Observe
▪ Communicate
Health ▪ demonstrate the ability to advocate for Personal, Family and Community Health and Safety Standards, 2009
Health ▪ I-6.8.1, M-6.3.1, M-6.5.1, N-6.8.1,
▪ list ways to be an advocate for fairness and justice P-6.8.1
▪ advocate for needs and rights of others
Related Arts ▪ discuss copyright laws pertaining to musicians’ and artists’ work ▪ Students will understand the
▪ identify character traits that contribute to work ethic and career choices relationships among personal
qualities, education and training, and
the world of work.
Guidance ▪ See ELA ▪ Students will understand the
relationships among personal
the world of work.
▪ Students will demonstrate decision
making, goal setting, problem
solving, and communication skills.
work.

GENEROSITY DECEMBER
Grade: 6

The student will…
ELA ▪ Summarize author bias based on the omission of relevant facts and English Language Arts Strands
statements of unsupported opinions.
▪ 6-2.3, 6-6.1, 6-4.1
▪ Interview parents, grandparents, and other students and determine

whether attitudes about generosity have changed over time.
Social Studies ▪ Participate in a community service project such as a canned food Social Studies Standards 2005
and clothing drive or a Toys for Tots campaign to demonstrate
generous behavior to those less fortunate.
▪ Compare the origins, founding leaders, basic principles, and
diffusion of major religions and philosophies as they emerged and
expanded, including Judaism, Christianity, Islam, Buddhism,
Hinduism, Confucianism, and Taoism. (H, G) Part of what we
teach when we cover Hinduism is the Hindu Caste System. This is
a social class system in which Hindus are born into a particular
social level, or caste. The lowest level of this caste is known as
untouchables. The Hindu religion believes in reincarnation, or the
idea that when you die, you are reborn into another living being.
This can vary from insect to human, depending on your previous
life. If you have done "good" deeds, then you will be reborn into a
higher caste. If you have been a "bad" person in the previous life,
or bad karma, then you will be reborn into a lower level. The goal
is to keep doing good karmic deeds so you can eventually end the
cycle of rebirths and enjoy an eternity in the Hindu version of
heaven. (basically)
▪ For class, each student will be assigned into a particular caste level.
They are also given a Karma chart in which they will keep track of
their Karma points. To receive karma points, the students will need
to do good deeds in school. When a student performs a good karma
deed, (being generous, holding the door for someone, anything
positive) a teacher or administrator will acknowledge and sign the
karma chart. When the student reaches 5 karma points, they have
made it to the next level, and have completed the assignment.
Math ▪ The student will research a non-profit organization of their ▪ 6-2.1- Understand whole number
choosing on the web. The student will put together a presentation percentages through 100.
on the “generosity” of other countries and/or states to this
organization by dollars donated. In the presentation the student ▪ 6-6.2- Organize data in frequency
will include the following: a summary of the organization’s tables, histograms or stem-and-leaf
purpose, a graph, fraction form, decimal form, percentage form of plots as appropriate
dollars donated.

Science ▪ Discuss how generosity influences the lives or organ recipients and Science Standards
donors
Health ▪ Take an inventory of toys you have outgrown and look for a place Health and Safety Standards, 2009
in the community where you can donate to someone less fortunate.  M-6.1.2
Related Arts ▪ Use small group peer tutoring to help students who are behind. ▪ National Standard #7
Guidance ▪ Model generosity with students by being open, honest and willing American School Counselor Assoc.
to share knowledge and time. Cover generosity through goal- ▪ A:A 5.5, PS:A 1.3, 1.6, 1.9, 2.7, 2.8
setting lesson.

Grade: 6

The student will…
ELA ▪ examine the impact of peer pressure and explain its impact on an English Language Arts – Strands
individual ▪ The student will write effectively
▪ contribute to class discussion of prevalent situations and support for different audiences and purposes
ideas with examples related to students and academic situations ▪ The student will recognize,
▪ write a multi-paragraph essay on the topic: “Peer Pressure – How demonstrate, and analyze the
to Say No” qualities of effective
communication.
Social Studies ▪ participate in a Good Manners Club (GMC) Social Studies Standards 2005
▪ observe and discuss examples of acceptable verbal and nonverbal
behavior
▪ observe and discuss consequences of unacceptable verbal and
nonverbal behavior
Math ▪ read biographies of famous mathematicians Mathematics Process Standards
▪ discuss the self-discipline required to make a difference in the ▪ Communication
world
Science ▪ read biographies of famous scientists Science – Process Standards
▪ discuss the self-discipline required to make a difference in the ▪ Observe
world ▪ Communicate

Health ▪ demonstrate healthful strategies to assess and manage conflict Health and Safety Standards 2009
and stress: ▪ D-6.6.1, G-6.1.5, I-6.5.1, I-6.7.1, M-
▪ organize school materials to make finding them less stressful 6.1.2, N-6.7.1, N-6.7.2, P-6.5.1, P-
▪ allow extra time to find and change classes 6.6.1, P-6.7.1
Related Arts ▪ discuss copyright laws relating to musicians’ and artists’ work ▪ Students will understand the
▪ identify character traits that contribute to work ethic and career relationships among personal
the world of work.
Guidance ▪ identify character traits that contribute to work ethic and career ▪ Students will understand the
choices relationships among personal
the world of work.

Grade: 6

The student will…
ELA ▪ identify acts of kindness and explain their importance in various ELA Strands
literary works ▪ Reading
▪ utilize a variety of strategies to comprehend, interpret, analyze, ▪ Writing
and evaluate what he/she reads ▪ Communication
▪ observe and discuss examples of acceptable verbal and
nonverbal behavior
nonverbal behavior
Math ▪ identify character traits that contribute to Mathematics Process Standards
▪ work ethic and career choices ▪ Communication
Science ▪ practice and encourage safety in projects and lab activities Science – Process Standards
▪ explain the importance of ethics to science ▪ Observe
▪ Communicate
Health ▪ demonstrate ways to communicate care, consideration, and Mathematics Process Skills
respect for self, for parents, and family, and for the diversity of ▪ M-6.1.4, G-6.2.1, G-6.4.1, G-6.7.1, I-
others. 6.1.2
▪ demonstrate appropriate ways to end an unhealthy friendship
Related Arts ▪ Students will understand the
the world of work.
Guidance ▪ seek opportunities to participate in community service ▪ Students will understand the
▪ explain the value of teamwork and display the ability to work in relationships among personal
teams as well as independently qualities, education and training, and
▪ identify and participate in activities that demonstrate good the world of work.
citizenship

PERSEVERANCE MARCH
Grade 6
Trait: PERSEVERANCE –being persistent in one’s efforts to accomplish a purpose or goal despite
Focus points: *Identify characters in literature that have persevered.

The student will…
ELA ▪ Write a multi-paragraph personal essay about a time in their ▪ 6-4.3 (create multi-paragraph compositions)
life when they used perseverance to meet a challenge ▪ 6-6.1, 6-6.2, 6-6.5, 6.6-8
▪ Read The Diary of Anne Frank and do a research paper on

the Holocaust and concentration camps. The Jews are
perfect examples of people with perseverance
▪ Research an athlete who overcame obstacles and persevered

to achieve greatness. Write an article summary or develop a
poster on the topic of perseverance, showcasing that athlete.
Social Studies ▪ Illustrate the correct concept of perseverance (with a poster, Social Studies Standards 2005
collage, or original art work) in ancient hunter-gatherer ▪ 6-1.1, 6-1.2,6-1.3,6-1.4
societies.
Math ▪ Share personal stories in math class about the significance ▪ Problem Solving
of perseverance to be successful in math.
▪ The student will research a mathematician from a given list. ▪ 6.1-7 Generalize connections among a
The student will write at least a page summary of the major variety or representational forms and real-
contribution(s) the mathematician made to society. world situations.
Included in the summary, the student will explain how the
person used “perseverance” at some point in his/her life to
achieve success.
Science ▪ The student will research animals that are known for their Science Standards
perseverance and will explain how these animals defend ▪ 6.3-1 (Compare structures of invertebrate and
themselves, get their food, and obtain resources. vertebrate animals.)
▪ 6.3-2 (Summarize the basic functions of the
▪ Use peer tutoring during lab activities (pair students of structures of animals)
different abilities). ▪ 6-1.1 Use appropriate tools and instruments
safely and accurately when conducting a
controlled scientific investigation.
Health ▪ Define resiliency and think of a time when you didn’t meet Health and Safety Standards 2009
your goal. What did you do to meet the challenge? ▪ M-6.1.3, P-6.5.1, P-6.6.1, P-6.7.1
Related Arts ▪ Write a multi-paragraph personal essay about how a piece of ▪ National Standard #6
music helped them persevere.
Guidance ▪ Learn how to apply the concept of perseverance through a ▪ American School Counselor Assoc. A:A1.1,
goal setting lesson focused on prioritizing as well as value of 1.4, 1.5, 2.2, 2.2, 2.4, 3.1, 3.4
persistence and hard work.

Grade: 6
Trait: HONESTY/ INTEGRITY – to be truthful; fair and straightforward in conduct

The student will…
ELA ▪ discuss freedom in government and religion, etc. in early Greek English Language Arts – Strands
democracy and dictatorships of W.W. I and W.W. II ▪ The student will draw upon a
variety of strategies to
comprehend, interpret, analyze,
and evaluate what he or she reads.
▪ The student will recognize,
demonstrate, and analyze the
communication.
Social Studies ▪ review current events and analyze various political and social Social Studies Standards 2005
actions in relation to honesty
Math ▪ Stress Honesty and Integrity--cite the importance of these virtues Mathematics Process Standards
in applying math and science to real-world problems and in ▪ Communication
completing classwork
▪ A Classroom Code of Ethics--create a code of ethics for their
classroom
▪ explain key concepts in “primary documents: - the ethics
statements of scientific and mathematical organizations and the
core values of the school’s Character Education program
▪ shape a series of principles or guidelines that are suited to their
work as young scientists and mathematicians
▪ Observe
▪ Communicate
Health ▪ explain why concerns about someone’s potential to harm self or Health and Safety Standards, 2009
others must always be reported to the appropriate adults ▪ D-6.3.1,D-6.8.1, G-6.1.1, G-6.1.5,
▪ explain why knowledge of weapons on school property must G-6.4.1, G-6.5.1, M-6.1.2, P-
always be reported to the appropriate adults 6.6.1
choices qualities, education and training,
and the world of work.
qualities, education and training,
respect others.

Grade: 6

The student will…
ELA ▪ identify behaviors associated with fairness English Language Arts – Strands
▪ explain why fairness is important in our lives ▪ The student will draw upon a variety
▪ utilize a variety of strategies to comprehend, interpret, analyze, and of strategies to comprehend,
evaluate what he/she reads interpret, analyze, and evaluate what
▪ identify examples of fair and unfair actions by characters in various he or she reads.
literary works ▪ The student will recognize,
▪ discuss perseverance or overcoming hardships as early settlers make demonstrate, and analyze the
their way through drought, flooding, and unsettled land in the study qualities of effective
of ancient civilizations (Greece, Rome, Indus River Valley) communication.
▪ “We all live with the objective of being happy; our lives are all
different but yet the same.” Cultural Diversity: Sharing Planet Earth
▪ demonstrate an understanding of different cultures, attitudes, and
abilities
▪ “If we want our children to possess the traits of character we most
admire, we need to teach them what those traits are and why the
deserve both admiration and allegiance. Children must learn the
forms and content of those traits.” Career Awareness: Showing
Good Character in the Workplace
▪ define the importance of responsibility, punctuality, and integrity in
the workplace
Social Studies ▪ discuss topics such as ethics in politics, trade agreements, business, Social Studies Standards 2005
and social agenda
▪ “We all live with the objective of being happy; our lives are all ▪ Asian Culture: how people interact
different but yet the same.” Cultural Diversity: Sharing Planet Earth ▪ River Valley Civilizations: Ancient
▪ demonstrate an understanding of different cultures, attitudes, and Egypt, Mesopotamia, India, and
abilities China – Relationships
Math ▪ explain the importance of the virtues of honesty and integrity in Mathematics Process Standards
applying math and science to real-world problems and in completing ▪ Communication
class work
▪ work cooperatively with classmates to create a Code of Ethics for
classroom
▪ examine and discuss “primary documents” – the ethics statements of
scientific and mathematical organizations and the core values of the
school’s Character Education program
▪ work with other students to shape a series of principles or guidelines
that are suited to their work as young scientists and mathematicians
▪ utilize opportunities for individual and group reflection through
journals, writing assignments, and creative projects
Science ▪ utilize opportunities for individual and group reflection through Science – Process Standards
journals, writing assignments, and creative projects ▪ Observe
▪ Communicate
Health ▪ demonstrate effective interpersonal communication skills Health and Safety Standards 2009
▪ G-6.4.1, G-6.4.2, G-6.7.1, I-6.4.1, I-
6.7.1, I-6.7.3, M-6.4.1

RESPECT SEPTEMBER
Grade: 7

The student will…
ELA ▪ “We all live with the objective of being happy; our lives are all English Language Arts – Strands
different but yet the same.” Cultural Diversity: Sharing Planet ▪ The student will draw upon a
Earth variety of strategies to
▪ demonstrate an understanding of different cultures, attitudes, and comprehend, interpret, analyze,
abilities and evaluate what he or she reads.
▪ “Effective communication is the foundation of a healthy ▪ The student will recognize,
relationship.” Communication Skills: Did I Hear What You Said? demonstrate, and analyze the
▪ increase use of effective communication skills with peers and qualities of effective
adults communication.
▪ demonstrate a positive attitude toward work and the ability to
work together
▪ demonstrate an awareness, understanding, and respect for others
▪ identify roadblocks to communication and model ways to
overcome them

Social Studies ▪ demonstrate an understanding of different cultures, attitudes, and Social Studies Standards 2005
abilities ▪ South Carolina Social Studies
Standards that relate to different,
▪ See ELA countries, cultures, religions, etc.
Math ▪ discuss ethical issues such as the manipulation of data Mathematics Process Standards
▪ Communication
Science ▪ explain the importance of ethics and character to the scientific Science – Process Standards
profession ▪ Observe
▪ respond orally or in writing to selected prompts re ethical ▪ Communicate
principles in science
Health ▪ demonstrate ways to communicate consideration and respect for Health and Safety Standards 2009
self and others as related to body composition and shape, weight ▪ D-7.5.2, G-7.1.2, G-7.1.8, G-7.1.9,G-
control and dietary choices 7.2.1, G-7.2.2, G-7.4.1,G-7.5.1, G-
7.7.1,I-7.4.1
the world of work.
Guidance ▪ demonstrate an understanding of cultures, attitudes, and abilities ▪ Students will understand the
▪ See ELA relationships among personal
the world of work.
work.

Grade: 7

The student will…
ELA ▪ seek opportunities to participate in community service English Language Arts – Strands
▪ explain the value of teamwork and display the ability to work in ▪ The student will write effectively
teams as well as independently for different audiences and purposes
▪ identify and participate in activities that demonstrate good ▪ The student will draw upon a
citizenship variety of strategies to comprehend,
interpret, analyze, and evaluate
what he or she reads
▪ Communicate
Health ▪ demonstrate the ability to utilize resources from home, school, and Health and Safety Standards 2009
community that provide valid safety information and services ▪ D-7.8.1, G-7.1.2, I-7.3.1,G-7.3.1, G-
7.3.2, M-7.1.1, P-7.6.1, P-7.6.2, P-
7.8.1

the world of work.
the world of work.
work.

Grade: 7
* Identify your behaviors that demonstrate good citizenship.

The student will…
ELA ▪ “Reaching your goals and dreams in life depends on activity. This English Language Arts – Strands
means work!” Goal Setting: School Success: How do I get there? ▪ The student will recognize,
▪ demonstrate decision-making and goal-setting skills demonstrate, and analyze the
▪ recognize how studying influences learning and how attitudes qualities of effective
influence achievement communication
▪ explain and develop personal capabilities and cooperation in
learning with others
▪ “What we have done for ourselves alone dies with us. What we
▪ seek opportunities to participate in community service
▪ explain the value of teamwork and display the ability to work in
teams as well as independently
▪ identify and participate in activities that demonstrate good
citizenship
▪ “Good Worker” Traits: Do I Have What It Takes?
▪ explain the relationship between personal qualities, school success,
and career choices

Social Studies ▪ “What we have done for ourselves alone dies with us. What we Social Studies Standards 2005
▪ See ELA
Science ▪ read the biographies of scientists who have modeled good character Science – Process Standards
and made a difference in the world ▪ Observe
▪ Communicate
Health ▪ demonstrate the ability to utilize resources from home, school, and Health and Safety Standards 2009
community that provide valid safety information and services ▪ I-7.3.1,G-7.3.1, G-7.3.2, M-7.1.1, P-
7.4.1, P-7.8.1
Related Arts ▪ discuss copyright laws relating to musicians’ and artists’ work Young Peoples Lessons in Character, B.
▪ identify character traits that contribute to work ethic and career David Brooks, Ph.D., p. 124
choices ▪ Lessons in Character, Unit Seven: I
work with Computers -- Graphic
Illustrator: Eldon Doty
Guidance ▪ See ELA Effective Guidance Activities, SC
▪ explain the relationship between personal qualities, school success, Department of Education, Office of Safe
and career choices Schools & Youth Services, Guidance
Services (CD)
*(Contact the guidance counselor for CD).
Serving Our Community
▪ “Good Worker” Traits: Do I Have What It
Takes?

GENEROSITY DECEMBER
Grade: 7

The student will…
ELA ▪ interview parents, grandparents, and other students and determine
whether attitudes about generosity have changed over time. ▪ 7-5.3 Create descriptions for use in
▪ have students keep a log for five days where they have displayed different modes of writing.
random acts of generosity that did not include money.
Social Studies ▪ compare the relationship between Elizabeth I of England to Louis ▪ Summarize the essential
XIV of France. Which was more generous to their subjects? How characteristics of the limited
did the treatment of their people decide the length of their reign? government in England following the
Glorious Revolution and the unlimited
governments in France and Russia,
▪ How can one person’s generosity spread to impact the entire world? including some of the restraints placed
upon a limited government’s power
and how authoritarian and totalitarian
systems are considered unlimited
governments.
▪ 7-7.4 Summarize global efforts to

advance human rights, including the
United Nations’ adoption and
proclamation of the Universal
Declaration of Human Rights, the end
of colonialism by European nation-
states, and the collapse of the
apartheid system.
Math
Science ▪ Discuss the significance of scientific endowments. Science Standards

▪ 7-1.4
Health ▪ Make a list of ways to show generosity to your family, friends, and Health and Safety Standards 2009
community and implement one.
Related Arts ▪ Write an essay about how music is used in society as a gift. National Standard #8 and #9.
Guidance ▪ Model generosity with students by being open, honest and willing to American School Counselor Assoc.
share knowledge and time. Cover generosity through goal-setting ▪ A:A 5.5, PS:A 1.3, 1.6, 1.9, 2.7, 2.8
lesson.

Grade: 7

The student will…
ELA ▪ read poems, short stories, or biographies that demonstrate self- English Language Arts – Strands
discipline ▪ The student will write effectively for
▪ complete varied writing assignments about self-discipline and the different audiences and purposes.
main character or plot etc. ▪ The student will draw upon a variety
reads.
behavior
nonverbal behavior.

Math ▪ read and discuss biographies of famous mathematicians and the Mathematics Process Standards
self-discipline required to make a difference in the world ▪ Communication
Science ▪ read and discuss biographies of famous scientists and the self- Science – Process Standards
discipline required to make a difference in the world ▪ Observe
▪ Communicate
Health ▪ demonstrate helpful strategies to access and manage conflict and Health and Safety Standards 2009
stress ▪ G-7.4.1, G-7.5.1, I-7.4.1, M-7.7.1,
▪ list and discuss steps to use to stay in control when you are very N-7.1.5, N-7.1.6, P-7.6.1,P-7.6.2
angry
▪ explain how to carry on when you are feeling insecure and
unloved
Related Arts ▪ demonstrate self-discipline when working independently and ▪ Students will understand the
with other students in class activities relationships among personal
▪ identify character traits that contribute to work ethic and career qualities, education and training, and
choices the world of work.
Guidance ▪ identify character traits that contribute to ▪ Students will understand the
▪ work ethic and career choices relationships among personal
the world of work.

