Character Education - Teens

Character Education 1
Character Education
Virtual Academy
School District of Janesville
Good character is more to be praised than outstanding talent.

Most talents are, to some extent, a gift.
Good character, by contrast, is not given to us.
We have to build it, piece by piece –
by thought, choice, courage, and determination.
-H. Jackson Brown
Course Objectives:
By the end of this course, students will have been given the opportunity to:
 Reflect upon life experiences and gain self-awareness.
 Define core value traits and further develop an understanding of character education.
 Experience learning activities that incorporate core values and promote positive citizenship.
This ½ credit course is divided into the following sections: Who am I? What is character? How will I put
character into action?
Course Materials: Prior to beginning the course, obtain all of the necessary resources listed below from the
Virtual Academy, including documents from the Character Education file. Books should be returned to the
Virtual Academy after completing the course.
 7 Habits of Highly Effective Teens by Sean Covey
 What Do You Stand For? For Teens by Barbara Lewis
 Pre-Test
 Character Trait Inventory
 Fears Inventory
 Interests Inventory
 Relationships Inventory
 Learning Style Inventory
 40 Developmental Assets
 Post-Test
NOTE: Given the nature of this course, most assessments will need to be typed. The expected format is:
Font: 12 point Times New Roman
Spacing: Double
Margins: 1 inch
Examples of tables are featured throughout this document. Please save all assignments into different documents
outside of this syllabus. More than one completed assignment may be featured in each document; show the title
above every assignment.
Pre-Test and Post-Test
Please complete the following pre-test before starting the curriculum for this course. After all assignments have
been finished, please complete the post-test as well. The pre-/post-test quantifies the knowledge gained from
this character education course. Please be honest when completing both assessments. The post-test is not an
“open book” test. Use only your mind to assist in answering the questions.
Character Education Tasks

This is intended to serve as a quick reference reminder of the assignments for this course. It also provides space
to set deadlines for assignment completion. Please set deadlines at the start of the semester. Keep in mind that
Ask the Business Leaders and Do Good in Your Community will take a significant amount of time. Reminder:
all assignments need to be typed, unless otherwise indicated. Following is a reminder of required page format:
 Font: 12 point Times New Roman
 Spacing: Double
 Margins: 1 inch
Assignment Personal deadline I have started I have finished This assignment has
for this task this task this task been sent to the
instructor. 
Pre-Test
Who am I?
Character Trait Inventory
Fears Inventory
Interests Inventory
Relationships Inventory
Learning Style Inventory
Self Portrait
Developmental Assets
-Checklist
Developmental Assets
-Action Plan
Please Hear What I’m Not Saying
-Read poem
-Reflection
-Letter sent to adult
-Letter given to instructor
7 Habits of Highly Effective Teens
-Read chapters 1-3
-Centers reflection
-Principles ranking
-PBA reflection
What is character?
-Read chapters 4-11
-“Baby Steps” Process and Outcomes
Personal definition of character
Janesville character traits
-Complete table
Assignment Personal deadline I have started I have finished This assignment has
for this task this task this task been sent to the
instructor. 
Five additional character traits
-Complete table
Character Dilemma
-Complete table
Pay It Forward
-13 Traits table
How will I put character into action?
Pay It Forward
-Questions
PowerPoint presentation
Ask the Business Leaders
-Positive trait table
-Steps 1-5
Do Good in Your Community
-Service project
-Service project reflection
Altruistic Act
-Behavior or activity
Altruistic Act
-Reflection
Post-Test
Character Education
Pre-Test
1. Character is…
a. pledging oneself to a position on an issue or question.
b. fulfilling the role of class clown.
c. building stable and distinctive qualities into one’s life which determine his/her response
regardless of circumstances.
d. practicing thrift or economical management, or being frugal.
2. List two Developmental Assets that are currently not part of your life.
_________________________________________________________________
_________________________________________________________________
3. List five character traits below.
______________________________ ______________________________
______________________________ ______________________________
______________________________
4. List four of the seven habits of highly effective teens.
______________________________ ______________________________
______________________________ ______________________________
5. Altruism is…
________________________________________________________________________
________________________________________________________________________
6. In the past four months, I have set goals for myself. (Circle one)
YES NO
7. I believe that having good character is important for my future. (Circle one)
(Strongly disagree) (Strongly agree)
1 2 3 4 5
Who Am I?
Self Assessment
 Using the provided copies of pages from What Do You Stand For? For Teens, complete the following:
 Character Trait Inventory
 Fears Inventory
 Interests Inventory
 Relationships Inventory
 Learning Style Inventory
 When finished with the aforementioned evaluations, complete the Self-Portrait, as listed below.
Self Portrait
Take a good look at yourself. What do you see? After you complete this self-portrait, you should have a clearer
view of the person you are at this point in time. Answer each question honestly.
 Please list the question and complete a detailed paragraph explaining your answer for each question.
Each statement for questions 2-14 should be at least 75 words in length.
1. What do I look like?
2. What do I like to think about?
3. What do I like about myself?
4. What are my best character traits?

