Digital Citizenship (Grades 6-12)

Overview:
Teaching students to think about their digital citizenship through the lens of integrity is important in this digital world. This lesson will give students an opportunity to discuss ways to engage an active conscience to model integrity as digital citizens.

Character Education Objectives:

Students will:

  • explore their digital footprint. 
  • discuss why it is important to protect your identity and reputation online and offline. 
  • utilize Rules of an Active Conscience to determine what to post on social media.

Materials:

Lesson:

Journal: (5 mins)

  • Google yourself.
  • Write down what you noticed about your digital footprint. 

Whole Group Discussion (15 mins)

  • Share what you noticed about your digital footprint.
  • Why is it so important to be a good digital citizen in today’s world?
  • Share headlines of digital footprints impacting citizens:
    • Harvard rescinded 10 offers of enrollment for students who posted explicit and racist pictures on social media.
    • Woman tweeted a racist post about her trip to Africa when she boarded the plane. She was fired by her boss before the plane landed.
    • Students photoshopped an unflattering picture of a teacher and posted it on the Internet. They students involved were suspended, legal charges were filed, and the students faced five years in jail and a $10,000 fine.  
    • A woman posted a picture of herself dressed like a Boston Marathon Bombing victim to Instagram for Halloween. She was fired because of the insensitive nature of the post.
    • Students posted a meme making light of gun violence at school and they were arrested. Students who liked the post were suspended.
  • What you share on social media matters. It can impact you today and in your future plans and career. Your digital footprint exists and can be used against you when you least expect it. Something you find funny or impulsively post can get you fired, arrested, or fined.
  • Discuss in small groups how the Rules of An Active Conscience can help you decide what to post on social media. 

Small Group Discussion (15 mins)

  • Read each Social media post on the To Post or Not To Post Handout and determine which of the Rules of Active Conscience it breaks.
  • Share your findings with the teacher.

Exit Ticket:

  • Generate a social media post that meets the Rules of Active Conscience. 
    • Use the following site to create a fake account post: https://zeoob.com/ if students do not have one they can use.


Respect Yourself (Grades 6-12)

Overview: When you respect yourself and think positively about your body, mind, skills, and situation, you can build happiness in your heart. This lesson will focus on ways to show respect to yourself, others, and your surroundings by being grateful for who you are and what you have.

Character Education Objectives:

Students will:

  • journal about three things they are grateful for each day.
  • discuss and practice respect for their brain and body by journaling and meditating.

Materials:

  • Composition notebooks or online word document set up for journaling 

Lesson Plan:

Journal (5 mins) 

  • List three things you are grateful for.
    • What is the thing you are grateful for?
    • Why are you grateful for it?
    • How does it make you feel?

Whole Group (5 mins) 

  • Utilize the Calm, Headspace, or Insight Timer app to do 10 minutes of meditation. 
    • Use guided meditation or videos with soft music (YouTube) .
  • Practice deep breathing techniques.
  • Stretch or do yoga for five minutes to clear their heads and body of tension and stress.

Think, Pair, Share (5 mins) 

  • Share something you are grateful for. 

Whole Group Discussion (5 mins) 

  • How does thinking positively show respect for your body and brain?

Individual (20 mins) 

  • Have students choose a relaxing activity.
    • Lego building
    • Play-doh 
    • Arts and crafts
    • Reading a book 


Positive Impact (Grades 6-12)

Overview:  
A critical component of citizenship is doing what you can to engage with your community. Everyone has the power to use their interests and passions to make a positive impact on their community, the country, and the world. In this lesson, participants will reflect on how their interests and passions can be used to make their community a better place to live, work, and go to school.

Character education objectives:

  • Study how Amanda Gorman’s passion for poetry allowed her to positively impact her country.
  • Students will explore how their own interests and passions can make a difference in their community.
  • Put the citizenship Pillar into action by crafting a plan to use their interests and passions to positively impact their school or community.

Materials:

Lesson Plan: 

Discussion Prompt: With a partner, share your interests and passions. Examples could include: music, animals, sports, video games, reading, and so on.