Grade: 7
KINDNESS – to be considerate, courteous, helpful, and understanding of others’ feelings and beliefs

The student will…
ELA ▪ seek opportunities to participate in community service English Language Arts – Strands
▪ explain the value of teamwork and display the ability to work in teams ▪ The student will recognize,
as well as independently demonstrate, and analyze the
▪ identify and participate in activities that demonstrate good citizenship qualities of effective
▪ practice writing thank you notes communication
▪ Write for different audiences and
purposes
behavior
nonverbal behavior.
▪ See ELA
▪ explain the importance of ethics and character to the scientific ▪ Observe
profession ▪ Communicate
Health ▪ demonstrate ways to communicate consideration and respect for self Health and Safety Standards 2009
and others as related to body composition and shape, weight control ▪ G-7.2.1, G-7.2.2, G-7.4.1, M -7.4.1
and dietary choices
Related Arts ▪ demonstrate kindness and caring when working with other students in ▪ Students will understand the
class activities relationships among personal
the world of work.
work.

PERSEVERANCE MARCH
Grade: 7

The student will…
ELA ▪ Read a biography of a famous person and identify how ▪ 7-2.1 (Analyze ideas in informational texts)
perseverance contributed to their success. Write a short ▪ 7-2.2 (Analyze information in texts to draw
“bio” for that person. Put together a class booklet of short conclusions and make inferences)
“bios” of people who have persevered and become ▪ 7-2.8 (Read independently)
successful. ▪ 7-5.1 (Create informational pieces)
▪ 7-5.3 Create descriptions for use in different
▪ Journal writing: Describe a time when you persevered. modes of writing.
Were you successful? What were the benefits of having
perseverance?
Social Studies ▪ Summarize how the people of England, France, and Russia ▪ Summarize the essential characteristics of the
had to persevere to win the use of their natural rights (life limited government in England following the
liberty, property/ pursuit of happiness) from the Absolute Glorious Revolution and the unlimited
Monarchs. Explain how their persistence over hundreds of governments in France and Russia, including
years finally paid off. some of the restraints placed upon a limited
government’s power and how authoritarian
and totalitarian systems are considered
▪ Explain the extent President Woodrow Wilson went to in unlimited governments.

order to convince the people of the United States and the
World that the League of Nations was a worthy cause. Why ▪ Explain the outcome and effects of World
would he continue to promote his ideas even though others War I, including the conditions and failures of
disagreed with him so strongly? How did this end up for the League of Nations and the Treaty of
him? Do you know of any future programs that were based Versailles and the effects of major treaties on
from his plan? population movement, the international
economy, and shifts in borders. (H, P, G, E)
▪ Write a journal entry as a WWI veteran marching on ▪ Explain the worldwide depression that took
Washington D.C. fighting for their Bonus promised by the place in the 1930s, including the economic
government. How would a veteran feel when President crash of 1929 and political responses to the
Hoover responded to their persistence? What made depression such as the New Deal in the
President Roosevelt’s reaction so much different? Even United Sates, the rise of Nazism in Germany,
though they were forced out by the military the first time, and the economic retrenchment in Britain.
what brought them back a second?
Math ▪ Discuss the math skills that are easy for you and those that Math Process Standards
are challenging. Discuss strategies for persevering when ▪ Problem Solving
school assignments are more difficult.
▪ Students will generate and solve complex abstract
problems that involve physical, social, or mathematical
phenomena and will continue to work until arriving at a
solution.

Science ▪ Discuss inventors and scientific discoveries/accomplishments ▪ 7-1.4 Importance of repeated trials in
achieved through perseverance. scientific investigation...
Health ▪ Discuss perseverance as it relates to mental, emotional and social Health and Safety Standards 2009
health. ▪ Mental, Emotional and Social Health
strands
Related Arts ▪ Read the story of our national Anthem and write an essay on how this ▪ National Standard # 9
song helped our service men persevere.
Guidance ▪ Learn how to apply the concept of perseverance through a goal American School Counselor Assoc.
setting lesson focused on prioritizing as well as value of persistence ▪ A:A1.1, 1.4, 1.5, 2.2, 2.2, 2.4, 3.1, 3.4
and hard work.

Grade: 7

The student will…
ELA ▪ write a multi-paragraph essay on the topic: “My Hero is a Person of English Language Arts – Strands
Good Character” ▪ The student will write effectively
▪ discuss ways to avoid plagiarism for different audiences and
purposes.
Social Studies ▪ review current events and discuss Social Studies Standards 2005
▪ various political and social actions in relation to honesty
▪ discuss ethics in politics, trade agreements, business/social agendas
Math ▪ explain the importance of honesty and integrity in applying math and Mathematics Process Standards
science to real-world problems and in completing class work ▪ Communication
▪ work cooperatively with classmates to create a code of ethics for
classroom
▪ explain key concepts in “primary documents: - the ethics statements
of scientific and mathematical organizations and the core values of
the school’s Character Education program
▪ shape a series of principles or guidelines that are suited to their work
as young scientists and mathematicians
▪ Observe
▪ Communicate

Health ▪ tell why knowledge of weapons on school property must be reported Health and Safety Standards 2009
to appropriate responsible adults ▪ I-7.1.1,M-7.1.1, M-7.4.1, M-7.7.1, N-
7.1.6, N-7.2.2, N-7.6.2, P-7.1.1, P-
7.6.1, P-7.6.2
the world of work.
the world of work.

COOPERATION & FAIRNESS MAY
Grade: 7
FAIRNESS –to play by the rules, to be open minded to the viewpoints of others

The student will…
ELA ▪ “We all live with the objective of being happy; our lives are all English Language Arts – Strands
different but yet the same.” Cultural Diversity: Sharing Planet Earth ▪ The student will recognize,
▪ demonstrate an understanding of different cultures, attitudes, and demonstrate, and analyze the
abilities qualities of effective
▪ “If we want our children to possess the traits of character we most communication.
admire, we need to teach them what those traits are and why the
deserve both admiration and allegiance. Children must learn the
forms and content of those traits.” Career Awareness: Showing Good
Character in the Workplace
▪ explain the importance of responsibility, dependability, punctuality,
and integrity in the workplace
▪ identify character traits that contribute to work ethic and career
choices

Social Studies ▪ “We all live with the objective of being happy; our lives are all Social Studies Standards 2005
abilities
▪ discuss topics such as ethics in politics, trade agreements, business
and social agendas
Math ▪ explain, through individual and group reflection, the importance of Mathematics Process Standards
character traits such as responsibility, dependability, and integrity in ▪ Communication
journals, writing assignments, and creative projects
▪ work cooperatively to create a code of ethics for their classroom
▪ explain and work with the ethics statements of scientific and
mathematical organizations and the core values of the school’s
Character Education program
Science ▪ explain, through individual and group reflection, the importance of Science – Process Standards
character traits such as responsibility, dependability, and integrity in ▪ Observe
journals, writing assignments, and creative projects ▪ Communicate
Health ▪ demonstrate effective interpersonal communication skills Health and Safety Standards 2009
▪ demonstrate strategies for expressing needs, wants and feelings to ▪ G-7.1.8, G-7.4.1, G-7.5.1, G-7.7.1,
adults who have been rude or unfair M-7.7.1,I-7.4.1
Related Arts ▪ demonstrate cooperation when working on group activities ▪ Students will understand the
the world of work.
Guidance ▪ demonstrate an understanding of different cultures, attitudes, and ▪ Students will understand the
abilities relationships among personal
the world of work.
work.

RESPECT SEPTEMBER
Grade: 8

The student will…
ELA ▪ explain the importance of respecting self and others English Language Arts – Strands
▪ give examples of what happens when respect is not demonstrated ▪ The student will recognize,
▪ “We all live with the objective of being happy; our lives are all demonstrate, and analyze the
different but yet the same.” Cultural Diversity: Sharing Planet Earth qualities of effective
▪ demonstrate an understanding of different cultures, attitudes, and communication
abilities
▪ “Effective communication is the foundation of a healthy
relationship.” Communication Skills: Did I Hear What You Said?
▪ increase use of effective communication skills with peers and adults
▪ demonstrate a positive attitude toward work and the ability to work
together
▪ relate an awareness, understanding, and respect for others
▪ identify roadblocks to communication and model ways to overcome
them
Social Studies Standards 2005
Social Studies ▪ “We all live with the objective of being happy; our lives are all
abilities
▪ be able to answer the following questions:
o What are the political struggles that affected African
Americas, women, and other ethnic and religious groups?
o What were the major domestic and foreign issues at this
time?
o What is the foundation or basic principles of American
democracy? What are the foundations of the American
political system? What are the central ideas of SC and the
US regarding constitutional government?
o What are the historical, geographic, social and economic
factors that shaped American democracy?
o What are shared political values and principles of
American democracy? How can political parties provide
opportunities for citizen participation?
▪ See ELA
Math ▪ identify sources of employment in the community Mathematics Process Standards
▪ explain how economic development influences employment ▪ Communication

Science ▪ discuss ethical issues such as the manipulation of data Science – Process Standards
▪ Observe
▪ Communicate
for self, for parents, and family, and for the diversity of others ▪ G-8.1.1, G-8.1.4, G-8.4.1, G-8.4.2,
G-8.4.3, G-8.7.1, I-8.7.1, I-8.7.3
Related Arts ▪ demonstrate respect for the work of other students ▪ Students will understand the
▪ identify character traits than contribute to work ethic and career relationships among personal
the world of work.
Guidance ▪ demonstrate an understanding of different cultures, attitudes, and ▪ Students will understand the
abilities relationships among personal
▪ See ELA qualities, education and training, and
▪ See Math the world of work.
work.

Grade: 8

The student will…
ELA ▪ “What we have done for ourselves alone dies with us. What we English Language Arts – Strands
have done for others and the world remains immortal.” ▪ The student will recognize,
Interpersonal Relationships: Serving Our Community demonstrate, and analyze the
▪ seek opportunities to participate in community service qualities of effective communication
▪ explain the value of teamwork and display the ability to work in
teams as well as independently
citizenship
▪ Discuss the responsibility of historians in recording events
accurately
▪ Communicate
Health ▪ demonstrate healthful strategies to assess and manage conflict Health and Safety Standards 2009
and stress. ▪ G-8.1.1,M-8.1.2,M-8.3.1, G-8.4.2, G-
8.4.3, I-8.4.1, I-8.5.1,I-8.7.1, I-8.7.3,
N-8.7.1, P-8.8.1, P-8.8.2
Related Arts ▪ demonstrate responsibility by completing class projects. ▪ Students will understand the
▪ participate in group activities. relationships among personal
Guidance ▪ See ELA ▪ Students will understand how
work.

Grade: 8
* Identify your behaviors that demonstrate good citizenship.

The student will…
ELA ▪ “Reaching your goals and dreams in life depends on activity. English Language Arts – Strands
This means work!” Goal Setting: School Success: How do I get ▪ The student will recognize,
there? demonstrate, and analyze the
▪ demonstrate decision-making and goal-setting skills qualities of effective
▪ recognize how studying influences learning and how attitudes communication.
influence achievement
▪ explain and develop personal capabilities and cooperation in
learning with others
▪ “What we have done for ourselves alone dies with us. What we
▪ See Guidance
▪ “Good Worker” Traits: Do I Have What It Takes?
▪ explain the relationship between personal
▪ qualities, school success, and career choices
Social Studies “What we have done for ourselves alone dies with us. What we have Social Studies Standards 2005
done for others and the world remains immortal.” Interpersonal
Relationships: Serving Our Community
▪ See ELA
▪ be able to answer the following questions:
o What is the role of citizens in American Democracy? What
are civic rights and responsibilities?
o How does one become a citizen? What are personal,
political, and economic rights?
o Why are citizens important to a democracy? How can
Americans monitor and influence politics and government?
o Why is political leadership and public service important?
Math ▪ identify sources of employment in the community Mathematics Process Standards
▪ relate how economic development influences employment ▪ Communication
▪ identify character traits that contribute to work ethic and career
choices
Science ▪ read the biographies of scientists who have modeled good Science – Process Standards
character and made a difference in the world ▪ Observe
▪ Communicate
Health ▪ demonstrate ways to communicate care, consideration, and Health and Safety Standards 2009
respect for self, for parents, and family, and for the diversity of ▪ D-8.8.1, P-8.8.1, P-8.8.2
others.
Related Arts ▪ discuss copyright laws pertaining to musicians’ and artists’ ▪ Students will understand the
work relationships among personal

▪ See Math relationships among personal
▪ seek opportunities to participate in community service qualities, education and training, and
▪ explain the value of teamwork and display the ability to work in the world of work.
teams as well as independently ▪ Students will understand how
▪ identify and participate in activities that demonstrate good community awareness relates to
citizenship work.
▪ Students will demonstrate decision
making, goal setting, problem
solving, and communication skills.

GENEROSITY DECEMBER
Grade: 8

The student will…
ELA ▪ write about a time when you acted in a generous manner. Analyze English Language Arts Strands
your feelings before and after the event. ▪ Personal Narrative writing
▪ identify icons in our society who display generosity (philanthropists,
professional athletes, etc.) and discuss their motivation for giving.
Social Studies ▪ participate in a community service project such as a canned food and Social Studies Standards 2005
clothing drive or Toys for Tots campaign to benefit community
members who are less fortunate.
Math ▪ use United Way brochures to compare what percent of a donation Math Standards
would actually be used for the charitable purpose (the brochures, at ▪ 88-2.7 Apply ratios, rates, and
least what I used to see, have the admin overhead as a percent in proportions
parentheses after each organization title). For example, "compare
how large a donation is needed to result in a $1000 donation to the
end user for Habitat for Humanity, Salvation Army, and American
Red Cross"; can also incorporate how to calculate what percentage
of a paycheck is a particular donation amount.

Science ▪ discuss the role of generosity and philanthropy in medical research Science Standards
and organ donation.
Health ▪ volunteer at an elementary school or a daycare to read a book to a Health and Safety Standards, 2009
class. List other ways to help the community and implement one  M-8.1.1
activity.
Related Arts ▪ write a personal essay about a time that you shared gifts of music. National Standard # 9
Guidance ▪ model generosity with students by being open, honest and willing to American School Counselor Assoc.
share knowledge and time. Cover generosity through goal-setting ▪ A:A 5.5, PS:A 1.3, 1.6, 1.9, 2.7, 2.8
lesson.

Grade: 8
Focus points: *If you were asked to be on a student committee, working on school safety issues, what would be your advise?

The student will…
ELA ▪ read poems, short stories, or biographies that demonstrate self- English Language Arts – Strands
discipline ▪ The student will draw upon a variety
▪ complete writing assignments about self-discipline and the main of strategies to comprehend,
character or plot in selected literary works interpret, analyze, and evaluate what
he or she reads
behavior
nonverbal behavior
Math ▪ read and discuss biographies of famous mathematicians and the self- Mathematics Process Standards
discipline required to make a difference in the world ▪ Communication
Science ▪ read and discuss biographies of famous scientists and the self- Science – Process Standards
discipline required to make a difference in the world ▪ Observe
▪ Communicate

Health ▪ demonstrate healthful strategies to assess and manage conflict and Health and Safety Standards 2009
stress. ▪ D-8.5.1, G-8.5.1, I-8.5.1, G-8.6.1, G-
8.6.2, I-8.7.1, N-8.7.1, P-8.7.2
Related Arts ▪ demonstrate self control when participating in group activities. ▪ Students will understand the
the world of work.
the world of work.

Grade: 8
CARING – to demonstrate concern through kindness and acceptance while meeting the needs of self and others

The student will…
ELA “What we have done for ourselves alone dies with us. What we have English Language Arts – Strands
done for others and the world remains immortal.” Interpersonal ▪ The student will recognize,
Relationships: Serving Our Community demonstrate, and analyze the
▪ seek opportunities to participate in community service qualities of effective communication.
▪ explain the value of teamwork and display the ability to work in ▪ The student will write effectively for
teams as well as independently different audiences and purposes.
citizenship
▪ write thank-you notes (social courtesies)
▪ participate in clubs devoted to manners and etiquette
behavior
nonverbal behavior
▪ explain the importance of ethics and character to the scientific ▪ Observe
profession ▪ Communicate
Health ▪ demonstrate ways to communicate consideration and respect for Health and Safety Standards 2009
self and others as related to body composition and shape, weight ▪ G-8.1.4, G-8.1.7, G-8.4.1, G -8.4.2,
control and dietary choices I-8.7.1, D-8.8.1, I-8.7.3
▪ demonstrate ways to communicate care, consideration, and
respect for self, for parents, and family, and for the diversity of
others
Related Arts ▪ demonstrate kindness by accepting the ideas of others in group ▪ Students will understand the
discussions, group projects or group play. relationships among personal
▪ identify character traits that contribute to work ethic and career qualities, education and training,
choices and the world of work.

choices qualities, education and training,
work.

PERSEVERANCE MARCH
Grade: 8

The student will…
ELA ▪ Write and deliver a persuasive speech about the role of ▪ 8-5.4 (Create Persuasive pieces)
perseverance to achieve success in school.
▪ Discuss perseverance as it relates to the main characters in
Social Studies ▪ Research and write a biography on Francis Marion depicting his Social Studies Standards 2005
relentless attacks and harassment of the British.
Math ▪ Research a mathematician, scientist, or engineer (e.g. a Space ▪ 8-1Understand and utilize processes
Shuttle Astronaut, Madame Curie, etc.) and focus on how of problem-solving, reasoning and
perseverance played a role in their success. A short presentation proof, communications, connections,
would be given to the class. and representations.
Science ▪ Collect lab data by following procedures and analyze the data each ▪ 8-1.2 (design a scientific
time – sticking to the purpose without giving way. investigation)
Health  Define resiliency. Think about a time you didn’t meet a goal and Health and Safety Standards, 2009
you gave up. What could you have done differently to meet that  M-8.1.1, M-8.1.3, G-8.6.2, N-8.6.1,
goal? N-8.6.2, M-8.7.2, N-8.7.1
Related Arts ▪ Write and deliver a persuasive speech about the role or National Standard #7
perseverance in learning to play a musical instrument.

Guidance ▪ Learn how to apply the concept of perseverance through a goal American School Counselors Assoc.
setting lesson focused on prioritizing as well as value of persistence ▪ A:A1.1, 1.4, 1.5, 2.2, 2.2, 2.4, 3.1, 3.4
and hard work.

Grade: 8
Trait: HONESTY/INTEGRITY – to always be truthful; fair and straightforward in conduct

The student will…
ELA ▪ read current events and discuss various political and social actions English Language Arts – Strands
in relation to honesty ▪ The student will draw upon a variety
▪ write a multi-paragraph essay on the topic “My Hero is a Person of strategies to comprehend,
of Good Character” interpret, analyze, and evaluate what
▪ discuss ways to avoid plagiarism he or she reads.
Social Studies ▪ be able to answer the following questions: Social Studies Standards 2005
o What is the foundation of American democracy?
o What are the Foundations of the American political system?
o What are the central ideas of S.C. and the U.S. regarding
constitutional government?
o What are the historical, geographic, social, and economic
o What are shared political values and principles of American
democracy? How can political parties provide opportunities
for citizen participation?
Math Stress Honesty and Integrity Mathematics Process Standards
▪ cite the importance of these virtues in applying math and science ▪ Communication
to real world problems and in completing class work
A Classroom Code of Ethics

▪ work cooperatively with other students to create a code of ethics
for their classroom
▪
explain and work with “primary documents” – the ethics
work as young scientists or mathematicians
▪ Observe
▪ Communicate
for self, for parents, and family, and for the diversity of others ▪ G- 8.4.3, I-8.4.1, I-8.7.1
the world of work.
the world of work.