(Look back at the Character Traits Inventory on the hard copy of page 7.)
5. What traits would I most like to develop or strengthen?
6. What scares me the most?

(Look back at the Fears Inventory on the hard copy of page 8.)
7. What am I most interested in?

(Look back at the Interests Inventory on the hard copy of page 9.)
8. How well do I get along with others?

(Look back at the Relationships Inventory on the hard copy of page 10.)
9. How do I learn best?

(Look back at the Learning Styles Inventory on the hard copy of page 11.)
10. What are my best-developed talents?
11. What talents would I like to develop?

12. What is my secret dream or goal?
13. What do I wish/hope I’ll be doing 10 years from now?
14. What steps do I need to take to get there?
Source: What Do You Stand For? For Teens by Barbara Lewis
40 Developmental Assets
 Complete the provided 40 Developmental Assets list.

o Indicate the assets that you possess in your life right now by circling or highlighting the
number next to each statement. There is no right or wrong answer. Most people do not have
all 40 assets in their life.
o Look at the list of INTERNAL assets (Assets #21-40 on page 2). Of those internal assets that
are not currently a part of your life, circle 2-3 that you are willing to work at incorporating
into your life or improving upon.
 Then, please create an action plan that explains how you will incorporate the 2-3 chosen assets. The
action plan should:
o be at least 250 words in length
o list each internal asset that will be developed and write at least 1 paragraph for each asset
explaining how that will occur.
o Questions to consider for each asset:
 Will you work at developing this asset alone or with someone else?
 Has any past event or life circumstance influenced you to not incorporate the
asset?
 Was there an earlier time in your life when you possessed the asset? If so,
when did you “let it go?”
 What is your time frame for the asset development?
 How will you know when the asset has truly been incorporated into your life?
 Once it’s back in your life, will there be any thoughts or behaviors that you
will need to have to maintain its status?
Please Hear What I’m Not Saying Reflection

 Read the following poem, Please Hear What I’m Not Saying.
o In the last stanzas, Finn communicates that every man and woman wears masks for fear that
he/she will be rejected.
 Respond to the following questions. Successful responses to each question will total 150 words or more.
o Do you agree or disagree that all people wear figurative masks to conceal who they really
are?
o Finn describes “a glance is precisely my salvation, my only hope, and I know it. That is, if
it's followed by acceptance, if it's followed by love.” What adult has provided you with that
figurative glance? How did that person demonstrate acceptance and love of you? Provide
details about the role that person has played in your life and if he/she is someone with whom
you still have contact.
 Lastly, write a letter to that person who has demonstrated acceptance and love for you. In your letter to
that person, describe the impact he/she has made in your life and how that person has helped you to
become your genuine self. If the person is still living and you have his/her contact information, send the
letter to them. Make a second copy of the letter and turn it in with your Please Hear What I’m Not
Saying reflection.
Please Hear What I'm Not Saying