Grade: 8

The student will…
ELA ▪ identify character traits that contribute to work ethic and career English Language Arts – Strands
choices ▪ The student will recognize,
▪ define the importance of responsibility, demonstrate, and analyze the
▪ dependability, punctuality, and integrity in the workplace qualities of effective
▪ See SOCIAL STUDIES communication.
Social Studies ▪ demonstrate an understanding of different cultures, attitudes, and Social Studies Standards 2005
abilities
▪ answer the following questions:
o What is the foundation or basic principles of American
democracy?
o What are the foundations of the American political system?
o What are the central ideas of SC and the US regarding
constitutional government?
o What are the historical, geographic, social and economic
o What are shared political values and principles of American
democracy? How can political parties provide opportunities
for citizen participation?
Math Mathematics Process Standards
▪
identify sources of employment in the community ▪ Communication
▪
explain how economic development influences employment
▪
explain, through individual and group reflection, the importance of
character
▪ traits such as responsibility, dependability, and integrity in
journals,
▪ writing assignments, and creative projects
▪ work cooperatively with other students to create a code of ethics
for the classroom
▪ read and explain “primary documents” – the ethics statements of
scientific and mathematical organizations and the core values of
the school’s Character Education program
▪ answer the following question:
o What are the political struggles that affected African
Americas, women, and other ethnic and religious groups?
character traits such as responsibility, dependability, and integrity in o Observe
journals, writing assignments, and creative projects o Communicate

Health ▪ demonstrate healthful strategies to assess and manage conflict and Health and Safety Standards 2009
stress. ▪ G-8.4.1, G-8.7.1, I-8.7.1, M-8.7.2, G-
▪ compare and contrast how fairness influences emotional and social 8.2.3, M-8.2.1, N-8.2.1, P-8.2.1
health
Related Arts ▪ compete honestly and fairly in p.e. activities. ▪ Students will understand the
▪ cooperate respectfully in group activities relationships among personal
Guidance ▪ demonstrate an understanding of ▪ Students will understand the

▪ different cultures, attitudes, and abilities relationships among personal
▪ See ELA the world of work.
▪ See Math community awareness relates to
work.

RESPECT SEPTEMBER
Grade: 9-12
:

The student will…
ELA Respecting Differences: Are We More Alike Than Different? English Language Arts – Strands
▪ demonstrate ways to recognize and respect differences ▪ The student will recognize,
▪ recognize that all people have responsibilities demonstrate, and analyze the
▪ broaden opportunities and resources to participate in community qualities of effective
service communication.
Interpersonal Skills: No “Dissing” Allowed
▪ identify, recognize, accept, respect, and appreciate individual
differences
▪ explain interaction and cooperation between peers and adults
▪ use and interpret effective/appropriate communication skills
▪ demonstrate how to apply conflict resolution skills
▪ explain the positive/negative aspect of peer pressure
▪ demonstrate cooperative behavior
▪ respect and accept alternative points of view
Self Protection: Smart Choices
- See Health
Self Awareness: I Am #1
- See Guidance
Social Studies Respecting Differences: Are We More Alike Than Different? Social Studies Standards 2005
N = Nutrition and Physical Activity P = Personal and Community Health and Wellness G = Growth, Development, and Sexual Health and
Responsibility
▪ See ELA
▪ See Health
Math ▪ study autobiographies of outstanding persons such as Benjamin Mathematics Process Standards
Franklin, Alexander Graham Bell, and Albert Einstein ▪ Communication
▪ describe what role respect played in the success of outstanding
individuals
Science ▪ study autobiographies of outstanding persons such as Benjamin Science – Process Standards
Franklin, Alexander Graham Bell, and Albert Einstein ▪ Observe
▪ describe what role respect played in the success of outstanding ▪ Communicate
individuals
Health Self Protection: Smart Choices Health and Safety Standards 2009
▪ assert boundaries when rights and privacy are threatened ▪ Students will demonstrate the ability
▪ apply knowledge about the dangers of substance abuse to practice behaviors that enhance
▪ demonstrate assertiveness skills for “pressure” situations health and reduce risks.
Related Self Protection: Smart Choices ▪ Students will demonstrate the ability
Arts/Electives ▪ See Health to practice behaviors that enhance
health and reduce risks.
(Art, Dance, Career,
Vocation and
Technology)

Responsibility
Guidance Respecting Differences: Are We More Alike Than Different? ▪ Students will understand and
▪ See ELA appreciate self.
Interpersonal Skills: No “Dissing” Allowed ▪ Students will understand and
▪ See ELA respect others.
Self Awareness: I Am #1
▪ demonstrate a positive attitude toward
▪ self
▪ describe personal attitudes and beliefs
▪ identify and appreciate the factors that influence self-concept
▪ explain how change is part of growth
▪ analyze and interpret interests, abilities, and aptitudes as
components of personal uniqueness

Responsibility
Grade: 9-12

The student will…
ELA Career Decision Making: The First Step –“ Who Am I?” English Language Arts – Strands
▪ demonstrate an awareness of personal ▪ The student will recognize,
▪ abilities, skills, interests, and motivations demonstrate, and analyze the
▪ identify how personal preferences and interests influence career qualities of effective
choices and successes communication.
▪ apply decision-making and goal-setting to career
planning/transitions
▪ demonstrate the importance of planning and goal setting
▪ identify ways in which abilities, interests, work values, and
personality traits influence and impact career options
▪ See Health
Improving Academic Skills: Time Management
▪ See Math
Academic Success: The “Big” Test
▪ - See Guidance

Responsibility
Social Studies Career Decision Making: The First Step –“ Who Am I?” Social Studies Standards 2005
▪ See ELA
▪ Career Decision Making: Exploring Careers
▪ identify ways in which occupations can be organized into career
paths/clusters
▪ identify resources for obtaining information about career paths
▪ participate in a work-based exploration experience
▪ identify and evaluate the ability to generate alternatives, gather
information on choices and how they affect future decisions and
goals
▪ See Health
Math Improving Academic Skills: Time Management Mathematics Process Standards
▪ establish and practice realistic academic goals ▪ Communication
▪ learn and apply effective study skills
▪ upgrade study skills and apply them to learning situations
▪ develop and demonstrate time management skills
▪ identify and practice ways to maintain a balance between
academic, extracurricular activities, family responsibilities, and
life
▪ practice academic and study skills at home and in community
▪ use time management skills to balance school, work, and leisure
activities
Science ▪ identify available resources related to “responsibility” Science – Process Standards
▪ apply computer skills in development of web page based on ▪ Observe
research ▪ Communicate
▪ share research findings with classmates and community at large

Responsibility
Health Self Protection: Smart Choices Health and Safety Standards 2009
▪ assert boundaries when rights and privacy are threatened ▪ G-HS.1.10, G-HS.1.2, G-HS.1.4, M-
▪ apply knowledge about the dangers of substance abuse HS.1.2,G-HS.4.2, G-HS.4.3
▪ demonstrate assertiveness skills for “pressure” situations
Improving Academic Skills: Time Management
▪ - See Math
Related Self Protection: Smart Choices ▪ Students will demonstrate the ability
Arts/Electives ▪ See Health to practice behaviors that enhance
health and reduce risks.
Vocation and
Technology)
Guidance Career Decision Making: Exploring Careers ▪ Students will understand and
▪ See SOCIAL STUDIES appreciate self.
Self Protection: Smart Choices ▪ Students will make decisions, set
▪ See Health goals, and take actions.
Academic Success: The “Big” Test ▪ Students will develop safety and
▪ demonstrate being responsible for actions survival skills.
▪ explain how prejudices are formed and examine their ▪ Students will employ strategies to
consequences improve school success.
▪ demonstrate personal capabilities, attitudes, and behaviors that ▪ Students will explore careers and the
facilitate learning connection of school and work.
▪ display cooperation in learning and in responding to adult
leadership
▪ evaluate how effective study efforts influence effective habits in
the life span
▪ display positive interest in learning and work
▪ explain and analyze how successes/mistakes are natural in the
learning process
▪ demonstrate high quality work standards by producing quality
schoolwork
Responsibility
Grade: 9-12

The student will…
ELA ▪ demonstrate ways to recognize and respect differences English Language Arts – Strands
▪ recognize that all people have responsibilities ▪ The student will recognize,
▪ broaden opportunities and resources to demonstrate, and analyze the
participate in community service qualities of effective communication.
Math Biography-Based Character Education Mathematics Process Standards

▪ read the biographies of scientists and ▪ Communication
▪ mathematicians who have modeled good character and made a
difference in the world – Albert Einstein, James Watson, Marie
Curie, and Francis Crick – connect students with these fields
▪ identify and discuss the wide of scientific career through biography-
based Character Education

Responsibility
▪ Observe
▪ Communicate
Health ▪ demonstrate the ability to influence and support others in making Health and Safety Standards 2009
positive health choices ▪ G-H.1.11, G-HS.3.2, I-HS.1.4, I-
HS.7.1, I-HS.7.4, I-HS.1.1, M-
HS.3.1, N-HS.2.4, N-HS.3.1, N-
HS.3.2, N-HS.3.3, N-HS.8.1, P-
HS.1.5, P-HS.2.2, P-HS.2.3P-HS.7.1,
P-HS.8.1
Related ▪ perform a Service Project ▪ Students will develop a sense of
Arts/Electives community.

Vocation and
Technology)
Guidance ▪ See ELA ▪ Students will understand and respect

others.

Responsibility
GENEROSITY DECEMBER
Grade: 9-12
Focus points:

The student will…
ELA ▪ discuss philanthropy and how it improves their community and the English Language Arts – Strands
world around them. ▪ The student will recognize,
▪ Discuss generosity as it relates to the novel “The Crucible”. demonstrate, and analyze the
▪ Write about a time when you were generous. Analyze your qualities of effective communication.
feelings before and after the event.
Social Studies ▪ discuss the roll of charity organizations in the local community, the Social Studies Standards 2005
state, and national organizations.
▪ examine the roll of international aid organizations such as the UN
and the Red Cross.
Math ▪ Research the poverty index in your community and problem solve Mathematics Process Standards
ways to address poverty in your community. ▪ Problem Solving

Responsibility
Science ▪ survey types of generosity in your classroom. Graph the results. Science Process Skills
▪ Data Collection
Health ▪ participate in the Low Country High School Food Fight. Health and Safety Standards 2009
▪ N-HS.3.3
Related Arts ▪ discuss the movie, Radio, and how the central characters ▪ Students will understand and respect
demonstrated generosity. others.
▪ discuss characters from plays, books, and movies that did and did
not demonstrate generosity. Analyze the consequences of their
actions.
Guidance ▪ complete a community service project. ▪ Students will develop a sense of
community.

Responsibility
Grade: 9-12

The student will…
ELA ▪ write a multi-paragraph essay related to essential character traits English Language Arts – Strands
▪ The student will recognize,
demonstrate, and analyze the
communication.
▪ The student will write effectively
for different audiences and
purposes.
Social Studies ▪ write a speech describing the essential balance of rights and Social Studies Standards 2005
responsibilities in our democracy. Try to convince your fellow
classmates that in a democracy, the preservation of our rights
depends on our exercise of responsibility.
▪ write an essay applying the following principle to your own
community: In ancient Greece, people felt that it was important for
all people to try to leave Athens better than they found it.

Responsibility
Math ▪ conduct a survey of students in school on goal-setting Mathematics Process Standards
▪ analyze results and share findings with classmates ▪ Communication
Science ▪ work cooperatively with classmates to complete research project re Science – Process Standards
famous scientist ▪ Observe
▪ identify key character traits and work habits that contributed to ▪ Communicate
his/her success
▪ present findings to class
Health ▪ demonstrate the ability to practice behaviors, which enhance health Health and Safety Standards, 2009
and reduce risk ▪ D-HS.1.1, P-HS.1.3, N-HS.6.1, N-
▪ develop strategies for positive self-concepts throughout life HS.6.2, N-HS.7.1, I-HS.7.3
▪ demonstrate the ability to assess and adjust behavior to respond
appropriately to anger and other strong emotions.
Related ▪ conduct a survey on goal-setting ▪ Students will make decisions, set
Arts/Electives ▪ See Math goals, and take actions.

Vocation and
Technology)
Guidance ▪ discuss the following: ▪ Students will make decisions, set
o Successful people get that way by being lucky. Agree, or disagree? goals, and take actions.
Explain. ▪ Students will employ strategies to
o If I try hard and don’t succeed it’s not my fault. Agree, or disagree? achieve school success.
Explain.
o Does attitude have anything to do with success? If so, what?
o How do your expectations about yourself affect what you will
accomplish?

Responsibility
Grade: 9-12
KINDNESS – to be considerate, courteous, helpful, and understanding of others’ feelings and beliefs

The student will…
ELA ▪ read poems novels, biographies, short stories, plays etc. and complete English Language Arts – Strands
writing assignments ▪ The student will draw upon a
▪ identify caring behaviors in characters of selected literary works variety of strategies to comprehend,
▪ write an essay on the topic “My hero is a person of good character” interpret, analyze, and evaluate
▪ write thank you notes in correct format what he or she reads.
▪ participate in group discussion or write an essay about essential ▪ The student will write effectively
character traits, as assigned by teacher for different audiences and
purposes.
Social Studies ▪ discuss computer issues such as confidentiality, copyright laws, and Social Studies Standards 2005
legal and moral issues related to the internet
▪ work in cooperative small groups to analyze consequences of kind
and unkind behaviors on individuals and societies
Math ▪ mentor younger students in math Mathematics Process Standards
▪ plan and carry out a service project ▪ Communication
Responsibility
Science ▪ practice and encourage safety in project and lab situations Science – Process Standards
▪ See Math ▪ Observe
▪ Communicate
for self, for parents, and for the diversity of others ▪ G-HS.1.3, G-HS.1.4, M-HS.1.1, M-
▪ demonstrate the ability to influence and support others in making HS.1.2, M-HS.1.3, M-HS.4.1, P-
choices that reduce the risks of intentional and unintentional injury HS.4.1, N-HS.8.1
Related ▪ demonstrate good sportsmanship in classes and in athletic ▪ Students will understand and
Arts/Electives competition respect others.
▪ analyze sports heroes (Are they really heroes?) ▪ Students will develop a sense of
(Art, Dance, Career, ▪ demonstrate cooperative learning and team building community.
Vocation and ▪ discuss computer issues such as confidentiality, copyright laws, and
Technology) legal and moral issues related to the internet
▪ plan and carry out a service project. (Consider having them help
younger children learn something valuable, or going and visiting
senior citizens.)
▪ brainstorm ways to make your school environment more caring.
Create a list of recommendations, and place them in your school
newspaper or on a poster. Find a way to deal with the cynics who
will sneer at the whole idea.
Guidance ▪ participate in service projects (tutoring young students, assist the ▪ Students will develop a sense of
handicapped, etc.) community.
▪ complete a self-evaluation analyzing interactions with others ▪ Students will understand and
appreciate self.

Responsibility
PERSEVERANCE MARCH
Grade: 9-12
Focus points:

The student will…
ELA ▪ discuss how perseverance relates to the novel characters in “Jane English Language Arts – Strands
Eyre” and “The Joy Luck Club”. ▪ The student will recognize,
▪ Write about an event in your life in which you succeeded at demonstrate, and analyze the
something that was very challenging. qualities of effective communication.
Social Studies ▪ Relate a story that demonstrates how a historical figure overcame Social Studies Standards 2005
hardships or diversity.
▪ Discuss Benjamin Franklin’s quote, “Diligence is the mother of
good luck.” What does that mean? How true is it?
Math ▪ In groups, conduct a survey in your school, asking questions like Mathematics Process Standards
these: Where do you want to be in five years, in ten? What are you ▪ Statistics & Probability
now doing to get where you want to be? What are the most serious
obstacles that prevent people from accomplishing their goals?
Graph the survey results and discuss.

Responsibility
Science ▪ See Math Science Process Skills
▪ Data Collection
Health ▪ relate how the trait of self-discipline helps you to persevere. Health and Safety Standards 2009
▪ develop strategies for maintaining a positive self-concept. ▪ I-HS.7.3, M-HS.7.2, N-HS.7.1
▪ develop and implement a personal diet and physical activity plan
and implement to maintain wellness.
Related Arts ▪ select someone in your community who exemplifies the quality of ▪ Students will understand and respect
perseverance. Invite this person to speak to your class about his/her others.
background, any obstacles overcome and the factors that led to
his/her success.
▪ view the movie Remember the Titans, The Pursuit of Happyness, or
Seabiscuit and discuss the theme of perseverance as it relates to the
main characters.
Guidance ▪ Research resources in your school and in your community that will ▪ Students will understand and
provide support for students who are having difficulty in their respect others.
studies. Assemble these resources and share this information. ▪ Students will develop a sense of
community.

Responsibility
Grade: 9-12
Trait: HONESTY/INTEGITY – to always be truthful; fair and straightforward in conduct

The student will…
ELA Assertiveness: Express Yourself English Language Arts – Strands
▪ demonstrate positive, assertive communication skills ▪ The student will recognize,
▪ demonstrate assertiveness skills for “pressure” situations demonstrate, and analyze the
communication.
▪ Relate a story that demonstrates how a historical figure
demonstrated honesty and integrity.
Math Stress Honesty and Integrity Mathematics Process Standards
▪ cite the importance of honesty and integrity in applying math and ▪ Communication
science to real-world problems and in completing class work
▪ work cooperatively with classmates to create a code of ethics for
their classroom
▪ read, analyze, and apply “primary documents” – the ethics

Responsibility
▪ Observe
▪ Communicate
Health ▪ See ELA Health and Safety Standards 2009
▪ Students will demonstrate the ability to use
interpersonal communication skills to
enhance health.
Related What Would You Do? ▪ Students will demonstrate the ability to use
Arts/Electi ▪ practice making honest decisions interpersonal communication skills to
▪ role-play various decision-making scenarios enhance health.
ves
(Art, Dance,
Career,
Vocation and
Technology)
Guidance ▪ See ELA ▪ Students will understand and appreciate self.

Responsibility
Grade: 9-12
Trait: COOPERATION – to play together or work well with others to accomplish a common goal

The student will…
ELA ▪ write about the following: English Language Arts – Strands
o Think of a time when you've taken unfair advantage of a person ▪ The student will recognize,
or a situation, or when someone has taken unfair advantage of demonstrate, and analyze the
you. Describe it. What was unfair about it? How did it make you qualities of effective communication.
feel? What did you learn from the experience?
▪ identify volunteer opportunities in school and community ▪ The student will write effectively for
▪ analyze benefits of cooperation and service to individual and different audiences and purposes.
community
▪ contribute to class discussion using appropriate speaking and
listening skills
Social Studies ▪ analyze importance of cooperation in democratic societies Social Studies Standards 2005

Responsibility
▪ write multi-paragraph essay on assigned topic re essential character
traits
Math Preparing for Employment: Traits of Desirable Workers Mathematics Process Standards
▪ apply job readiness skills to seek employment opportunities ▪ Communication
▪ demonstrate marketable skills for employment
▪ acquire employability (SCANS) skills necessary to obtain and
maintain work/career
▪ demonstrate awareness of the products and services utilized by
local employers
▪ explain how community awareness relates to work/career
character traits such as responsibility, dependability, and integrity ▪ Observe
in journals, writing assignments, and creative projects ▪ Communicate
Health ▪ demonstrate the effective use of communication skills in pressure Health and Safety Standards 2009
situations ▪ G-HS.4.1, G-HS.4.2, G-HS.5.1, M-
HS.1.2, M-HS.4.1
Related ▪ be divided into small groups. Have each group develop a list of do's ▪ Students will develop a sense of
Arts/Electives and don'ts for good citizenship. (See our checklist at the top of this community.
column or on page 5 of the discussion guide.) Have them make oral
(Art, Dance, Career, reports to the class addressing the following questions: What
Vocation and happens when people live in accordance with these guidelines.
Technology) What happens when they don't? In what ways does apathy or
failure to act as good citizens affect our community and society?
How can young people demonstrate civic responsibility?
Guidance Preparing for Employment: Traits of Desirable Workers ▪ Students will understand the
▪ See Math relationships among personal
the world of work.

Responsibility
Character Education
District Wide Resources:
Second Step: K-8th
http://www.cfchildren.org/
SECOND STEP is a violence prevention program that integrates social and

emotional learning with academics. Kids from preschool through Grade 8 learn
and practice vital social skills, such as empathy, emotion management, problem
solving, and cooperation. These essential life skills help students in the
classroom, on the playground, and at home.
The SECOND STEP program received the prestigious "Exemplary" award from
the U.S. Department of Education's 2001 Expert Panel on Safe, Disciplined, and
Drug-Free Schools. The SECOND STEP program was the only violence
prevention curriculum to be given this top rating. Educators using the program
report reductions in discipline referrals, improvement in their school climate,
heightened feelings of inclusiveness and respect, and an increase in the sense of
confidence and responsibility in their students.
The program includes teacher-friendly lessons, training for educators, and

parent-education tools.
PBIS:
Character Education-An Elementary School Resource Guide: SDOE
Effective Guidance Activities, SC DOE, Office of Safe Schools and Youth

Services, Guidance Services (CD-Guidance at each school)
Available at your school or contact your Guidance Director.
Bullying: Prevention and Intervention for School Staff by Channing

Bete.Presentation to school staff about what bullying is, who gets bullied, bullying
myths, prevention, and intervention.
Chic-Fil-A Core Essentials:
http://www.coreessentials.org/
The monthly downloadable teacher's guide provides lesson plans and bulletin
board ideas for two academic levels, K-2 and 3-5, for the nine-month school
year. Also included in the guide, is a suggested reading list to be displayed in the
school's media center. Administrators at the school can also use the weekly
announcements provided in the teacher's guide to make the value emphasis
school-wide. The individual monthly guides are provided quarterly and are
accessible for download and distribution to the school staff.
Terrific Kids Character Education Program: sponsored by the Kiwanis Club
Terrific Kids is a student recognition program that promotes character

development, self-esteem, and perseverance. Students work with their
classroom teacher and establish goals to improve behavior, peer relationships,
attendance, or schoolwork. Students then work toward achieving the goal during
a specific time period. The teachers and principal determine the best schedule
for recognition. Some schools recognize Terrific Kids during each grading period;
others recognize students more often. At the end of the designated time period
all students who achieved their goals are recognized as Terrific Kids.
Recognition includes being pinned as a Terrific Kid; a pizza, ice cream, or other
food-themed party; and presentation of certificates, and other giveaways. A
sponsoring club helps support the Terrific Kids program at the school. The club
plans Terrific Kids parties, provides recognition, and establishes partnerships
with local community businesses to secure support for the program. Sponsoring
businesses have the option of providing coupons, giveaways, or food for Terrific
Kids parties.
The Terrific Kids program provides teachers with a tool to reward students for
special achievements that may otherwise go unnoticed.
The Peaceful Classroom in Action Grades K-6- by Naomi Drew- Product Description
This inspiring, practical and highly usable activity book shows how to create
peaceful, productive classrooms from the first day of school. Teach students
respect, acceptance and conflict resolution skills while also improving writing and
language skills—important with today’s emphasis on academics and
accountability. The Peaceful Classroom in Action will show you how to:
• create a peaceful classroom from the first day of school

• build a climate of respect
• help kids resolve conflicts
• maintain an atmosphere of peacefulness throughout the year
• teach all your students, even your most difficult, how to be peacemakers
• improve your students’ writing ability as you teach peacemaking concepts
• integrate literature and peacemaking
• build collaboration across the curriculum
• implement effective techniques for dealing with challenging students
These simple peacemaking skills will enhance your students’ emotional

competence and make classrooms everywhere caring and inviting places.
Making Middle Grades Work and High Schools that Work: Suggestions are
provided for teachers concerning positive reinforcement of student grades,
behavior, and attendance.
Internet Resources:.
These carefully selected web pages contain very useful material to assist your efforts in
educating for character. There is a lot in this list that you can use as the basis for class
discussions, writing assignments and student activities. We have not attempted to sort
them according to the virtues they teach because they all teach many virtues.
Good Character Counts
www.goodcharacter.com
This website contains a list of the following websites plus free teaching guides for character
education for grades K-12
The Random Acts of Kindness Foundation

www.actsofkindness.org
This website is just packed with great stuff for propagating basic human kindness. Their own
description is way too modest, but here it is: "Want to encourage kindness on campus? Access
our free Teacher’s Guide, lesson plans, activity ideas, teachers’ experiences, and other
materials to help you successfully incorporate kindness into your school." A real gem.
The Laws of Life Essay Contest

http://www.lawsoflife.org
This project of the John Templeton Foundation offers young people the chance to reflect on and
write about what they stand for. Participants identify the laws of life that mean the most to them,
and explain their choices through the experiences they have had, the lessons they have learned,
and the people who have served as living examples. A truly great character education activity for
any grade level. The website gives detailed instructions and lots of examples. Highly
recommended.
K-12 Giraffe Heroes Program - a Free Lesson

http://www.giraffe.org/k12_3.html
Want to inspire your students to be courageous, caring, and responsible members of the
community? Want to help them redefine what it means to be a real hero? Try this free sample
lesson from the K-12 Giraffe Heroes Program.
Wise Skills Resources - Free Lessons
http://www.wiseskills.com/freeresources/samplepages.html
These free sample lessons serve up a generous variety of interconnected activities and
experiences to help your students develop good character. Written by a former teacher.
Character Counts! - Free Lesson Plans

http://charactercounts.org/lesson-plans/index.html
These free lesson plans support the Six Pillars of Character® and are created by teachers.
Do Something
http://www.dosomething.org/
If you want your kids to be passive and docile, don't let them near this website. It'll fill their little
heads with ideas about making the world a better place, and empower them to do something
about it.
The Ethics Connection at the Markkula Center for Applied Ethics

http://www.scu.edu/ethics/practicing/focusareas/education/
Ethical dilemmas for young people written as dialogs. Lots to think about, talk about, write about.
Also, they have a very useful framework for ethical decision making, which is at:
http://www.scu.edu/ethics/practicing/decision/
In fact, check out the whole website - it's loaded with goodies.
Kids Care Clubs

http://www.kidscare.org
Dedicated to developing compassion and the spirit of charity in children. This organization
provides children, families, schools, and religious groups with meaningful opportunities to help
others in their local and global communities. You can set up an affiliated club in your elementary
school.
KeyPals Club
http://www.teaching.com/keypals
A place for young people, teachers and students to locate and correspond with other youth and
students around the world.
Teaching Tolerance (for teachers)

http://www.tolerance.org/teach/
A national education project dedicated to helping teachers foster equity, respect, and
understanding in the classroom and beyond. This website offers excellent classroom activities
as well as tremendously useful resources for teachers.
Guidelines for Challenging Racism and other forms of Oppression

http://www.esrnational.org/challenge.html
What to do both in and out of the classroom. Solid advice. Try it. Share it with your students. Use
it as a discussion starter.
Tips for Keeping the Peace

http://www.esrnational.org/keeppeace.html
Teach your students these practical tips for preventing fights.
Respectful Communication - Civility

http://www.colorado.edu/conflict/peace/treatment/civilcom.htm
http://www.colorado.edu/conflict/civility.htm
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.
Conflict Resolution Activities for K-12

http://teachervision.com/lesson-plans/lesson-3038.html
From Educators for Social Responsibility.
Active Peer Mediation Programs

http://www.coe.ufl.edu/CRPM/othersites.html
A list of helpful sites for Conflict Resolution/Peer Mediation.
Directions For Peer mediators

http://www.wol.pace.edu/schools/mv/erandall/mediation.htm
This is a whole workshop on peer mediation. You can use it to train peer mediators, or simply as
a tool for helping your students become better at managing conflicts.
Fair-Play Code for Athletes, Coaches, and Parents

http://www.stalbertringette.com/FairPlay.htm
Build character through sports with this code of behavior for student athletes and the people who
influence them the most.
A Student Service Learning Program

http://www.mcps.k12.md.us/departments/pupilservices/studentservicelearning/index.htm
What would a model service learning program consist of? This amazing site gives the entire set
of blueprints for the Student Service Learning program of the Montgomery County (Maryland)
Public Schools. An indispensable resource!
The Big Dummy's Guide to Service Learning

http://www.fiu.edu/~time4chg/Library/bigdummy.html
An excellent guide on what to do and how to do it.
Learn and Serve

http://www.learnandserve.org/
A comprehensive information system that focuses on all dimensions of service-learning,
covering kindergarten through higher education, school-based as well as community based
initiatives.
National Student Campaign Against Hunger And Homelessness

http://www.pirg.org/nscahh
NSCAHH works with a coalition of students and community members to end hunger and
homelessness through education, service and action. It's the largest student network fighting
hunger and homelessness in the country.
Oxfam Resources
http://www.oxfamamerica.org/PROGRAMS.html
Provides information on educational games, classroom activities, event ideas, videos and links
to online resources about hunger and grassroots development around the world.
Moral Dilemmas - Right vs Right

http://www.globalethics.org/resources/dilemmas.htm
A whole collection of juicy ethical dilemmas for your students to gnaw on.
Learning To Give (K-12)

http://learningtogive.org/
Teaching the importance of voluntary action for the common good in a democratic society.
Lesson plans, lesson plans, and much more.
Fairness In Journalism
http://www.asne.org/works/jvi/jvibalan.htm
Excellent guidance for your journalism students from the American Society of Newspaper
Editors.
Character Ed Lessons
www.character-education.info
This website contains 100's of lesson plans, stories and activities that build character.
There are many samples available. Teachers and schools can purchase a membership that
allows the subscriber to use all of our online resources, including Character Illustrations, quotes,
stories, etc. (over 1,850 available now and growing!), Lesson Plans and Intercom Insights (100
available now and growing!) for the specified time period.
Songs That Emphasize Character Traits
Grades PK – 12
CHARACTER TRAIT SONG MUSICIAN
Kindness/Respect Don’t Laugh at Me Mark Wills

Respect Respect Yourself Staple Singers
Kindness/Caring Because You Loved Me Celine Dion
Caring/Kindness Stand For What Is Right Lauren Vision
Caring/Kindness Don’t Save It All For Christmas Day Celine Dion
Respect Smile Vitamin C
Caring What About Your Friends
Respect Rudolph the Red-Nosed Reindeer Jackson Five
Caring/Kindness Helping Hands Amy Grant
Caring/Respect Got to Care Lauren Vision
Respect Hero Mariah Carey
Caring/Kindness Lean on Me
Caring/Kindness The Things We Do Yolanda Adams
Good Citizenship God Bless the USA Lee Greenwood
Self-discipline Born to Fly Sara Evans
Cooperation/Respect Pay Attention Valeria Andrews/Ryan Tody
Self-discipline Stronger Brittany Spears
Caring/Kindness We Need Love The McClurkin Project
Caring/Kindness Too Much Heaven Winans
Self-discipline Independent Women Destiny’s Child
Honesty Victim of the Game Garth Brooks
Respect Everyday Dave Matthews Band
Respect Do What You Want To Do Vitamin C
Respect Who I Am Jessica Andrews
Caring/Kindness The Perfect Fan Backstreet Boys
Caring/Kindness That’s the Way It Is Celine Dion
Respect One-Syllable Words Carolyn Arends
Responsibility Burn JoDee Messina
Good Citizenship/Responsibility All or Nothing Anthena Cage
Good Citizenship/Responsibility Reach Gloria Estefan
Respect/Cooperation One Voice Billy Gillman
Caring Fly Like An Eagle Seal
Fairness/caring/Kindness What If Reba McIntyre
PARALLEL READING LIST
Grade K-2
NAME OF BOOK/AUTHOR SEPT OCT NOV DEC JAN FEB MAR APRIL MAY
Respect Responsibility Good Generosity Self- Kindness Perseverance Honesty Cooperation

Citizenship discipline & Fairness
& Caring &
Integrity
Stellaluna
(Williams) *
Smoky Night
(Bunting) *
Inch by Inch
(Lionni) *
Chrysanthemum
(Henkes) *
Frederick
(Lionni) * *
Arthur’s Nose
*
(Brown)
Big Al
(Yoshi) *
Loop the Loop
(Dugan) *
Miss Rumphius
(Cooney) *
Arthur's Pet Business
*
(Brown)
Zinnia and Dot
(Campbell) *
The Wump World
(Peet) *
Just A Mess
(Mayer) *
1
NAME OF BOOK/AUTHOR Respect Responsibility Good Generosity Self- Kindness Perseverance Honesty Cooperation
& Caring &
Integrity
Clean Your Room, Harvey
Moon *
Cummings
The Berenstain Bears and the
Messy Room *
(Berenstain)
Pigsty
(Teague) *
Little Toot
(Gramatky) *
Just Me and My Puppy
(Mayer) *
Too Many Tamales
*
(Soto)
Pinocchio
(Collodi) *
Liar, Liar, Pants on Fire
(Cohen) *
Freya's Fantastic Surprise
(Hathorn) *
A Big, Fat, Enormous Lie
(Sharmat) *
Tyrone, the Double Dirty,
Rotten Cheater *
(Wilhelm)
A Day's Work
(Bunting) *
The Empty Pot
(Demi) *
A Birthday for Frances
(Hoban) *
2
Truth *
(Berenstain)
& Caring &
Integrity
The Giving Tree
*
(Silverstein)
Angel Child, Dragon Child
(Surat) *
A Letter to Santa Claus
(Impey) *
Alejandro's Gift
(Albert) *
The Little Mouse, the Red Ripe
Strawberry, and the Big *
Hungry Bear
(Wood)
The Wednesday Surprise
(Williams) *
The Doorbell Rang
(Hutchins) *
Arthur's Teacher Trouble
*
(Brown)
I Was So Mad
(Mayer) *
Keep the Lights Burning, Abbie
(Roop) *
Bad Habit *
(Berenstain)
Don't Pop Your Cork on
Mondays *
(Moser)
3
& Caring &
Integrity
Spinky Sulks
(Steig) *
Ronald Morgan Goes To Bat
(Giff) *
King Midas and the
Golden Touch *
(Hewitt)
Babushka's Doll
(Polacco) *
Amazing Grace
*
(Hoffman)
Stand Tall Molly Lou Melon
*
(Patty Lovell)
Brave Irene
(Steig) *
Mike Mulligan and His Steam
Shovel *
(Burton)
Katy and the Big Snow
(Burton) *
The Boy Who Held Back the
Sea *
(Hort)
Mirette on the High Wire
(McCully) *
The Little Engine That Could
(Piper) *
The Carrot Seed
(Krauss) *
Now One Foot, Now the Other
*
(de Paola)
4
& Caring &
Integrity
The Mountain That Loved a
Bird *
(McLerran)
Knots on a Counting Rope
(Martin and Archambault) *
Wilfred Gordon McDonald
Partridge *
(Fox)
Through Grandpa's Eyes
(Machlachlan) *
Be Good to Eddie Lee
(Fleming) *
Nana Upstairs, Nana
Downstairs *
(de Paola)
A Chair for My Mother
*
(Williams)
The Enormous Turnip
(Parkinson) *
Miss Nelson Is Missing
(Allard) *
Big Pumpkin
(Silverman) *
The Little Red Hen
(Galdone) *
Swimmy
(Lionni) *
Anansi the Spider: A Tale from
Ashanti *
(McDermott)
The Seven Chinese Brothers
(Mahy) *
5
Grade 1
Respect Responsibility Good Generosity Self- Kindness Perseverance Honesty Cooperation

& Caring &
Integrity
A Chair for My Mother
(Williams) * *
Bringing Rain to Kapiti Plain
(Aardema) * *
Chicken Soup with Rice
(Sandek) *
Corduroy
(Freeman) *
The Day Jimmy’s Boa Ate
theWash (Nobel) *
Days With Frog and
Toad(Lobel) * *
The Doorbell Rang
(Hutchins) *
Eating Fractions
(McMillan) *
Five Little Monkeys Jumping
on the Bed (Christelow) *
Frog and Toad Are Friends
(Lobel) *
I Can’t Said the Ant
(Cameron) *
Little Bear
(Minarik) * * *
My Brother the Brat
(Hall) *
Scat, Said the Cat
(The Wright Group) *
The Story of Ferdinand the Bull
(Leaf) * *
6
Grade 2
Respect Responsibility Good Generosity Self- Kindness Perseverance Honesty Fairness

Citizenship discipline &
& Caring &
Integrity Cooperation
Who Used to be Rich Last

Alexander Sunday (Viorst) *
Amelia Bedelia
(Parish) * * *
Arthur’s Eyes
(Brown) * *
Beast in Mrs. Rooney’s Room
(Giff) *
Boxcar Children (Warner)
* *
Cam Jansen and the Mystery of
the Dinosaur Bones (Adler) * *
Crow Boy
(Yashima) *
Franklin in the Dark
(Bourgeois) *
Freckle Juice
(Blume) * *
If You Give a Moose a Muffin
(Numeroff) *
Ira Sleeps Over
(Waber) * *
Miss Nelson Is Missing
(Allard) * *
Muggie Maggie
(Cleary) * *
Tacky the Penguin
(Lester) * *
7
Grade 3
Respect Responsibility Good Generosity Self- Kindness Perseverance Honesty Fairness &
Citizenship discipline &
& Cooperation
Caring Integrity
Charlotte’s Webb
(White) * * *
Chocolate Touch
(Catling) *
Class Clown
(Hurwitz) *
Fantastic Mr. Fox
(Dahl) * *
How to Eat Fried Worms
(Rockwell) * * *
James and the Giant Peach
(Dahl) * * *
Little House in the Big Woods
(Wilder) * * *
Mouse and the Motorcycle
(Cleary) * *
Pippi in the South Seas
(Lindgren) * *
Ramona Quimby
(Cleary) *
Runaway Ralph
(Cleary) *
Snot Stew
(Wallace) * *
What’s the Big Idea Ben
Franklin *
(Fritz)
8
Grade 4
Citizenship Discipline & Caring
& Cooperation
Integrity
Best Christmas PageantEver
(Robinson) * * * * * * *
Bunnicula
(Howe) *
Charlie and the Chocolate Factory
(Dahl) * * * * *
Chocolate Fever
(Smith) *
Cricket in Times Square
(Selden) *
Dog Called Kitty
(Wallace) * * *
Henry and Ribsy
(Cleary) *
Indian in the Cupboard
(Reid) * * * *
Jennifer Murdley’s Toad
(Coville) *
Little House on the Prairie
(Wilder) * * * * *
Red Dog
(Wallace) * * * *
Sarah Plain and Tall
(MacLachlan) * * * * *
Tales of a 4th Grade Nothing
(Blume) * * *
9
Trouble River
(Byars) * * *
Velveteen Rabbit
(Williams) * * *
War with Grandpa
(Smith) * * * * *

Grade 5
Respect Responsibility Good Generosity Self Kindness Perseverance Honesty Fairness

Citizenship
Discipline & Caring & Integrity &
Cooperation
Dear Mr. Henshaw
(Cleary) * * *
Island of the Blue Dolphin
(Odell) * * *
Lion, the Witch and
theWardrobe(Lewis) * * *
My Side of the Mountain
(George) *
Sign of the Beaver
(Speare) *
Summer of the Swans
(Byars) * * * * *
Where the Red Fern Grows
(Rawis) * * * *
10
Grade 6-8
Respect Responsibility Good Generosity Self Kindness Perseverance Honesty Fairness