Don't be fooled by me.
Don't be fooled by the face I wear
for I wear a mask, a thousand masks,
masks that I'm afraid to take off,
and none of them is me.
Pretending is an art that's second nature with me,

but don't be fooled,
for God's sake don't be fooled.
I give you the impression that I'm secure,
that all is sunny and unruffled with me, within as well
as without,
that confidence is my name and coolness my game,
that the water's calm and I'm in command
and that I need no one,
but don't believe me.
My surface may seem smooth but my surface is my mask,
ever-varying and ever-concealing.
Beneath lies no complacence.
Beneath lies confusion, and fear, and aloneness.
But I hide this. I don't want anybody to know it.
I panic at the thought of my weakness exposed.
That's why I frantically create a mask to hide behind,
a nonchalant sophisticated facade,
to help me pretend,
to shield me from the glance that knows.
But such a glance is precisely my salvation, my only hope,

and I know it.
That is, if it's followed by acceptance,
if it's followed by love.
It's the only thing that can liberate me from myself,
from my own self-built prison walls,
from the barriers I so painstakingly erect.
It's the only thing that will assure me
of what I can't assure myself,
that I'm really worth something.
But I don't tell you this. I don't dare to, I'm afraid to.
I'm afraid your glance will not be followed by acceptance,
will not be followed by love.
I'm afraid you'll think less of me,
that you'll laugh, and your laugh would kill me.
I'm afraid that deep-down I'm nothing
and that you will see this and reject me.
So I play my game, my desperate pretending game,
with a facade of assurance without
and a trembling child within.
So begins the glittering but empty parade of masks,
and my life becomes a front.
I idly chatter to you in the suave tones of surface talk.
I tell you everything that's really nothing,
and nothing of what's everything,
of what's crying within me.
So when I'm going through my routine
do not be fooled by what I'm saying.
Please listen carefully and try to hear what I'm not saying,
what I'd like to be able to say,
what for survival I need to say,
but what I can't say.
I don't like hiding.

I don't like playing superficial phony games.
I want to stop playing them.
I want to be genuine and spontaneous and me
but you've got to help me.
You've got to hold out your hand
even when that's the last thing I seem to want.
Only you can wipe away from my eyes
the blank stare of the breathing dead.
Only you can call me into aliveness.
Each time you're kind, and gentle, and encouraging,
each time you try to understand because you really care,
my heart begins to grow wings--
very small wings,
very feeble wings,
but wings!
With your power to touch me into feeling

you can breathe life into me.
I want you to know that.
I want you to know how important you are to me,
how you can be a creator--an honest-to-God creator--
of the person that is me
if you choose to.
You alone can break down the wall behind which I tremble,
you alone can remove my mask,
you alone can release me from my shadow-world of panic,
from my lonely prison,
if you choose to.
Please choose to.
Do not pass me by.

It will not be easy for you.
A long conviction of worthlessness builds strong walls.
The nearer you approach to me
the blinder I may strike back.
It's irrational, but despite what the books say about man
often I am irrational.
I fight against the very thing I cry out for.
But I am told that love is stronger than strong walls
and in this lies my hope.
Please try to beat down those walls
with firm hands but with gentle hands
for a child is very sensitive.
Who am I, you may wonder?

I am someone you know very well.
For I am every man you meet
and I am every woman you meet.
Charles C. Finn
September 1966

Habits, Paradigms, Principles, and the PBA
 Read chapters 1-3 of 7 Habits of Highly Effective Teens (Ch. 1: Get in the Habit, Ch. 2: Paradigms and
Principles and Ch. 3: The Personal Bank Account)
 Centers: Covey describes various paradigms that some people live by on pages 13-25. Of the life-
centers described (friend-centered, stuff-centered, etc.), describe (in at least 100 typed words) a
“center” in which you currently or previously lived in. How did that impact your relationships with
other people? How did it impact school, work, and your happiness?
 Principles: Covey encourages teens to develop a principle-centered life. Many of the principles
discussed on pages 24-27 are synonymous with core values; principles also include priorities, like hard
work, which isn’t a core value. List the principles that guide your life. Rank them by importance
(1=most important). SUGGESTION: make this document a work in progress that will be completed
near the end of your semester so that you may add or delete principles as you learn more about
character education.
 PBA: In chapter 3, the Personal Bank Account (PBA) is discussed. Examine the PBA Deposits and
Withdrawals on page 35. Share the status of your PBA in, minimally, 75 typed words. Some
questions to consider include: Are you happy with the current balance (amount of “money” in the
account)? How does your balance differ from 6 months ago? Have you had any recent specific
deposits or withdrawal? If so, what are they?
What is Character?
When learning about character, it’s helpful to recognize habits that will assist along the way. The 7
Habits of Highly Effective Teens that are described in Sean Covey’s book are listed below.
 Habit 1-Be proactive
 Habit 2-Begin with the end in mind
 Habit 3-Put first things first
 Habit 4-Think win-win
 Habit 5-Seek first to understand, then to be understood
 Habit 6-Synergize
 Habit 7-Sharpen the saw
Integrating Habits
 Read chapters 4-11 (Habit 1-Habit 7).