Citizenship
Discipline & Caring & &
Integrity Cooperation
Jennifer Murdley’s Toad
(Covette) * *
Jeremy Thatcher Dragon
Catcher * *
(Covette)
Johnny Tremaine
(Forbes) * * *
Little Women
(Alcott) * * * *
Missing May (Rylant)
*
Shiloh
(Naylor) * *
Summer of the Swans
(Byars) * * * * *
Where the Lilies Bloom
(Cleaver) * *
Wrinkle in Time
(L’Engle) * * *
11
Grade 9-12
Name of Book/Author SEPT OCT NOV DEC JAN FEB MAR APRIL MAY
Citizenship discipline
& Caring & Cooperation
Integrity
All Creatures Great and Small
(Herriot) * *
Animal Farm
(Orwell) *
Antigone
(Sophocles) * *
Beowolf
(Unknown) *
(The) Count of Monte Cristo
(Dumas) *
(The) Crucible
(Miller) * * *
Fahrenheit 451
(Bradbury) * *
(A) Farewell to Arms
(Hemingway)
Frankenstein
(Shelley) * *
For Whom The Bell Tolls
(Hemingway)
Great Expectations
(Dickens) *
(The) Great Gatsby
(Fitzgerald) * *
12
Hamlet
(Shakespeare) * *
Jane Eyre
(Bronte) * *
(The) Joy Luck Club
(Tan) * *
Citizenship discipline Cooperation
& Caring
Julius Caesar
(Shakespeare) *
Last of the Mohicans
(Cooper) *
Lord of the Flies
(Golding)
(A) Man For All Seasons
(Bolt)
Miracle Worker
(Gibson) *
Moby Dick
(Melville) *
Native Son
(Wright) * *
Old Man and the Sea
(Hemingway) *
Oedipus Rex
(Sophocles) *
Our Town
(Wilder) *
Paradise Lost
(Milton) *
(The) Piano Lesson
(Wilson) *
13
Pilgrim’s Progress
(Bunyan) *
Pride and Prejudice
(Austen) *
Red Badge of Courage
(Crane) *
Romeo and Juliet
(Shakespeare) * *
Citizenship discipline & Cooperation
& Caring Integrity
(The) Scarlet Letter

(Hawthorne) *
(A) Separate Peace
(Knowles) *
Shane
(Shaefer) * *
Silas Marner
(Eliot) *
(A) Streetcar Named Desire
(Williams) *
To Kill a Mockingbird
(Lee) * *
To Sir, With Love
(Braithwaite) * *
Walden
(Thoreau) * *
(The) Water Is Wide
(Conroy) * *
Wise Blood
(O’Connor) * *
14
K-2 Character Education Book List
Respect-
Stellaluna, Cannon
Smoky Night, Bunting
Inch by Inch, Lionni
Chrysanthemum, Henkes
Frederick, Lionni
Arthur's Nose, Brown
Big Al, Yoshi
Loop the Loop, Dugan
Miss Rumphius, Cooney
Honesty-
Too Many Tamales, Soto

A Day's Work, Bunting
The Empty Pot, Demi
A Birthday for Frances, Hoban
The Berenstain Bears and the Truth, Berenstain
Tyrone, the Double Dirty, Rotten Cheater, Wilhelm
A Big, Fat, Enormous Lie, Sharmat
Freya's Fantastic Surprise, Hathorn
Liar, Liar, Pants on Fire, Cohen
Pinocchio, Collodi
Kindness and Compassion
Now One Foot, Now the Other, de Paola

Nana Upstairs, Nana Downstairs, de Paola
Be Good to Eddie Lee, Fleming
Through Grandpa's Eyes, Machlachlan
Wilfred Gordon McDonald Partridge, Fox
Knots on a Counting Rope, Martin and Archambault
The Mountain That Loved a Bird, McLerran
Generosity-
The Giving Tree, Silverstein

The Doorbell Rang, Hutchins
The Wednesday Surprise, Williams
The Little Mouse, the Red Ripe Strawberry, and the Big Hungry Bear, Wood
Alejandro's Gift, Albert
A Letter to Santa Claus, Impey
Angel Child, Dragon Child, Surat
Friendship-
George and Martha, Marshall

The Berenstain Bears Get In A Fight, Berenstain
Best Friends, Kellogg
Arthur's Birthday, Brown
Chicken Sunday, Polacco
Arthur's Baby, Brown
Frog and Toad Are Friends, Lobel
Koko's Kitten, Patterson
Little Blue and Little Yellow, Lionni
Peach and Blue, Kilborne
Alexander and the Wind-Up Mouse, Lionni
Ira Sleeps Over, Waber
Mrs. Katz and Tush, Polacco
The First Strawberries, Bruchac
Cooperation-
A Chair for My Mother, Williams

Frederick, Lionni
The Seven Chinese Brothers, Mahy
Anansi the Spider: A Tale from Ashanti, McDermott
The Little Red Hen, Galdone
Big Pumpkin, Silverman
Swimmy, Lionni
The Enormous Turnip, Parkinson
Miss Nelson Is Missing, Allard
Perseverance-
Amazing Grace, Hoffman

The Carrot Seed, Krauss
The Little Engine That Could, Piper
Mirette on the High Wire, McCully
The Boy Who Held Back the Sea, Hort
Katy and the Big Snow, Burton
Mike Mulligan and His Steam Shovel, Burton
Brave Irene, Steig
Stand Tall Molly Lou Melon, Patty Lovell

Responsibility-
Arthur's Pet Business, Brown

Just Me and My Puppy, Mayer
Little Toot, Gramatky
The Berenstain Bears and the Messy Room, Berenstain
Pigsty, Teague
Clean Your Room, Harvey Moon, Cummings
Just A Mess, Mayer
The Wump World, Peet
Zinnia and Dot, Campbell
Self-Discipline-
Arthur's Teacher Trouble, Brown

Babushka's Doll, Polacco
King Midas and the Golden Touch, Hewitt
Ronald Morgan Goes To Bat, Giff
Spinky Sulks, Steig
Don't Pop Your Cork on Mondays, Moser
The Berenstain Bears and the Bad Habit, Berenstain
Keep the Lights Burning, Abbie, Roop
I Was So Mad, Mayer
Books for Children: Preschool/Kindergarten
A to Z: Do You Ever Feel Like Me? by Bonnie Hausman. Illustrated by Sandi Fellman. Each letter of
the alphabet features a photo of a child expressing a different emotion. (emotions)
Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst. Illustrated by Ray
Cruz. Some days, nothing goes right for Alexander, and he thinks about going to Australia.
(identifying feelings, feelings change) Available in Spanish: Alexander y el dìa terrible, horrible,
espantoso, horroroso.
Alexander and the Wind-Up Mouse by Leo Lionni. Alexander, a real mouse, makes friends with Willy,
a wind-up mouse. Alexander wants to become a wind-up mouse like Willy but ends up helping Willy
become real. (feelings change, friendship)
All My Feelings at Home: Ellie’s Day by Susan Conlin and Susan Levine Friedman. The story includes
common situations children will recognize and introduces language children can use to talk about
and accept their feelings. (emotions)
Amanda Pig on Her Own by Jean Van Leeuwen. Illustrated by Ann Schweninger. Amanda discovers
the troubles and joys of being by herself. (identifying feelings)
Andrew’s Angry Words by Dorothea Lachner. Illustrated by The Tjong-Khing. After his sister
accidentally bumps him, Andrew shouts angry words, which take on a life of their own and affect all
those who encounter them. (identifying feelings, feelings change, accidents)
Angel Child, Dragon Child by Michele Maria Surat. Illustrations by Vo-Dinh Mai. Going to a new
school in America is difficult for Ut, a Vietnamese girl who misses her mother back in Vietnam.
(dealing with name-calling)
Angry Arthur by Hiawyn Oram. Illustrated by Satoshi Kitamura. When his mother won’t let him stay
up, Arthur becomes so angry that he creates a thunderstorm, hurricane, and universe quake, which
begin to quiet down as Arthur’s temper does. (dealing with anger, feelings change, calming down)
Available in Spanish: Fernando furioso.
Anna Banana and Me by Lenore Blegvad. Illustrated by Erik Blegvad. A little girl’s fearlessness
inspires a friend to face his own fears. (identifying feelings, dealing with fear, helping)
Arnie and the New Kid by Nancy Carlson. A little boy learns about a classmate in a wheelchair.
(similarities and differences, caring)
A Bad Case of Stripes by David Shannon. Camilla is so concerned about what others think that she
is untrue to herself and comes down with a bizarre illness. (identifying feelings, feelings change)
Available in Spanish: Un caso grave de rayas.
Be Good to Eddie Lee by Virginia Fleming. Illustrated by Floyd Cooper. Although Christy considers
him a pest, Eddie Lee, a boy with Down’s syndrome, shares several special discoveries with her.
(identifying feelings, feelings change, similarities and differences)
Because Brian Hugged His Mother by David L. Rice. Illustrated by K. Dyble Thompson. When Brian
hugs and kisses his mother one morning, the act starts a chain reaction of kindness and
consideration that spreads throughout the town and eventually comes back to him. (identifying
feelings, feelings change)
Best Friends for Frances by Russell Hoban. Illustrated by Lillian Hoban. Frances teaches Albert about
friendship and learns to appreciate her little sister Gloria while doing so. (identifying feelings,
feelings change, having fun with your friends)
Big Al by Andrew Clements. Illustrated by Yoshi. Although Big Al is friendly, the other fish are afraid
to go near him. But when Al saves the fish from the fishermen’s nets, he makes a sea full of friends.
(similarities and differences, helping, feelings change)
The Blushful Hippopotamus by Chris Raschka. Roosevelt’s self-image improves as he begins to listen
to his friend instead of his negative older sister. (identifying feelings, feelings change, joining in)
The Brand New Kid by Katie Couric. Illustrated by Marjorie Priceman. When Lazlo transfers to a new
school, he is teased by his classmates until two girls find the compassion to befriend him.
(identifying feelings, feelings change, caring, dealing with name-calling, joining in) Available in
Spanish: El niño nuevo.
But Names Will Never Hurt Me by Bernard Waber. A girl named Alison Wonderland learns to live
with her name. (dealing with name-calling)
Cameron and Me by Dorothy Joan Harris. Illustrated by Marilyn Mets. Unhappy with his baby
brother Cameron, a boy distances himself until another sibling is born, when he finds that he and
Cameron have something in common after all. (identifying feelings, feelings change)
The Chocolate-Covered-Cookie Tantrum by Deborah Blumenthal. Illustrated by Harvey Stevenson.

Seized with a desire for a cookie while in the park, Sophie discovers that throwing a terrible tantrum
will not get her what she wants. (identifying feelings, feelings change, calming down, dealing with
anger)
Clara Caterpillar by Pamela Duncan Edwards. Illustrated by Henry Cole. Though she may not be as
colorful as others when she changes into a butterfly, Clara’s compassion and intelligence earn her
an important place in her community. (helping, caring)
Cleversticks by Bernard Ashley. Illustrated by Derek Brazell. Just when it seems like he is the only
person in his class who doesn’t have a talent, Ling Sung realizes he has a skill none of his other
classmates have mastered. (frustration, identifying feelings, feelings change)
Communication by Aliki. This book covers lessons in the etiquette and skills of speaking and
listening, in a colorful, humorous manner. (listening)
Crickwing by Janell Cannon. A lonely cockroach named Crickwing has a creative idea that saves the
day for the leaf-cutting ants when their fierce forest enemies attack them. (identifying feelings,
feelings change, strong feelings) Available in Spanish: Alatorcida.
Crow Boy by Taro Yashima. A boy who is different from his classmates attends school for six years
in a village in Japan before a caring teacher recognizes and appreciates his difference and teaches
the others the same. (similarities and differences)
David’s Drawings by Cathryn Falwell. A shy boy arriving at a new school makes friends with his
classmates by letting them join in with a drawing he is doing. (friendship, joining in, feelings
change)
Dealing with Feelings Series by Elizabeth Crary. Illustrated by Jean Whitney. This series of books
acknowledges specific feelings and offers safe and creative ways to express these feelings. Includes
the following titles: I’m Mad, I’m Frustrated, I’m Proud, I’m Furious, I’m Scared, and I’m Excited.
Don’t Need Friends by Carolyn Crimi. Illustrated by Lynn Munsinger. After his best friend moves
away, Rat rudely rebuffs the efforts of the other residents of the junkyard to be friendly until he and
a grouchy old dog decide that they need each other. (identifying feelings, feelings change,
joining in)
Enemy Pie by Derek Munson. Illustrated by Tara Calahan King. With his father’s help, a little boy
learns an effective recipe for turning an enemy into a friend. (identifying feelings, feelings change,
having fun with your friends) Available in Spanish: Pastel para enemigos.
Everybody Has Feelings: Todos Tenemos Sentimientos by Charles Avery. A book of photographs.
(emotions)
Feelings by Aliki. Pictures, dialogues, poems, and stories portray various emotions we all feel.
(jealousy, sadness, fear, anger, joy, love, and others)
Feelings: Inside You and Outloud Too by Barbara Kay Polland. Photographs by Craig DeRoy.
Photographs show different feelings. (emotions)
A Friend Like Ed by Karen Wagner. Illustrated by Janet Pedersen. Mildred accepts her best friend,
Ed, even though he is eccentric sometimes. (identifying feelings, feelings change, similarities and
differences, having fun with your friends)
George and Martha by James Marshall. Five stories about two great friends who teach each other
about dignity, honesty, trust, privacy, and the value of friendship. (emotions, having fun with your
friends) Available in Spanish: Jorge y Marta.
George and Martha Round and Round by James Marshall. George and Martha disagree on some
things but don’t allow this to ruin their friendship. They learn that jokes are okay sometimes, but
not at the expense of others, and that friends don’t have to like the same things. (identifying
feelings, caring, similarities and differences, having fun with your friends)
Getting Used to Harry by Cari Best. Illustrated by Diane Palmisciano. When her mother marries
Harry, Cynthia finds that she has to adjust to changes in her life at home and share time with
Harry. (identifying feelings, feelings change, dealing with anger)
Green Eggs and Ham by Dr. Seuss. Sam I Am tries to convince his friend to eat something he
doesn’t want. (feelings change) Available in Spanish: Huevos verdes con jamón.
Harriet, You’ll Drive Me Wild! by Mem Fox. Illustrated by Marla Frazee. San Diego: Harcourt, Inc.,
2000. Despite considerable effort, Harriet’s mother loses and then regains her temper. (identifying
feelings, dealing with anger, strong feelings)
The Hating Book by Charlotte Zolotow. Illustrated by Ben Shecter. Through a misunderstanding, two
friends snub each other and are unhappy until they finally talk and straighten things out.
(identifying feelings, feelings change, having fun with your friends)
Herman the Helper by Robert Kraus. Illustrated by Jose Aruego and Ariane Dewey. Herman the
helpful octopus is always willing to assist anyone who needs his help—old or young, friend or
enemy. (helping)
Hey, Little Ant by Phillip Hoose and Hannah Hoose. Illustrated by Debbie Tilley. An ant pleads with a
boy not to squash him. Can be read as a story; comes with musical notation. (similarities and
differences)
Hooway for Wodney Wat by Helen Lester. Illustrated by Lynn Munsinger. Rodney’s speech
impediment initially makes him the target of the class bully; later, it makes him a hero. (identifying
feelings, dealing with name-calling)
How My Parents Learned to Eat by Ina R. Friedman. Illustrated by Allen Say. An American sailor
courts a Japanese woman, and each tries, in secret, to learn the other’s way of eating. (similarities
and differences)
I Can’t Wait by Elizabeth Crary. Illustrated by Marina Megale. (problem solving)
I Got a Family by Melrose Cooper. Illustrated by Dale Gottlieb. A young girl discusses her various
loving relationships with each member of her family. (emotions)
I Like Me! by Nancy Carlson. A little pig likes and accepts herself. (identifying feelings) Available in
Spanish: ¡Me gusto como soy!
I Want It by Elizabeth Crary. Illustrated by Marina Megale. A girl considers different ways to get a
toy she wants. (problem solving)
I Want to Play by Elizabeth Crary. Illustrated by Marina Megale. A young boy considers eight ways
to get someone to play with him. (problem solving)
I’m Lost by Elizabeth Crary. Illustrated by Marina Megale. The reader is encouraged to help a little
girl find her father again at the zoo. (problem solving)
Ira Says Goodbye by Bernard Waber. Ira is surprised to discover that his best friend, Reggie, feels
happy about having to move to a new town. (identifying feelings, similarities and differences)
Ira Sleeps Over by Bernard Waber. Ira is excited at the prospect of sleeping over at his friend’s
house but worried about how he’ll get along without his teddy bear. (dealing with fear)
It Wasn’t My Fault by Helen Lester. Illustrated by Lynn Munsinger. Accidents always seem to
happen to Murdley Gurdson and they’re usually his fault, but when a bird lays an egg on his head,
he tries hard to find someone else to blame. (accidents)
It’s Mine! by Leo Lionni. Three selfish frogs quarrel over who owns their pond and island until a
storm makes them value the benefits of sharing. (feelings change, having fun with your friends, fair
ways to play)
Jafta by Hugh Lewin. Illustrated by Lisa Kopper. An African boy describes some of his everyday
feelings by comparing his actions to those of various animals. (emotions)
Jamaica Tag-Along by Juanita Havill. A little girl is feeling left out by her older brother. (identifying
feelings, joining in)
Jazzbo and Googy by Matt Novak. Best buddies Jazzbo and Big Bear become friends with messy
Googy. (identifying feelings, feelings change, helping, joining in)
Jeremiah Learns to Read by JoEllen Bogart. Illustrated by Laura Fernandez and Rick Jacobson.
Although Jeremiah is talented at many things, he doesn’t know how to read. When he decides to
learn, he not only excels, but teaches his teacher and her students to do many new things.
(identifying feelings, helping, similarities and differences) Available in Spanish: Tomás aprende a
leer.
Jessica by Kevin Henkes. A little girl has an imaginary friend. (identifying feelings, feelings change,
having fun with your friends)
Julius, the Baby of the World by Kevin Henkes. Lilly is convinced that the arrival of her new baby
brother is the worst thing that has happened in their house until cousin Garland comes to visit.
(identifying feelings, strong feelings, feelings change) Available in Spanish: Julius, el rey de la casa.
Just for You by Mercer Mayer. A little boy tries to do nice things for his mom, but things don’t seem
to work out. (caring)
Leo the Late Bloomer by Robert Kraus. Illustrated by Jose Aruego. Leo the lion can’t seem to do
anything right, but with time, and his mother’s understanding, he blooms. (similarities and
differences) Available in Spanish: Leo el capullo tardio.
A Letter to Amy by Ezra Jack Keats. Peter accidentally bumps into Amy when he rushes out to mail
an invitation to her. (accidents)
Lilly’s Purple Plastic Purse by Kevin Henkes. Lilly loves everything about school, especially her
teacher, but when he asks her to wait a while before showing her purse, she does something for
which she is very sorry later. (identifying feelings, dealing with anger, calming down) Available in
Spanish: Lily y su bolso de plástico morado.
Little Bear’s Friend by Else Holmelund Minarik. Illustrated by Maurice Sendak. Little Bear makes a
friend. (helping, caring, joining in)
The Loudness of Sam by James Proimos. A young boy who has always been allowed to express his
feelings as loudly as he wants teaches his citified aunt to do the same. (identifying feelings, feelings
change, similarities and differences)
Louie by Ezra Jack Keats. Louie, who never talks and has no friends, falls in love with a puppet at a
puppet show. (similarities and differences)
Louie’s Search by Ezra Jack Keats. Louie goes out looking for a father and instead finds a music
box, which he’s accused of stealing. (identifying feelings, strong feelings, feelings change)
Mama Provi and the Pot of Rice by Sylvia Rosa-Casanova. Illustrated by David Roth. When her
granddaughter comes down with the chicken pox, Mama Provi shares and trades a pot of rice with
her neighbors on her way to take care of the child. They end up with a feast. (sharing, trading,
caring)
Manners by Aliki. Each page of this book has a different story about manners told in comic book
fashion. It illustrates good behavior in a friendly, humorous way. (interrupting)
Max by Bob Graham. Max, the son of superheroes, is late in learning how to fly. (identifying
feelings, similarities and differences)
Mommy, Don’t Go by Elizabeth Crary. Illustrated by Marina Megale. Matthew’s mother is going away
on a trip and he will have to stay with a babysitter. (dealing with disappointment, dealing with
frustration)
Moonbear’s Pet by Frank Asch. Bear and Little Bird find a baby fish in their pond and decide to keep
her for a pet, but when she starts to sprout wings, or maybe paws, each thinks the fish wants to be
like him, which puts a strain on their friendship. (identifying feelings, similarities and differences)
My Buddy by Audrey Osofsky. Illustrated by Ted Rand. A young boy with muscular dystrophy tells
how he is teamed up with a dog trained to do things that the boy can’t do for himself. (similarities
and differences, joining in)
My Dog Is Lost by Ezra Jack Keats and Pat Cherr. A boy who speaks only Spanish communicates to
his neighbors that his dog is lost, and the community pulls together to find the dog. (identifying
feelings, losing something)
My Many Colored Days by Dr. Seuss. Illustrated by Steve Johnson and Lou Fancher. Each color
featured in this book represents a different emotion. (emotions)
My Name Is Not Dummy by Elizabeth Crary. Illustrated by Maria Megale. Jenny doesn’t like it when
Eduardo calls her names. (problem solving)
Now One Foot, Now the Other by Tomie dePaola. When his grandfather has a stroke, Bobby is afraid
at first, but he overcomes his fear. (identifying feelings, feelings change)
Odd Velvet by Mary E. Whitcomb. Illustrated by Tara Calahan King. Although she dresses differently
from the other girls and does unusual things, Velvet eventually teaches her classmates that even an
outsider has something to offer. (similarities and differences, dealing with name-calling, joining in)
Old Henry by Joan W. Blos. Illustrated by Stephen Gammell. Henry’s neighbors try to make him
clean up his property and be more like them until he goes away and they begin to miss him.
Oliver Button Is a Sissy by Tomie dePaola. Oliver doesn’t let teasing at school stop him from what
he likes to do. (identifying feelings, dealing with name-calling) Available in Spanish: Oliver Button
es un nena.
On Monday When It Rained by Cherryl Kachenmeister. Photographs by Tom Berthiaume. A young

boy describes, through text and photographs of his facial expressions, the different emotions he
feels each day. (emotions)
100th Day Worries by Margery Cuyler. Illustrated by Arthur Howard. Jessica worries about collecting
one hundred objects to take for the one hundredth day of school. (identifying feelings, feelings
change, strong feelings)
Peach and Blue by Sarah S. Kilborne. Illustrations by Steve Johnson and Lou Fancher. A frog helps
Peach see the world, while Peach helps the frog see things he hasn’t noticed. (identifying feelings,
caring, helping, joining in)
Perfect Pigs: An Introduction to Manners by Marc Brown. Illustrated by Stephen Krensky. A simple
and fun introduction to good manners. (manners)
Porcupine’s Pajama Party by Terry Webb Harshman. Illustrated by Doug Cushman. When
Porcupine’s two friends sleep over, they watch a scary movie, talk about what they’re each scared
of, and show each other that they don’t need to be afraid. (identifying feelings, dealing with fear,
having fun with your friends)
Pugdog by Andrea U’Ren. When Mike learns Pugdog is a female, he begins to treat her differently.
The Quarreling Book by Charlotte Zolotow. Illustrated by Arnold Lobel. It’s one of those days when
things go from bad to worse until a dog starts the chain again, this time on the right track.
(identifying feeling, feelings change)
Rachel Parker, Kindergarten Show-Off by Ann Martin. Illustrated by Nancy Poydar. Five-year-old
Olivia’s new neighbor, Rachel, is in her kindergarten class, and they must overcome feelings of
jealousy and competitiveness to be friends. (identifying feelings, feelings change, having fun with
your friends)
The Rainbow Fish by Marcus Pfister. The most beautiful fish in the sea is lonely until he understands
that to make friends, he must give of himself to others. (making friends, friendship, feelings
change, emotions)
Sam Johnson and the Blue Ribbon Quilt by Lisa Campbell Ernst. While mending the pig-pen awning,
Sam discovers that he enjoys sewing the various patches together but meets with scorn and ridicule
when he asks to join his wife’s quilting club. (identifying feelings, dealing with name-calling)
Sheila Rae, The Brave by Kevin Henkes. When a brave mouse, who usually looks out for her sister,
becomes lost and scared one day, her sister comes to the rescue. (identifying feelings, dealing with
fear, helping)
Sisters by David McPhail. Though two sisters are different in many ways, they are alike too.
(similarities and differences) Available in Spanish: Hermanas.
Snail Started It! by Katja Reider. Illustrated by Angela von Roehl. When Snail insults Pig, he starts a
chain reaction. Once he himself is hurt, he realizes that he must amend the situation. (identifying
feelings, effect, feelings change) Available in Spanish: Todo empezó con Caracol.
Stellaluna by Janell Cannon. After she falls headfirst into a bird’s nest, a baby bat is raised like a
bird until she is reunited with her mother. (similarities and differences) Available in Spanish:
Stelaluna.
Sunshine Home by Eve Bunting. Illustrated by Diane De Groat. When Tim and his parents visit his
grandmother in the nursing home, where she is recovering from a broken hip, everyone pretends to
be happy until Tim helps them express their true feelings. (identifying feelings, caring, helping)
Teddy Bear Tears by Jim Aylesworth. Illustrated by Jo Ellen McAllister-Stammen. Each of four
beloved teddy bears fears something at bedtime, and as a little boy explains away each fear, he
makes the nighttime worry-free for himself too. (identifying feelings, feelings change, dealing with
fear)
There’s No Such Thing As a Dragon by Jack Kent. The small dragon Billy finds grows bigger and
bigger until the adults acknowledge its existence. (identifying feelings, feelings change)
Timothy Goes to School by Rosemary Wells. Timothy learns about being accepted and making
friends during his first week at school. (joining in)
Wait Till the Moon Is Full by Margaret Wise Brown. Illustrated by Garth Williams. A little raccoon has
to wait until the moon is full before he can go outside and explore the night. (waiting)
The Way I Feel by Janan Cain. Seattle: Parenting Press, Inc., 2000. Illustrations and rhyming text
portray children experiencing a range of emotions, including frustration, shyness, jealousy, and
pride. (emotions)
We Are Best Friends by Aliki. When Robert’s best friend Peter moves away, both are unhappy, but
they learn that they can make new friends and still remain best friends. (identifying feelings,
feelings change, dealing with disappointment)
Wemberly Worried by Kevin Henkes. Wemberly worries about everything, especially starting school,
until she meets her teacher and makes a friend. (identifying feelings, feelings change, dealing with
fear, joining in)
What’s Claude Doing? by Dick Gackenbach. A dog refuses all the neighborhood pets’ invitations to
come out to play, not admitting that he’s generously keeping his sick master company. (caring)
When I Feel Angry by Cornelia Maude Spelman. Illustrated by Nancy Cote. A rabbit describes what
makes her angry and the different ways she can control her anger. (identifying feelings, strong
feelings, dealing with anger, calming down)
When Sophie Gets Angry—Really, Really Angry... by Molly Bang. When Sophie gets angry, she runs
out and climbs a tree, and her anger begins to fade. (dealing with anger, calming down) (Caldecott
Honor)
Where the Wild Things Are by Maurice Sendak. When mischievous Max is punished, he works out
his anger through imagination, sailing off to be king in a land of wild creatures. (identifying feelings,
strong feelings, feelings change, calming down) Available in Spanish: Donde viven los monstruos.
White Dynamite and Curly Kidd by Bill Martin, Jr. and John Archambault. Illustrated by Ted Rand.
When she feels afraid, a girl thinks nice thoughts about where she’d like to travel to and about
growing up to become a bull rider like her dad. (dealing with fear)
Who Is the Beast? by Keith Baker. When a tiger suspects he is the beast the jungle animals are
fleeing from, he returns to them and points out their similarities. (dealing with fear, similarities and
differences)
Why Am I Different? by Norma Simon. Illustrated by Dora Leder. Portrays everyday situations in
which children see themselves as different in family life, preferences, and aptitudes, and yet feel
that being different is all right. (similarities and differences)
Wilfrid Gordon McDonald Partridge by Mem Fox. Illustrated by Julie Vivas. A small boy tries to
discover the meaning of “memory” so that he can restore that of an elderly friend (helping, caring,
similarities and differences) Available in Spanish: Guillermo Jorge Manuel Jose.
Willie’s Not the Hugging Kind by Joyce Durham Barrett. Illustrated by Pat Cummings. A little boy
discovers he needs hugs after all. (identifying feelings, feelings change)
Yo! Yes? by Chris Raschka. New York: Orchard Books, 1993. This very simple story depicts two
lonely boys who meet and develop a friendship. (joining in)
Yoko by Rosemary Wells. New York: Hyperion, 1998. When her teacher realizes that the handmade
sushi Yoko’s mother packs for her lunch sets her apart from other students, she organizes an
international potluck. (identifying feelings, feelings change, similarities and differences) Available in
Spanish: Yoko.
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Books for Children: Grades 1–3
Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst. Illustrated by Ray
Cruz. Some days, nothing goes right for Alexander, and he thinks about going to Australia.
(identifying feelings, feelings change, calming down, anger buttons) Available in Spanish: Alexander
y el día terrible, horrible, espantoso, horroroso.
Amanda Pig on Her Own by Jean Van Leeuwen. Illustrated by Ann Schweninger. Amanda discovers
the troubles and joys of being by herself. (reflection, cause and effect, communicating feelings,
problem solving, expressing concern, anger buttons)
Amelia’s Notebook by Marissa Moss. Amelia records her feelings about moving to a new town and
leaving her best friend behind. (identifying feelings, reflection, joining in at the right time, feelings
change)
Angel Child, Dragon Child by Michele Maria Surat. Illustrated by Vo-Dinh Mai. Going to a new school
in America is difficult for Ut, a Vietnamese girl who misses her mother back in Vietnam. (accepting
differences, reflection, dealing with criticism)
The Ant Bully by John Nickle. After being bullied by a big kid named Sid, Lucas starts to bully ants.
He learns some important lessons when he is shrunk by an ant wizard and put to work within the
ant colony. (identifying feelings, feelings change, reflection)
A Bad Case of Stripes by David Shannon. Camilla is so concerned about what others think that she
is untrue to herself and comes down with a bizarre illness. (dealing with peer pressure, identifying
feelings, feelings change, problem solving) Available in Spanish: Un caso grave de rayas.
Baseball Saved Us by Ken Mochizuki. Illustrated by Dom Lee. A Japanese-American boy learns to
play baseball when he and his family are forced to live in an internment camp; his ability to play
helps him after the war is over. (identifying feelings, dealing with name-calling and teasing, joining
in at the right time, problem solving) Available in Spanish: El béisbol nos salvo.
Be Good to Eddie Lee by Virginia Fleming. Illustrated by Floyd Cooper. Although Christy considered
him a pest, Eddie Lee, a boy with Down’s syndrome, shares several special discoveries with her.
(identifying feelings, feelings change, similarities and differences, accepting differences, dealing with
being left out)
Believing Sophie by Hazel Hutchins. Illustrated by Dorothy Donohue. After she is wrongly accused of
shoplifting, Sophie must explain her side of the story to a shopowner. (identifying feelings,
reflection, problem solving, fairness, communicating feelings, perspectives, dealing with an
accusation)
Black, White, Just Right! by Marguerite W. Davol. Illustrated by Irene Trivas. A girl explains how her
parents are different in color and have different tastes in art and food, and how she herself is also
different but just right. (accepting differences, similarities and differences, reflection)
The Blushful Hippopotamus by Chris Raschka. Roosevelt’s self-image improves as he begins to listen
to his friend instead of his negative older sister. (identifying feelings, feelings change, dealing with
criticism)
The Brand New Kid by Katie Couric. Illustrated by Marjorie Priceman. When Lazlo transfers to a new
school, he is teased by his classmates until two girls find the compassion to befriend him.
(reflection, dealing with name-calling and teasing, dealing with peer pressure, identifying feelings,
feelings change, accepting differences) Available in Spanish: El niño nuevo.
Crickwing by Janell Cannon. A lonely cockroach named Crickwing has a creative idea that saves the
day for the leaf-cutting ants when their fierce forest enemies attack them. (dealing with being left
out, dealing with name-calling and teasing, identifying feelings, feelings change, fairness, problem
solving) Available in Spanish: Alatorcida.
A Day’s Work by Eve Bunting. Illustrated by Ronald Himler. Francisco, a young Mexican-American
boy, tries to help his grandfather find work and discovers that even though his grandfather can’t
speak English, he has much to teach Francisco. (reflection, apologizing, identifying feelings, asking
for help in a positive way, fairness)
Eagle Song by Joseph Bruchac. Illustrated by Dan Andreasen. After moving from a Mohawk
reservation to Brooklyn, fourth grader Danny Bigtree encounters stereotypes about his Native
American heritage. Advanced reading.* (making conversation, joining in at the right time, anger
buttons, problem solving, dealing with being left out, identifying feelings)
Elizabeth Imagined an Iceberg by Chris Raschka. Elizabeth encounters Madame Uff Da when out
riding her bicycle. Madame Uff Da intimidates Elizabeth, but she is able to draw on her inner
resources and model the assertiveness skills that bring her to safety. (problem solving, self-talk)
Enemy Pie by Derek Munson. Illustrated by Tara Calahan King. When Jeremy Ross moves into the
neighborhood and becomes enemy number one, a boy’s father helps him by making his famous
enemy pie. (identifying feelings, feelings change, problem solving, fairness) Available in Spanish:
Pastel para enemigos.
Finding the Green Stone by Alice Walker. Illustrated by Catherine Deeter. After saying unkind things
to family and friends, Johnny loses both his green stone and his interest in life, and he only recovers
them when he discovers love within his heart. (reflection, identifying feelings, cause and effect,
active listening, expressing concern, problem solving, dealing with wanting something that isn’t
yours, asking for help in a positive way, apologizing, resisting the temptation to steal, making a
complaint)
Freedom School, Yes! by Amy Littlesugar. Illustrated by Floyd Cooper. When her house is attacked
because her mother volunteered to take in a young white woman who has come to teach black
children at the Freedom School, Jolie is afraid, but she overcomes her fear after learning the value
of education. (identifying feelings, feelings change, problem solving, accepting differences, fairness)
A Friend Like Ed by Karen Wagner. Illustrated by Janet Pedersen. Mildred accepts her best friend,
Ed, even though he is eccentric sometimes. (reflection, accepting differences, similarities and
differences)
The Gardener by Sarah Stewart. Illustrated by David Small. A series of letters relate what happens
when, after her father loses his job, Lydia Grace goes to live with her Uncle Jim in the city and takes
her love for gardening with her. (identifying feelings, reflection)
Going Home by Eve Bunting. Illustrated by David Diaz. Carlos’s parents moved to the United States
for their children’s sake; on a visit back to Mexico, Carlos realizes his parents still consider Mexico
home. (reflection, identifying feelings)
Hey, Little Ant by Phillip Hoose and Hannah Hoose. Illustrated by Debbie Tilly. An ant pleads with a
boy not to squash him. Can be read as a story; comes with musical notation. (reflection, identifying
feelings, dealing with peer pressure, perspectives, fairness)
The Honest-to-Goodness Truth by Patricia C. McKissack. Illustrated by Giselle Potter. After Libby is
caught in a lie, she makes the decision always to tell the truth. After alienating all of her friends,
she learns how to tell the truth without hurting other people’s feelings. (identifying feelings,
problem solving, cause and effect, intentions, resisting the impulse to lie)
Hooway for Wodney Wat by Helen Lester. Illustrated by Lynn Munsinger. Rodney’s speech
impediment initially makes him the target of the class bully; later, it makes him a hero. (dealing
with name-calling and teasing, identifying feelings)
How to Lose All Your Friends by Nancy Carlson. Making its point through opposition, this humorous
book shows children the importance of friendship. (fairness, dealing with wanting something that
isn’t yours, cause and effect)
The Hundred Dresses by Eleanor Estes. Illustrated by Louis Slobodkin. When Wanda, a shy girl from
Poland, claims to have a hundred dresses at home, the other girls begin to tease her every day. It is
only after Wanda moves away that the girls start to understand those hundred dresses, and about
the effects of their teasing. Advanced reading.* (identifying feelings, predicting feelings, cause and
effect, intentions, taking responsibility for your actions, dealing with peer pressure, dealing with
being left out) Available in Spanish: Los cien vestidos.
I, Amber Brown by Paula Danziger. Illustrated by Tony Ross. After Amber’s parents decide to share
custody of her, she struggles to understand how to live in two homes with two different sets of
rules. (identifying feelings, apologizing, anger buttons, self-talk, feelings change)
I Speak English for My Mom by Muriel Stanek. Illustrated by Judith Friedman. Mexican-American
Lupe has mixed feelings about helping her mom with English. (conflicting feelings, predicting
feelings, expressing concern, problem solving, feelings change)
The In-Between Days by Eve Bunting. Illustrated by Alexander Pertzoff. Reluctant to see any
changes in his life on Dove Island, George tries to get rid of his father’s girlfriend. Advanced
reading.* (anger buttons, dealing with disappointment, making conversation, identifying feelings,
feelings change)
Ira Says Goodbye by Bernard Waber. Ira’s best friend is moving to a neighboring town. Both Ira and
Reggie struggle to process what it means to lose a best friend. (problem solving, dealing with
name-calling and teasing, reflection, communicating feelings)
It’s Mine! by Leo Lionni. Three selfish frogs fight until a toad helps them realize that getting along
and sharing is more fun. (identifying feelings, feelings change, problem solving, fairness)
Jake Drake, Bully Buster by Andrew Clements. Illustrated by Amanda Harvey. When Link Baxter
moves into his neighborhood, Jake becomes the target of bullying until he finds a way to relate to
Link. Advanced reading.* (identi-fying feelings, feelings change, dealing with name-calling and
teasing, problem solving)
Jeremiah Learns to Read by JoEllen Bogart. Illustrated by Laura Fernandez and Rich Jacobson.
Although Jeremiah is talented at many things, he doesn’t know how to read. When he decides to
learn, he not only excels, but teaches his teacher and students to do many new things. (reflection,
self-talk) Available in Spanish: Tomás aprende a leer.
Judy Moody by Megan McDonald. Illustrated by Peter Reynolds. Judy is prone to grouchiness, but
the process of working on her “Me” collage helps her focus on the positive aspects of her life.
Advanced reading.* (identifying feelings, accepting differences, feelings change, anger buttons,
calming down)
Julian’s Glorious Summer by Ann Cameron. Illustrated by Dora Leder. When his best friend, Gloria,
receives a new bike, Julian spends the summer avoiding her because of his fear of bikes. Advanced
reading.* (identifying feelings, resisting the impulse to lie, feelings change, preferences, conflicting
feelings, problem solving, accepting consequences)
The Kid in the Red Jacket by Barbara Park. When Howard moves across the country, he is
befriended by a six-year-old neighbor, and he worries that the friendship might interfere with his
making friends his own age. Advanced reading.* (identifying feelings, feelings change, reflection,
fairness, accepting differences)
Leo the Late Bloomer by Robert Kraus. Illustrated by Jose Aruego. New York: HarperCollins, 1971.
Leo the lion can’t seem to do anything right, but with time, and his mother’s understanding, he
blooms. (identifying feelings) Available in Spanish: Leo el capullo tardio.
A Letter to Amy by Ezra Jack Keats. Peter accidentally bumps into Amy when he rushes out to mail
an invitation to her. (identifying feelings, intentions)
Lilly’s Purple Plastic Purse by Kevin Henkes. Lilly loves everything about school, especially her
teacher, but when he asks her to wait a while before showing her purse, she does something for
which she is very sorry later. (anger buttons, calming down, identifying feelings, problem solving,
apologizing) Available in Spanish: Lily y su bolso de plástico morado.
The Magic Fan by Keith Baker. Despite being laughed at by fellow villagers, Yoshi uses his building
skills to make a boat to catch the moon, a kite to reach the clouds, and a bridge that mimics the
rainbow. (identifying feelings, dealing with name-calling and teasing, feelings change, dealing with
peer pressure)
Max by Bob Graham. Max, the son of superheroes, is late in learning how to fly. (accepting
differences, dealing with name-calling and teasing, dealing with criticism)
The Meanest Thing to Say by Bill Cosby. Illustrated by Varnette P. Honeywood. When a new kid at
school tries to get other students to put each other down, Little Bill turns to his father and learns a
way to stop the situation. (dealing with name-calling and teasing, identifying feelings, fairness,
problem solving)
Nadia’s Hands by Karen English. Illustrated by Jonathan Weiner. When her hands are painted with
henna for her aunt’s wedding, Nadia worries about how her classmates will respond. (identifying
feelings, accepting differences, feelings change)
Odd Velvet by Mary E. Whitcomb. Illustrated by Tara Calahan King. Although she dresses differently
from the other girls and does unusual things, Velvet eventually teaches her classmates that even an
outsider has something to offer. (similarities and differences, dealing with peer pressure, dealing
with being left out, identifying feelings, feelings change)
Oliver Button Is a Sissy by Tomie dePaola. Oliver doesn’t let teasing at school stop him from what
he likes to do. (accepting differences, similarities and differences, dealing with peer pressure,
dealing with name-calling and teasing, dealing with disappointment) Available in Spanish: Oliver
Button es un nena.
The One in the Middle Is the Green Kangaroo by Judy Blume. Illustrated by Amy Aitken. Freddy
hates being the middle one in the family until he gets a part in the school play. (identifying feelings,
feelings change, dealing with being left out, reflection)
Onion Tears by Diana Kidd. Illustrated by Lucy Montgomery. A Vietnamese girl tries to come to
terms with her grief over the loss of her family and her new life with an American family. (reflection,
similarities and differences, identifying feelings, feelings change, emotions, active listening,
expressing concern, accepting differences, joining in at the right time, dealing with name-calling
and teasing)
The Pain and the Great One by Judy Blume. Illustrated by Irene Trivas. Written from the
perspectives of a brother and sister, two siblings describe each other and explain why the other gets
preferential treatment. (identifying feelings, dealing with being left out, anger buttons, fairness)
Peach and Blue by Sarah S. Kilborne. Illustrated by Steve Johnson and Lou Fancher. A frog helps
Peach see the world, while Peach helps the frog see things he hasn’t noticed. (problem solving,
reflection)
Ramona Forever by Beverly Cleary. Illustrated by Alan Tiergreen. Third-grader Ramona has to deal
with being a latchkey kid, fighting with a sibling, waiting for a new baby, and more. Advanced
reading.* (identifying feelings, fairness, making a complaint, problem solving, interrupting politely,
dealing with name-calling and teasing, intentions, apologizing) Available in Spanish: Viva Ramona.
Ronald Morgan Goes to Bat by Patricia Reilly Giff. Illustrated by Susanna Natti. Although he can’t hit
or catch, Ronald loves to play baseball, and he’s got a lot of spirit. (self-talk, joining in at the right
time, reflection, dealing with criticism, dealing with name-calling and teasing)
The Rooster’s Gift by Pam Conrad. Illustrated by Eric Beddows. A rooster thinks his “gift” of crowing
in the morning makes the sun rise until one morning when he accidentally oversleeps and the sun
rises without him. (similarities and differences, feelings change, reflection, identifying feelings)
A Sister’s Wish by Kate Jacobs. Illustrated by Nancy Carpenter. A girl with six brothers wishes for a
sister, then discovers that brothers will do in the meantime. (problem solving, feelings change,
identifying feelings)
Staying Nine by Pam Conrad. Illustrated by Mike Wimmer. Nine-year-old Heather doesn’t want to
turn ten until wacky Rosa Rita shows her that growing up isn’t so bad. Advanced reading.*
(reflection, identifying feelings, similarities and differences, feelings change, preferences, conflicting
feelings, expressing concern)
The Stories Huey Tells by Ann Cameron. Illustrated by Roberta Smith. Huey problem solves his fear
of the dark, tries new foods, and earns his brother’s respect in this collection of humorous stories.
Advanced reading.* (problem solving, identifying feelings, reflection, feelings change)
Stranger in the Mirror by Allen Say. When a boy wakes up looking like his grandfather, he must
come to terms with his stereotypes. (identifying feelings, feelings change, reflection)
The Summer My Father Was Ten by Pat Brisson. Illustrated by Andrea Shine. A father tells the story
of how he damaged a neighbor’s tomato garden when he was a boy and what he did to make
amends. (identifying feelings, reflection, cause and effect, dealing with peer pressure, problem
solving, accepting consequences, apologizing)
Sunshine Home by Eve Bunting. Illustrated by Diane DeGroat. When Tim and his parents visit his
grandmother in the nursing home, where she is recovering from a broken hip, everyone pretends to
be happy until Tim helps them express their true feelings. (identifying feelings, reflection,
expressing concern, problem solving)
Surviving Brick Johnson by Laurie Myers. Illustrated by Dan Yaccarino. When Brick, the big new kid
at school, catches Alex imitating him, Alex is sure he will be bullied. Advanced reading.* (identifying
feelings, feelings change, reflection, accepting differences, problem solving, making conversation)
The Table Where Rich People Sit by Byrd Baylor. Illustrated by Peter Parnall. A girl discovers her
impoverished family is rich in things that matter in life. (identifying feelings, reflection, feelings
change)
Tales of a Fourth Grade Nothing by Judy Blume. Illustrated by Roy Doty. Peter tells about school,
his family, and his troubles with his two-year-old brother Fudge. Advanced reading.* (reflection,
identifying feelings, problem solving, anger buttons)
Three Cheers for Catherine the Great! by Cari Best. Illustrated by Giselle Potter. When her
grandmother announces she doesn’t want gifts for her birthday, Sara struggles to figure out what
she has of herself to give. (reflection, identifying feelings, preferences)
Verdi by Janell Cannon. A young python does not want to grow slow and boring like the older
snakes he sees in the tropical jungle where he lives. (identifying feelings, feelings change, dealing
with being left out, reflection) Available in Spanish: Verdi.
Weslandia by Paul Fleischman. Illustrated by Kevin Hawkes. Cambridge, MA: When Wesley plants a
garden, he is transformed from an outcast to a leader in his community. (identifying feelings,
dealing with being left out, problem solving)
What Newt Could Do for Turtle by Jonathan London. Illustrated by Louise Voce. After Turtle saves
his life several times, Newt wonders how he can repay him. (problem solving, identifying feelings)
Wilfrid Gordon McDonald Partridge by Mem Fox. Illustrated by Julie Vivas. A small boy tries to
discover the meaning of “memory” so that he can restore the memory of an elderly friend.
(reflection, problem solving, perspectives, friendship) Available in Spanish: Guillermo Jorge Manuel
Jose.
Yoko by Rosemary Wells. When her teacher realizes that the handmade sushi Yoko’s mother packs
for her lunch sets her apart from other students, she organizes an international potluck. (similarities
and differences, dealing with peer pressure, dealing with being left out, problem solving) Available
in Spanish: Yoko.
*Chapter books that can be used by the skilled reader or read aloud by the classroom teacher.