 Choose one “Baby Step” task from each chapter (chapters 4-11) and complete it; please choose
“Baby Steps” that are meaningful to you. Then describe your experiences with those tasks.
Successful students will type the chapter title, the Baby Step, the process of completing the Baby
Step, and the outcome/result of each task with detail. Successful students will type at least 100
words about the process and outcome of each task.
Definitions of Character
According to the American Dictionary of the English Language, character is …”the stable and
distinctive qualities built into an individual's life which determine his response regardless of
circumstances.”
Dr. Mike Thomson, Chairman of the It’s All About Character organization, says, “In fact, the true test
of good character is making good choices EVEN when no one is watching.”
According to Wikipedia, moral character or character is “an evaluation of an individual's moral

qualities. The concept of character can imply a variety of attributes including the existence or lack of
virtues such as integrity, courage, fortitude, honesty, or loyalty or of good behaviors or habits. The
concept of moral character is not specific to a particular religion, culture, or country.”
http://en.wikipedia.org/wiki/Moral_character
We define character as the sum of those qualities of moral excellence that stimulates a person to do the
right thing, which is manifested through right and proper actions despite internal or external pressures
to the contrary. – United States Air Force Academy
Expanded View of Character
Character
Moral Character Performance Character
Qualities
Qualities include:include:
empathy,effort, initiative,
fairness,
trustworthiness, generosity, and compassion diligence, self-discipline, and perseverance
 qualities
These Thesehelp
qualities help
us to be usbest
our to achieve (given a supportive
environment)
ethical selves our highest
in relationships and in potential in any performance
our roles ascontext (the classroom, the athletic arena, the workplace, etc.).
citizens.

Adapted from: Character Education Partnership (CEP), Performance values: Why they matter and what schools can do to foster
their development
 Write your own personal definition of character. Create it so that it’s easy for you to memorize, yet
complete enough for others to grasp its concept. (1 typed sentence minimum)
Defining Character Traits
During the 2007-08 school year, Janesville school staff, school board, and community members
designated that the following character traits be explicitly taught in schools and in the community.
Respect Caring Honesty Cooperation Responsibility
Other examples of character traits include: courage, justice, integrity, tolerance, empathy, restraint,
forgiveness, compassion, truthfulness, loyalty, and honor, to name a few.
 Create and complete a table of Janesville’s designated character traits; type responses for each of the
rows and columns. An example has been provided.
Trait Definition 2 examples of what 2 examples of what Student’s Student’s self

(in your own the trait looks like the trait sounds like personal rating of character
words) example of trait use (1=I
demonstrating never do this, 5=I
that trait practice this trait
daily)
Ex. Empathy Putting self in Student A bullies Student B Student A to self: Sticking up for 4
someone because B’s family doesn’t “Ok, now I get why someone who
else’s shoes have a lot of money. Student B was was getting
Student A’s parents loses looking like and picked on
their jobs. Student A finds acting that way. Life because of her
him/herself in a stressful stinks when people weight. I used to
home situation because are freaking out get ripped on
money is very tight. about money. I because of my
Student A begins to should be a little weight too and it
understand Student B more nicer to Student B.” really hurt.
and stops picking on
Student B. Suzie: “Mom, I can
understand where
you were coming
from last night when
you were worried.
Suzie stays out all night and

doesn’t call home to tell
Mom where she is. Mom is
very upset upon Suzie’s
return. Suzie thinks about
what her mom must have
been feeling last night and
tells Mom that.
Respect
Caring
Honesty
Cooperation
Responsibility
(For character trait definitions, go to http://en.wikipedia.org/wiki/Main_Page or dictionary.com)
Five Additional Character Traits