Books for Children in Grades 4–5
All in a Day by Mitsumasa Anno. Brief text and illustrations by ten internationally known artists
reveal a day in the lives of children in eight different countries showing similarities and differences
and emphasizing the commonality of humankind. (similarities and differences)
All the Blue Moons at the Wallace Hotel by Phoebe Stone. Sisters Fiona and Wallace live in the
shadow of their former lives; years after their father’s death, their mother has still not processed
her feelings. (dealing with put-downs, identifying feelings, problem solving, reflections, dealing with
peer pressure)
Angel Child, Dragon Child by Michele Maria Surat. Illustrated by Vo-Dinh Mai. Going to a new school
in America is difficult for Ut, a Vietnamese girl who misses her mother back in Vietnam. (accepting
differences, reflection, dealing with put-downs)
Bat 6 by Virginia Euwer Wolff. Told from a variety of perspectives, this story examines the effects
and aftermath of WWII on a group of girls from Oregon. (reflection, identifying feelings,
perspectives, anger buttons, perceptions, dealing with consequences, problem solving, giving
emotional support)
Because of Winn-Dixie by Kate DiCamillo. Opal adopts a stray dog, and through her, forms many
new friendships. (identifying feelings, feelings change, perceptions, active listening, reflection,
empathy) (Newbery Honor) Available in Spanish: Gracias a Winn-Dixie.
Belle Prater’s Boy by Ruth White. Woodrow comes to live with his grandparents after his mother
disappears; his arrival triggers his cousin Gypsy’s hidden feelings and questions about her own
family. (identifying feelings, feelings change, perspectives, reflections)
Blubber by Judy Blume. Jill joins her classmates in harassing Linda until she herself finds out what it
feels like to be a victim. (reflection, feelings change, dealing with being left out, dealing with gossip,
dealing with put-downs, perceptions, identifying feelings, cause and effect, taking responsibility for
your actions, dealing with consequences) Available in Spanish: La ballena.
Bridge to Terabithia by Katherine Paterson. Illustrated by Donna Diamond. Two misfit children form
a special friendship and create their own magical kingdom. (identifying feelings, accepting
differences, perceptions, feelings change, dealing with peer pressure, reflection) Available in
Spanish: Un puente hasta Terabithia.
Cages by Peg Kehret. Upset about problems at home and at school, Kit impulsively steals a gold
bracelet from a department store—and gets caught. Through her sentence—volunteer work at the
humane society—Kit finds new solutions to her problems. (problem solving, keeping a promise,
taking responsibility for your actions, feelings change, reflection)
Circle of Gold by Candy Dawson Boyd. Mattie is sure that if she finds a way to buy a beautiful pin for
her mother, everything in the family will be all right again. (accepting consequences, resisting the
impulse to lie, resisting the temptation to cheat, problem solving, keeping out of a fight, dealing
with an accusation)
Cousins by Virginia Hamilton. Cammie can’t stand her too-perfect cousin Patty Ann until a tragedy
teaches her about love and forgiveness. (reflection, identifying feelings, feelings change, accepting
differences) Available in Spanish: Primos.
Crash by Jerry Spinelli. Crash has bullied his neighbors and classmates his whole life. When his
grandfather suffers a stroke, Crash suddenly finds that friends and family have a new meaning for
him. (reflection, identifying feelings, accepting differences, perceptions)
Darnell Rock Reporting by Walter Dean Myers. Darnell’s perspectives are broadened when he
interviews a homeless man for the school newspaper. (reflection, accepting differences, problem
solving, dealing with criticism, dealing with fear, similarities and differences, dealing with peer
pressure)
The Daydreamer by Ian McEwan. Illustrated by Anthony Browne. Peter’s vivid imagination leads him
on many adventures and gets him in and out of trouble. (reflection, keeping out of a fight)
Dear Mom, You’re Ruining My Life by Jean Van Leeuwen. Sam’s eleventh year includes losing her
last baby teeth, towering over every boy in dance school, and being mortified by everything her
mother does. (problem solving, identifying feelings, conflicting feelings, accepting differences,
dealing with peer pressure, making and responding to a complaint)
Eagle Song by Joseph Bruchac. Illustrated by Dan Andreasen. After moving from a Mohawk
reservation to Brooklyn, NY, fourth-grader Danny Bigtree encounters stereotypes about his Native
American heritage. (anger buttons, problem solving, dealing with being left out, identifying feelings,
similarities and differences)
Fourth Grade Weirdo by Martha Freeman. Dexter’s well-ordered life is disrupted by his uneasy
interactions with his spontaneous teacher and his mother’s re-election to the town’s school board.
(identifying feelings, problem solving, accepting consequences, dealing with gossip, conflicting
feelings, feelings change)
Gaffer Samson’s Luck by Jill Paton Walsh. Illustrated by Brock Cole. After moving to a strange new
place, James seeks acceptance from the established groups of friends and finds a friend in the old
man next door. (similarities and differences, perceptions, expressing concern, accepting differences,
problem solving, keeping a promise, dealing with fear, taking responsibility for your actions, dealing
with peer pressure, self-talk, dealing with being left out, anger buttons, keeping out of a fight)
Getting Near to Baby by Audrey Couloumbis. Two sisters are sent to stay with a well-intentioned but
difficult aunt after their baby sister dies. (reflection, preferences, identifying feelings, feelings
change, perceptions, accepting differences)
The Giver by Lois Lowry. Set in a futuristic society that has eliminated feelings and personal
choices, the book tells of difficult decisions Jonas must make that will affect his whole community.
(reflection, feelings change, problem solving, perceptions, taking responsibility for your actions)
Guests by Michael Dorris. Moss and Trouble, an Algonquin boy and girl, struggle with the problems
of growing up in the Massachusetts area during the time of the first Thanksgiving. (perceptions,
reflection, similarities and differences, problem solving)
How to Fight a Girl by Thomas Rockwell. Illustrated by Gioia Fiammenghi. Joe and Alan’s plan to get
revenge on Billy backfires when their secret weapon, the prettiest girl in their class, becomes Billy’s
friend instead. (keeping out of a fight, making conversation, conflicting feelings, problem solving,
resisting the impulse to lie, dealing with gossip, anger buttons, dealing with an accusation,
accepting consequences)
The Hundred Dresses by Eleanor Estes. Illustrated by Louis Slobodkin. When Wanda, a shy girl from
Poland, claims to have a hundred dresses at home, the other girls begin to tease her every day. It is
only after Wanda moves away that the girls start to understand about those hundred dresses and
the effects of their teasing. (reflection, identifying feelings, predicting feelings, cause and effect,
intentions, taking responsibility for your actions, dealing with peer pressure) Available in Spanish:
Los cien vestidos.
In the Shade of the Nispero Tree by Carmen T. Bernier-Grand. Set in the 1960s in Puerto Rico, the
story depicts Teresa’s attempt to please her mother, who aspires to become part of an elite class,
and her father, who has no need to define himself through others. (feelings change, problem
solving, dealing with peer pressure, dealing with gossip, dealing with being left out, similarities and
differences, reflection, conflicting feelings, fairness)
In the Year of the Boar and Jackie Robinson by Bette Bao Lord. Illustrated by Marc Simont. Ten-
year-old Shirley Temple Wong arrives from China and struggles to fit in until she discovers Jackie
Robinson and is inspired by how he overcame tremendous odds. (goal setting, dealing with being
left out, accepting differences)
The In-Between Days by Eve Bunting. Illustrated by Alexander Pertzoff. Reluctant to see any
changes in his life on Dove Island, George tries to get rid of his father’s girlfriend. (anger buttons,
identifying feelings, making conversation, reflections, perceptions, feelings change)
It Doesn’t Have to Be This Way/No Tiene Que Ser Asi by Luis J. Rodriguez. Illustrated by Daniel
Galvez. Ramon becomes involved with a gang; when his cousin is injured, he must decide whether
or not he will continue to be part of the gang. Written in both English and Spanish. (identifying
feelings, feelings change, cause and effect, dealing with consequences, expressing concern, dealing
with peer pressure)
Janey’s Girl by Gayle Friesen. On a trip to Vancouver to visit her grandmother, Janey learns much
about herself and her mother’s family. (reflection, identifying feelings, perceptions, expressing
concern, accepting differences)
The Janitor’s Boy by Andrew Clements. Embarrassed that his father is the school janitor, Jack takes
out his anger on his father. Throughout the course of the novel, Jack’s perceptions of his father are
broadened as the two develop a new closeness. (reflection, feelings change, perceptions, similarities
and differences, dealing with gossip, identifying feelings)
Joey Pigza Loses Control by Jack Gantos. Joey, who is still taking medication to keep him from
getting too hyper, goes to spend the summer with the hard-drinking father he has never known.
(identifying feelings, feelings change, dealing with frustration, anger buttons, problem solving,
conflicting feelings, similarities and differences)
Joey Pigza Swallowed the Key by Jack Gantos. New York: Farrar, Straus and Giroux, 1998. Joey’s
complicated life is further challenged by ADD; Joey, his mother, teachers, and doctors all work
together to help Joey get himself under control. (problem solving, dealing with frustration,
identifying feelings, taking responsibility for your actions, calming down, reflection, self-talk)
Joshua T. Bates Takes Charge by Susan Richards Shreve. Illustrated by Dan Andreasen. Joshua,
worried about fitting in at school, feels awkward when the new student he is supposed to be helping
becomes the target of the fifth grade’s biggest bully. (conflicting feelings, expressing concern,
keeping a promise, making conversation, dealing with fear, dealing with peer pressure, self-talk,
keeping out of a fight)
Judy Moody by Megan McDonald. Illustrated by Peter Reynolds. Judy is prone to grouchiness, but
the process of working on her “Me” collage helps her focus on the positive aspects of her life.
(identifying feelings, accepting differences, feelings change, anger buttons, calming down)
Julian’s Glorious Summer by Ann Cameron. Illustrated by Dora Leder. When his best friend, Gloria,
receives a new bike, Julian spends the summer avoiding her because of his fear of bikes. (resisting
the impulse to lie, feelings change, preferences, conflicting feelings, identifying feelings, problem
solving, accepting consequences, dealing with fear)
Junebug by Alice Mead. In the projects where Junebug lives, turning ten means joining a gang;
Junebug tries to ignore his upcoming birthday. (keeping out of a fight, dealing with fear, feelings
change, identifying feelings, dealing with peer pressure, reflection)
Letters from Rifka by Karen Hesse. When Rifka and her family flee Russia during the 1917
Revolution, Rifka is denied passage on the boat to America for medical reasons and must spend the
year alone. (reflection, problem solving, identifying feelings, conflicting feelings, feelings change)
The Lilith Summer by Hadley Irwin. Ellen reluctantly agrees to spend the summer “ladysitting” her
elderly neighbor in exchange for a bicycle. Through the course of the summer, she overcomes her
perceptions of the elderly and forms a deep bond with her neighbor. (reflection, feelings change,
perceptions, identifying feelings, active listening)
Losers, Inc. by Claudia Mills. Although he knows that his efforts to impress a beautiful student
teacher and outdo his perfect older brother will jeopardize his status in the losers’ club that he and
his best friend have started, Ethan realizes that he no longer wants to be a loser. (cause and effect,
problem solving, bullying, empathy, reflection, perceptions, taking responsibility for your actions)
Marisol and Magdalena: The Sound of Our Sisterhood by Veronica Chambers. Marisol faces the
challenges of leaving her friends and family and adjusting to a new culture when she moves to
Panama to spend a year with her grand-mother. (feelings change, identifying feelings, similarities
and differences, reflection)
My Louisiana Sky by Kimberly Willis Holt. Tiger Ann, the daughter of mentally challenged parents,
struggles with her peers’ reaction to her family. (reflection, identifying feelings, feelings change,
perceptions, accepting differences, dealing with gossip, conflicting feelings)
Old Ramon by Jack Schaefer. Illustrated by Harold West. When a young boy joins an old shepherd
for a season with the sheep, he watches and learns about how to overcome fear, ease tension, and
face death and responsibility. (conflicting feelings, active listening, problem solving, cause and
effect, dealing with fear, taking responsibility for your actions)
Otherwise Known As Sheila the Great by Judy Blume. When Sheila’s family goes to spend the
summer in the suburbs, she must face such terrors as swimming lessons, dogs, and thunderstorms.
(resisting the impulse to lie, dealing with fear, identifying feelings, feelings change, conflicting
feelings, problem solving, predicting feelings, anger buttons, dealing with criticism, dealing with
frustration) Available in Spanish: Sheila la magnifica.
Our Sixth-Grade Sugar Babies by Eve Bunting. Illustrated by Aleta Jenks. Vicki and her best friend
fear that their school project, carrying around five-pound bags of sugar to learn about parental
responsibility, will make them look ridiculous in the eyes of the seventh-grade boy they both like.
(cause and effect, fairness, expressing concern, problem solving, making conversation, taking
responsibility for your actions, resisting the impulse to lie, resisting the temptation to cheat, dealing
with consequences)
Rope Burn by Jan Siebold. While working on a writing assignment at his new school, Richard learns
the meanings of various proverbs and how to express his feelings about his parents’ divorce.
(identifying feelings, conflicting feelings, reflection, similarities and differences)
Sixth Grade Secrets by Louis Sachar. Laura starts a secret club with secret messages, secret codes,
and something embarrassing from each member as insurance. Soon all the secrets begin to
backfire. (dealing with gossip, cause and effect, fairness, dealing with peer pressure, dealing with
being left out, accepting consequences, keeping out of a fight)
Slump by Dave Jarzyna. When Mitchie finds himself at odds with every aspect of his life, he realizes
he needs to make some changes. (feelings change, problem solving, taking responsibility for your
actions, cause and effect, reflection)
Sort of Forever by Sally Warner. Twelve-year-olds Cady and Nana explore the strengths of their
special friendship as they cope with Nana’s cancer. (identifying feelings, active listening, expressing
concern, friendship, accepting differences, reflection, dealing with fear, conflicting feelings,
similarities and differences, giving emotional support)
Stay Away from Simon! by Carol Carrick. Illustrated by Donald Carrick. Lucy and her younger
brother examine their feelings about a mentally challenged boy they both fear when he follows
them home one snowy day. (reflection, accepting differences, perceptions, intentions, fairness)
Staying Nine by Pam Conrad. Illustrated by Mike Wimmer. Nine-year-old Heather doesn’t want to
turn ten until wacky Rosa Rita shows her that growing up isn’t so bad. (reflection, similarities and
differences, feelings change, preferences, conflicting feelings, expressing concern)
Superfudge by Judy Blume. Peter describes the ups and downs of life with his younger brother
Fudge. (anger buttons, accepting differences, perceptions, identifying feelings) Available in Spanish:
Supertoci.
Surviving Brick Johnson by Laurie Myers. Illustrated by Dan Yaccarino. When Brick, the big new kid
at school, catches Alex imitating him, Alex is sure he will be bullied. (feelings change, dealing with
fear, reflection, accepting differences, intentions)
Tales of a Fourth Grade Nothing by Judy Blume. Illustrated by Roy Doty. Peter tells about school,
his family, and his troubles with his two-year-old brother Fudge. (reflection, anger buttons,
perceptions, identifying feelings)
Teammates by Peter Golenbock. Illustrated by Paul Bacon. Set in the 1940s, this book tells the
story of the first African-American baseball player to play in the Major Leagues by focusing on the
relationship between Jackie Robinson and teammate Pee Wee Reese. (giving emotional support,
expressing concern, fairness, accepting differences, goal setting, dealing with fear, dealing with peer
pressure, dealing with criticism)
Thank You, Dr. Martin Luther King, Jr.! by Eleanora E. Tate. Mary Elouise hates being reminded
about her African-American heritage. But when two storytellers come to school with glorious tales of
Africa, she finds a new way to see herself and her heritage. (accepting differences, conflicting
feelings, active listening)
There’s a Boy in the Girls’ Bathroom by Louis Sachar. An unmanageable but lovable 11-year-old
misfit learns to believe in himself when he gets to know the new school counselor, who is a sort of
misfit too. (identifying feelings, feelings change, perceptions, intentions, active listening, giving and
receiving compliments, making conversation, taking responsibility for your actions, anger buttons,
keeping out of a fight)
The View from Saturday by E. L. Konigsburg. Four students develop a special bond and attract the
attention of their teacher, a paraplegic, who chooses them to represent their sixth-grade class in
the Academic Bowl competition. (accepting differences, similarities and differences, perceptions,
keeping a promise, goal setting)
Walk Two Moons by Sharon Creech. On the way to visit her estranged mother, Sal tells her
grandparents about her friend Phoebe’s mother. (reflection, feelings change, perceptions,
expressing concern) Available in Spanish: Entre dos lunas.
The Watsons Go to Birmingham—1963 by Christopher Paul Curtis. When the Watsons decide that
their son Byron must spend the summer with his grandmother in Birmingham, the family drives him
there and finds themselves in the middle of a racially charged situation. (reflection, perceptions,
identifying feelings, feelings change, dealing with fear)
What Jamie Saw by Carolyn Coman. Having fled to a family friend’s hillside trailer after his mother’s
boyfriend tried to throw his baby sister against a wall, nine-year-old Jamie finds himself living an
existence full of uncertainty and fear. (identifying feelings, feelings change, problem solving, dealing
with fear)
When Zachary Beaver Came to Town by Kimberly Willis Holt. During a difficult summer of change,
meeting an unusual friend broadens Toby’s perspective. (identifying feelings, feelings change,
perceptions, similarities and differences, giving emotional support, dealing with peer pressure)
(Newbery Honor)
The Wish by Gail Carson Levine. A stranger on the bus grants unpopular Wilma a wish; it takes the
newly popular Wilma only a little while to realize her wish was short-sighted. (perceptions,
similarities and differences, cause and effect, problem solving, dealing with peer pressure, accepting
differences)
Wringer by Jerry Spinelli. Parker dreads his upcoming tenth birthday, when he will expected to
become a “wringer,” wringing the necks of pigeons for the annual Pigeon Day Shoot. (dealing with
fear, identifying feelings, expressing concern, dealing with peer pressure, conflicting feelings, taking
responsibility for your actions)
Yang the Third and Her Impossible Family by Lensey Namioka. Illustrated by Kees de Kiefte. After
moving to America from China, Yingmei tries hard to fit into the American way. She has some
embarrassing moments, but she eventually learns that it is possible to be different and still get
respect from people. (conflicting feelings, perceptions, accepting differences, giving and receiving
compliments, dealing with peer pressure, goal setting, reflection)
Yolanda’s Genius by Carol Fenner. Illustrated by Raul Collin. Yolanda knows that her brother is a
genius, even though he can’t read by the end of first grade. She must convince her mother of this
while also struggling to adjust to a move from Chicago to a small Michigan town. (reflection,
problem solving, dealing with peer pressure).