Pretend that the School District of Janesville and the Janesville community needed to focus on five
additional
Additional traits needed to be Your reason why Janesville needs to focus on this
character
taught in Janesville trait.
traits (besides
the ones listed
above) and
you’ve
been asked to
determine
them.
Whic
h five traits would you choose? Why? Create a table of your responses. Successful student
responses to “Your reason why Janesville…” should each be minimally 25 words.
HINT: Need additional character trait ideas? Look at the cover of What Do You Stand For?
For Teens.
Character Dilemma
Read a minimum of three chapters from What Do You Stand For? For Teens. The following chapters will
not qualify for this assignment: “Getting to Know You” and “Resources for Teachers and Parents”. Choose
chapter topics that you are unfamiliar with or traits that you know you can improve upon.
 Choose one “Character Dilemma” from each of the chapters that you read. Create a table and include
the following:
Chapter topic Character Dilemma Responses to the questions posed in the dilemma
(please type entire dilemma)
Pay It Forward
 Watch the movie, Pay It Forward. (Please note: this movie is rated PG-13. It contains mature thematic
elements including substance abuse/recovery, some sexual situations, language, and brief violence.)
o While watching the movie, choose at least 13 character traits listed on the cover of What
Do You Stand For? For Teens that you see portrayed in the movie. List the trait and the
specific scene in which someone demonstrates that trait in the movie OR a trait and the
specific scene in which the trait was needed but NOT evident, in the table below.
Trait Was trait Character’s name who Scene in which the trait is demonstrated (or not
evident in scene demonstrated the trait demonstrated).
or was trait OR character’s name
needed in the who SHOULD have
scene? demonstrated the trait,
(List: Evident or but didn’t.
Needed)
How will I put character into action?
Pay It Forward (cont.)

 In addition to completing the Pay It Forward character trait table, please answer the following questions
as well. Successful students will minimally write 100 words for a total of all their responses.
o On a scale of 1-5 (1=greatly disliked it, 5=really enjoyed it), please indicate how much you liked
(or didn’t like) the movie, Pay It Forward. Why?
o On a scale of 1-5 (1=no examples of character traits, 5=lots of examples of character traits),
please indicate the degree to which Pay It Forward portrayed character traits in action. Please
support your answer.
o Does this movie motivate you to do good, or as Eugene Simonet assigned to the class to, “change
the world?” If so, what do you envision that you will do? If not, what positive act can you
envision yourself performing in the future to make the world a better place? Please note: The
School District of Janesville encourages students to involve their parent(s) when making
decisions about performing acts of kindness.
Why is Character Important? PowerPoint

 Create a PowerPoint presentation intended for middle school or high school student viewing.
o Feature each of the five character traits that Janesville has chosen and the five additional traits
that you chose. (See Defining Character Traits)
o Individually, list the trait, the definition of that trait (in your own words), and why that trait is
important in the lives of middle school/high school students now and in the future.
o Successful students will create a minimum of 12 slides and also feature pictures that support
their content.
 Unsure how to use PowerPoint? Click on Start-All Programs-Microsoft PowerPoint.
Then click on Help or ask your instructor for assistance.
 Please note: This assignment will require a significant amount of time. Go to page 17 of What Do You
Stand For? For Teens. Under “Activities,” find and read the section entitled “Create Bar Graphs.”
Follow direction #1, and then define each of the 6-8 positive attitude traits in your own words using a
table (see below).
Chosen positive attitude trait Definition of that trait (in your own words)
Ask the Business Leaders (cont.)

 Follow directions 2-5. The interview may take place over the telephone or face-to-face.
o Suggestions:
 Type the letter that you will send to business leaders.
 Have paper and pen available when calling or interviewing leaders.
 Avoid calling restaurant personnel between 11am-1pm and 5 pm-7 pm. Those are
busy times in the restaurant business.
 If interviewing someone face-to-face, dress appropriately. Wear clean, non-revealing
clothing with no holes. Avoid wearing clothing that advertises drugs or that is in poor
taste.
 Be positive and thank the person for his/her time.
 NOTE: There are several steps involved in this assignment. Allow adequate time to
complete this project (approximately 2 weeks). Business leaders are busy
people!

Please note: This assignment will require a significant amount of time. In Pay It Forward, Trevor was given
the task to change the world; you’ve been given a similar task.
 Reflect upon your talents (refer to the inventories that you completed earlier in the semester for ideas).
o Identify a need in your community that you can help fulfill in minimally, three hours of time.
Volunteer there for the allotted time.
 Reflect upon your experience in a 250 word (minimum) document.
o Outline the steps that you took to perform your act of kindness
o Share the rationale for why you chose the project(s) that you did.
o Share what was rewarding and what was not rewarding.
o What character traits did you demonstrate throughout the service project?
o At the end of the experience, what were your thoughts and feelings?
 Please note:
o Share your ideas with your parent/guardian and get their permission to complete the project.
o Safety First! Complete a project with a friend or adult who you and your parent trusts if the
service project is in a place that is unsupervised (ex. cleaning up an isolated park).
o If you will be helping a business or school, call to gain permission to volunteer first. Some
agencies require volunteer training before you may begin. Allow adequate time for project
completion (at least 1 month).
o Feel free to do more than one act of kindness. For instance, if you visit a lonely person in a
nursing home for 30 minutes, you may participate in a totally different activity for the other 2 ½
hours.
o Consider your career goals when choosing your service. Interested in becoming a teacher?
Consider volunteering in a day care center. Want to go into the automotive field? Contact a
local garage to inquire about volunteering for a few hours. You may not be changing oil or
installing brake pads, but you may be getting your “foot in the door” for a future job. Be
respectful and appreciative of the person of whom you’ll report to.
o Get to work! Demonstrate your best work ethic while volunteering; work like your
interviewing for a position in the company.
o If you’re thinking about baking treats for an organization, call first to make sure that the food
can be accepted and distributed. Since 9-11, there are strict policies in place (in many
organizations) to protect the well-being of individuals.
o Making a difference doesn’t have to be a big ordeal. Cut the lawn or shovel the snow of a shut-
in for free, offer to clean your grandma’s house, play with animals at the Humane Society, pick
up garbage around a school or park, host a fundraiser for a worthy cause, mentor a younger
cousin and build up his/her self-esteem, share a talent at local nursing home, teach your parent
how to use all the features on their cell phone, host a block party so that your neighbors get to
know each other better, be creative! Have the project’s motivation be to make the world a
better place (not to hope that someone will give you $5 for your effort). If someone asks what
they can do to pay you back, consider telling them to pay it forward.
Altruistic Act
 Look up the meaning of altruism at either http://en.wikipedia.org/wiki/Main_Page or
dictionary.com. It is not necessary to write out its definition for this assignment. Then, find an
opportunity to complete an altruistic act (The fact is that this is an assigned project which impacts
your grade; that reality makes this project not truly altruistic!). This activity does not require that
you participate in the activity for a certain length of time; however, you must demonstrate a
different behavior/activity than what you did for “Do Good in Your Community.”
 Complete a reflection of your activity in 75 words or more. Describe what you did and it’s impact.
Also, include the names of people (living or deceased) who demonstrate(ed) altruism in their daily
lives. Indicate why you chose those individuals.
Post Test
 Finally, review your materials from this course and complete the Post-Test. It features the same
questions as the Pre-Test.
Character Education
Post-Test
1. Character is…
a. pledging oneself to a position on an issue or question.
b. fulfilling the role of class clown.
c. building stable and distinctive qualities into one’s life which determine his/her response
regardless of circumstances.
d. practicing thrift or economical management, or being frugal.
2. List two Developmental Assets that are currently not part of your life.
_________________________________________________________________
_________________________________________________________________
3. List five character traits below.
______________________________ ______________________________
______________________________ ______________________________
______________________________
4. List four of the seven habits of highly effective teens.
______________________________ ______________________________
______________________________ ______________________________
5. Altruism is…
________________________________________________________________________
________________________________________________________________________
6. In the past four months, I have set goals for myself. (Circle one)
YES NO
7. I believe that having good character is important for my future. (Circle one)
(Strongly disagree) (Strongly agree)
1 2 3 4 5
Congratulations, you have finished the Character Education Virtual Academy course!
References
Altruism. (n.d.) In Dictionary.com. Retrieved July 22, 2008, from http://dictionary.reference.com/
Altruism. (n.d.) In Wikipedia. Retrieved July 22, 2008, from http://www.wikipedia.org/
Character. (n.d.) American Dictionary of the English Language. Retrieved July 21, 2008, from
http://www.characterfirst.com/aboutus/character/
Character. (n.d.) In Wikipedia. Retrieved on July 21, 2008 from http://www.wikipedia.org/
Character Education Partnership (CEP). (2008). Performance values: Why they matter and what schools can do
to foster their development. Retrieved on July 29, 2008.
http://www.character.org/atf/cf/%7BD9ED2C0A-D259-4C2F-8CEC-AA29F7595F40%7D/
Position_Paper_Performance_Values.pdf
Character Quotes. (n.d.) Retrieved on July 21, 2008, from http://www.wisdomquotes.com/cat_character.html
Covey, S. (1998). The 7 habits of highly effective teens. New York: Simon & Schuster.
Finn, P. (2006.) Poetry by Charles C. Finn. Retrieved on July 24, 2008, from
http://www.poetrybycharlescfinn.com/
Lewis, B. (2005). What do you stand for? For teens. Minneapolis: Free Spirit Publishing Inc.
McLaglen, M. & Treisman, J. (2000). Pay it forward [Motion picture]. USA: Warner Bros. Pictures.
Search Institute (n.d.) 40 developmental assets for adolescents (ages 12-18) Retrieved on July 21, 2008, from
http://www.search-institute.org/content/40-developmental-assets-adolescents-ages-12-18
Thomson, M. (2007) It’s all about character. Retrieved on July 24, 2008 from
http://www.itsallaboutcharacter.com/