Books for Students in Grades 6–8
Fiction
Bridge to Terabithia. Paterson, Katherine. In this powerful story of an unusual friendship cut short,
Jess grapples with his feelings about Leslie's death. (empathy, emotion management, peer
pressure, friendship/being an ally, stereotyping)
Children of the River. Crew, Linda. After immigrating from Cambodia to the United States, Sundara
finds herself caught painfully between two cultures. (empathy, problem solving, perspective taking,
assertiveness, friendship/being an ally, stereotyping, peer pressure)
Cry, the Beloved Country. Paton, Alan. Paton tells a poignant and passionate story about the tragic
affects of apartheid on both black and white South Africans. (empathy, emotion management,
problem solving, friendship/being an ally, stereotyping/prejudice)
Deliver Us from Evie. Kerr, M. E. When Evie reveals to her family that her relationship with Patsy is
romantic, her family must deal with both their own and their community's anger and stereotypes.
(empathy, emotion management, perspective taking, stereotyping)
Dough Boy. Marino, Peter. This is the story of 15-year-old Tristan's struggle to cope with own body
issues while trying to make sense of his feelings for his new stepsister. The persistent torment she
inflicts on him finally pushes Tristan to take action. (empathy, friendship/being an ally,
stereotyping/labeling, bullying, accepting others, emotion management, coping with stress)
Dragon's Gate. Yep, Laurence. A political incident forces Otter to flee from China and join his father
in the United States. Otter then must confront racism and unsafe working conditions as he and
other Chinese workers help build the transcontinental railroad.
(empathy, staying in control, emotion management, problem solving, stereotyping/prejudice,
friendship/being an ally, assertiveness)
Friction. Frank, E. R. When Stacy enters 13-year-old Alex's eighth-grade class at Forest Alternative
School, the careful balance between athletic, intellectual, and emotional growth that their teacher
Simon has carefully created is tipped. Stacy, looking to cause a little excitement in the harmonious
atmosphere, starts spreading rumors that could have devastating consequences. (empathy,
perspective taking, accepting others, friendship/being an ally, sexual harassment)
Holes. Sachar, Louis. Stanley Yelnats, an unjustly convicted boy, has been sent to do time at Camp
Green Lake. But this camp is not for swimming and hiking. This camp is designed to "build
character" in wayward boys by having them dig holes. This fun read offers mystery and humor while
it explores issues of racism, bullying, cliques, and friendship. (empathy, perspective taking,
stereotyping/prejudice, friendship/being an ally, accepting others)
I Heard the Owl Call My Name. Craven, Margaret. A dying priest comes to understand the Kwakiuti
Indians with whom he is sent to spend his last years. (empathy, stereotyping, perspective taking,
friendship/being an ally)
Invisible. Hautman, Pete. The 17-year-old narrator of this book, Dougie Hanson, takes you inside
his disturbed mind as he relays his troubles with school, girls, home, and his obsession with bridges
and pyrotechnics. The mystery of the source of Dougie's troubles will keep young readers turning
pages. (empathy, perspective taking, bullying, friendship/being an ally)
Ironman. Crutcher, Chris. The rage Bo feels at his father may fuel his triathlete endeavors, but too
often it translates to angry outbursts in class. After being assigned to an anger management class,
Bo finally realizes his need to deal with the source of his anger before it destroys him. (empathy,
emotion management, coping with stress, problem solving)
Jacob Have I Loved. Paterson, Katherine. Brought up in the shadow of her twin sister, Louise
struggles to define herself as an individual. (empathy, emotion management, stereotyping,
perspective taking)
Letters from Rifka. Hesse, Karen. When Rifka and her family flee Russia during the Revolution in
1917, Rifka is denied passage on the boat to America for medical reasons and must spend the year
alone. (empathy, problem solving, friendship/being an ally, assertiveness)
Make Lemonade. Wolff, Virginia Euwer. LeVonne takes a babysitting job working for a teenage
mother in order to save money for college. (empathy, problem solving, friendship/being an ally,
perspective taking, assertiveness)
Men of Stone. Friesen, Gayle. Fifteen-year-old Ben is bullied by his peers because he likes to dance.
Just as his anger and frustration over his situation feels unbearable, his Russian great aunt Frieda
arrives for a visit. Frieda shares a parallel story of how she and her Mennonite family were
terrorized by Stalin's agents, “Men of Stone.” The way Frieda dealt with her situation inspires Ben to
confront the difficulties in his own life. (empathy, perspective taking, bullying,
stereotyping/prejudice, emotion management, friendship/being an ally)
Misfits. Howe, James. This humorous novel provides an insightful look into preadolescent
stereotyping and degrading labeling through the eyes of Bobby Goodspeed and his “gang” of middle
school “misfits.” (empathy, perspective taking, friendship/being an ally, bullying, accepting others,
stereotyping/labeling)
Monster. Myers, Walter Dean. Steve is an African-American teenager who feels as if his life has
gotten out of control. He is now on trial for murder, and is coping with it the best way he can—by
turning it into a film script. Interspersed in his screenplay are his journal entries describing his life
before the murder and while being held in prison during the trial.
Skills: Empathy, perspective taking, emotion management, coping with stress
Names Will Never Hurt Me. Adoff, Jaime. This novel takes you inside the minds of four teenagers
one year after a shooting at their high school. These students are all different, but none is without
the problems teenagers face, including rejection, labeling, bullying, violence, and trying to belong.
(empathy, emotion management, bullying, stereotypes/labeling, perspective taking, accepting
others)
Shabanu: Daughter of the Wind. Staples, Suzanne Fisher. When her family arranges for her to
marry an older man, 11-year-old Shabanu finds herself torn between her feelings and Pakistani
traditions. (empathy, staying in control, emotion management, assertiveness, stereotyping)
So Hard to Say. Sanchez, Alex. Fredrick is a new student at a Southern California middle school. Xio
is the Hispanic girl who befriends him. But soon Fredrick finds out the Xio wants to be more than
friends, leaving Fredick to struggle with his own sexual identity. (empathy, perspective taking,
accepting others, stereotyping/labeling, friendship/being an ally)
Speak. Anderson, Laurie Halse. Melinda, a high school freshman, is losing the ability to speak out
loud. The author vividly illustrates the isolation Melinda and other teenagers sometimes feel.
(empathy, emotion management, bullying, stereotypes/labeling, perspective taking)
Stargirl. Spinelli, Jerry. Stargirl Caraway, the new girl at quiet Mica High School, is as strange as her
name. She dances when there's no music, wears weird clothes, and says all the wrong things, which
is precisely why Leo Borlok is in love with her. The school is immediately in awe of Stargirl, but soon
they turn on her. Leo tries to help her win back acceptance, but at what price? (empathy,
friendship/being an ally, perspective taking, bullying, accepting others)
The End of the World as We Know It. Choyce, Lesley. Carson hates the world and everything in it,
including himself. While attending a private school for kids who have flunked out everywhere else,
Carson meets Christine, a teenage girl living in a trailer by herself, struggling to get by. As Carson
starts to care for Christine, optimism begins to creep into his life. (empathy, perspective taking,
emotion management, coping with stress, friendship/being an ally)
The Girls. Koss, Amy Goldman. This realistic story about middle school life is told from the different
perspectives of six middle school girls. Through their eyes, readers get a deeper understanding of
the cliques, social status, and peer pressure that middle school girls navigate on their way to
discovering their own sense of self and what is right. (empathy, bullying, perspective taking,
friendships/being an ally)
The Giver. Lowry, Lois. Set in a futuristic society that has eliminated feelings, the book tells of the
difficult decisions Jonas must make that will affect his whole community. (empathy, problem
solving, assertiveness, peer pressure)
The Lilith Summer. Irwin, Hadley. Ellen reluctantly agrees to spend the summer “ladysitting” her
elderly neighbor in exchange for a bicycle. Through the course of the summer, she overcomes her
preconceptions of the elderly and forms a deep bond with her neighbor. (empathy, problem solving,
perspective taking, stereotyping, friendship/being an ally)
The Revealers. Wilhelm, Doug. This fictional story is based on the author's own experiences and on
his firsthand research in several middle schools. Three very different bullied seventh graders find
allies in one another and others as they create an email forum for students to discuss their
experiences with each other. (empathy, perspective taking, stereotyping/labeling, friendship/being
an ally, bullying, accepting others)
Thirteen Reasons Why. Asher, Jay. When Clay Jensen finds a package on his front porch, he never
dreams it could contain audio tapes from his dead friend, Hannah. This compelling story of how Clay
deals with his friend's suicide highlights how even small actions and inactions may have
consequences. (empathy, perspective taking, sexual harassment, bullying, friendship/being an ally,
emotion management)
Touching Spirit Bear. Mikaelsen, Ben. Cole Matthews is an angry teen facing a prison sentence for
beating up his ninth-grade classmate to the point of brain damage. When Garvey, his Tlingit Indian
parole officer, offers "circle justice" as an alternative to prison based on Native American traditions
in which victim, offender, and community all work together to find a healing solution, Cole takes it.
What follows is a riveting tale of Cole's transformation during this process. (empathy, emotion
management, bullying, perspective taking)
Under the Sun. Dorros, Arthur. This story chronicles the trials and tribulations of thirteen-year-old
Ehmet as he and his mother flee his war-torn home of Sarajevo, Bosnia. Throughout his journey,
Ehmet encounters ethnic, racial, and religious prejudice, but he also finds deep friendship.
(empathy, perspective taking, stereotyping/prejudice, accepting others, friendship/being an ally,
emotion management)
When Heroes Die. Durrant, Penny Raife. Gary has always wished his Uncle Rob was his father.
When he finds out Rob has AIDS and is dying, he must confront his anger, confusion, and
prejudices. (empathy, emotion management, stereotyping, friendship/being an ally)
When Zachary Beaver Came to Town. Holt, Kimberly Willis. When Zachary, the "World's Fattest
Boy," comes to town as part of a traveling sideshow, Toby realizes that someone just might have it
worse than him. Toby's eventual friendship with Zach makes him view his situation from a whole
new perspective. (empathy, friendship/being an ally, perspective taking, stereotyping/labeling,
emotion management, coping with stress)
Nonfiction
Changing Bodies, Changing Lives: A Book for Teens on Sex and Relationships, 3rd edition. Bell,
Ruth. This encyclopedic book for teens includes extensive information on health and sexuality,
including body changes, emotional and physical health care, eating disorders, substance abuse,
violence, sexually transmitted diseases, safe sex and birth control, pregnancy, and how to make
changes locally and globally.
Diary of a Young Girl. Frank, Anne. This diary documents Anne's experiences as a young Jewish girl
in hiding during World War II. (empathy, emotion management, staying in control, assertiveness,
friendship/being an ally)
Farewell to Manzanar. Houston, Jeanne Wakatsuki, and Houston, James D. A memoir of Jeanne
Wakatsuki Houston's experiences as a child growing up in a Japanese internment camp and her
efforts after the war to comprehend her experience. (empathy, emotional management, problem
solving, stereotyping/prejudice)


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BCSD

Ms. Brenda Blackburn, Superintendent

Life’s journey presents many choices to make.

Will you make the choice to be kind and fair?

When obstacles mount with unyielding force,

When the team is down and things aren’t great

When denying the truth seems the easier route,

Will you share what you have with only a few?

Will you arrive on time, where you’re supposed to be?

When challenges ahead prove to be a real test,

When manners are something others choose to neglect,

Life’s journey requires much courage and heart.

I. Introduction: Character Education Overview

For further information about current education-related legislation, including recommended

September Respect---to show regard or consideration for authority, for others,

October Responsibility---reliability or dependability in carrying out one’s

November Citizenship---the positive behavioral attributes of an individual

December Generosity---a willingness to give of yourself to others as well as a

February Kindness & Compassion---being courteous, considerate and helpful

March Perseverance---being persistent in one’s efforts to accomplish a

April Honesty & Integrity---being truthful in a variety of social settings

May Fairness & Cooperation---a relationship with another that results in

II. Purpose of Character Education

Why is Character Education necessary?

How does Character Education work?

Schools: To create a positive culture in the school, it is necessary to develop an overall

What are the goals of Character Education?

What is a school of character like?

How much time each day/week is needed for Character Education?

Can Character Education work at all grade levels?

Why is Character Education re-emerging now?

Shouldn’t parents be the primary character educators?

Who decides what Character Education traits are emphasized?

Who teaches Character Education in a school?

Are schools qualified to teach Character Education?

Does the business community support Character Education?

IV. Results of Character Education initiatives

• A 2000 evaluation of South Carolina’s four-year Character Education initiative, which is a

Guide for grades K-12

Character Development Measure on State Report Cards

Policy IDAAA Character Education

• personal integrity and honesty

BERKELEY COUNTY SCHOOL DISTRICT

September Respect---to show regard or consideration for authority,

October Responsibility---reliability or dependability

November Citizenship---to be actively engaged in demonstrating pride

December Generosity---a willingness to give to others.

February Kindness & Caring

March Perseverance---being persistent in one’s efforts to

April Honesty& Integrity---truthful in all

May fairness & cooperation--- to play by the

In a school committed to developing character, these core values are treated

The Character Education Partnership (CEP) believes that character

Likewise, if staff members and parents experience mutual respect, fairness,

By grappling with real-life challenges (e.g., how to divide the labor in a

Through repeated moral experiences, students develop and practice the

These approaches increase student autonomy by appealing to students

In addition, effective character educators look for the natural intersections

Growing in self-motivation is a developmental process that schools of

Schools of character work with students to develop their understanding of

• What character building experiences is the school already providing

• What negative moral experiences (e.g., peer cruelty, student cheating,

• And what important moral experiences (e.g., cooperative learning,