Character Education - Teens

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Character Education - Teens

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Character Education 1

Good character is more to be praised than outstanding talent.

Character Education Tasks

3. List five character traits below.

4. List four of the seven habits of highly effective teens.

1. What do I look like?

2. What do I like to think about?

3. What do I like about myself?

4. What are my best character traits?

5. What traits would I most like to develop or strengthen?

6. What scares me the most?

7. What am I most interested in?

8. How well do I get along with others?

9. How do I learn best?

10. What are my best-developed talents?

11. What talents would I like to develop?

12. What is my secret dream or goal?

13. What do I wish/hope I’ll be doing 10 years from now?

14. What steps do I need to take to get there?

Source: What Do You Stand For? For Teens by Barbara Lewis

 Complete the provided 40 Developmental Assets list.

Please Hear What I’m Not Saying Reflection

Please Hear What I'm Not Saying

Pretending is an art that's second nature with me,

But such a glance is precisely my salvation, my only hope,

I don't like hiding.

With your power to touch me into feeling

Do not pass me by.

Who am I, you may wonder?

 Read chapters 4-11 (Habit 1-Habit 7).

According to Wikipedia, moral character or character is “an evaluation of an individual's moral

Expanded View of Character

Moral Character Performance Character

Defining Character Traits

Respect Caring Honesty Cooperation Responsibility

Trait Definition 2 examples of what 2 examples of what Student’s Student’s self

Suzie stays out all night and

Five Additional Character Traits

How will I put character into action?

Pay It Forward (cont.)

Why is Character Important? PowerPoint

Ask the Business Leaders (cont.)

Do Good in Your Community

3. List five character traits below.

4. List four of the seven habits of highly effective teens.

Altruism. (n.d.) In Dictionary.com. Retrieved July 22, 2008, from http://dictionary.reference.com/

Altruism. (n.d.) In Wikipedia. Retrieved July 22, 2008, from http://www.wikipedia.org/

Character. (n.d.) In Wikipedia. Retrieved on July 21, 2008 from http://www.wikipedia.org/

to foster their development. Retrieved on July 29, 2008.

Character Quotes. (n.d.) Retrieved on July 21, 2008, from http://www.wisdomquotes.com/cat_character.html

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