Activity: At the conclusion of the partner discussion, introduce students to Amanda Gorman, the young woman who wrote and delivered the poem “The Hill We Climb” at the 2021 Presidential Inauguration Ceremony.

Watch Amanda Gorman’s speech at the 2021 Presidential Inauguration (5:47)

Optional – have students read the written text of her poem.  

At the conclusion of the video, ask students to discuss the following questions in pairs, small groups, or as a full group.

Discussion Questions:

  • Which of the Six Pillars of Character does this poem/speech align with? Explain your answer.
  • Why do you think Amanda wrote this poem?
  • How did Amanda use her passion for poetry to positively impact her community and country?
  • How could you use your passions and interests to make a positive difference in your community?

Ask students to write down how they could use one of their passions or interests to make a positive impact in their community. Then, direct them to use the Goal Map tool to create a plan to put their passion to work.

For example, if a student is passionate about caring for animals, they could use that passion to volunteer at the Animal Rescue League. Action steps to put that plan into action could be:

  1. Locate an animal shelter in need of volunteers
  2. Fulfill any requirements necessary for being a volunteer at their facility
    • Fill out application
    • Ensure my availability and skill set matches their needs
  3. Schedule time to volunteer
    • Make sure I have transportation to and from the facility

Follow-Up: Several weeks after the completion of this lesson, ask students to share whether they have put their plan into action. If so, how much progress have they made on their plan? How are they positively impacting their community? If not, why?



T.E.A.M.

CHARACTER COUNTS! is designed to work in partnership with students, parents, and faculty to make your school a great place to learn. The acronym T.E.A.M (T-Teach, E-Enforce, A- Advocate, M- Model) is a process for you to use in the implementation of CHARACTER COUNTS!

When you think TEAM, my guess is your first thought is drawn to an athletic team or any group of individuals that work collaboratively for a common goal. In some ways CHARACTER COUNTS!, does provide a framework to work in partnership with students, parents, and faculty to make your school a great place to learn.

This lesson will use the acronym T.E.A.M  as a process for you to use in the implementation of CHARACTER COUNTS!

Teach

  • The values that we want young people to learn.
  • Direct and intentional teaching of values through lecture or large group discussion.
  • Utilizing experiential activities that allow for students to self-discover what values mean and how they apply to their life.
  • Teach values by engaging students in vicarious experiences employing stories told, stories read or stories watched.

Enforce

  • Consistently prohibit gossip and, when appropriate, addressing/discussing its damaging consequences.
  • Enforce a zero-tolerance policy on swearing. Prohibit vulgar and obscene language in your classroom, in hallways, and at school-sponsored activities.
  • Not allowing unkindness of any manner in your classroom; no “put-downs.”
  • Create a code of behavior for your classroom to which students and you agree related to the pillars.
  • Make expectations clear and holding students accountable for them.

Advocate

  • Hang posters or quotations in your class. Refer to the Six Pillars of Character throughout the day as appropriate.
  • Discuss campus “issues of character” on a regular basis (vandalism, good deeds, etc.).
  • Remind students – and yourself – that building our character is not an easy or one-time project. Fashioning our character is the work of a lifetime.
  • Emphasize the importance of working hard and striving for certain standards of achievement.

Model

  • Model the Six Pillars of Character; let students observe that you strive to be a teacher who is trustworthy, respectful, responsible, fair, caring, and a good citizen. 
  • Follow through. Do what you say you will do.
  • Strive to be consistent in dealings with students; avoid allowing personal feelings to interfere with fairness.


Resilience(Grades 6-12)

Overview:
 Students need opportunities to see success and triumph in the midst of struggle. This lesson provides a video that discusses resilience from a young man who faced a lot of trials in his life. The discussion will provide an opportunity for the classroom to share ideas about trust, growth, and overcoming obstacles. 

Character Education Objectives:
Students will:

  • watch a video about why adversity can build resilience.
  • discuss resilience and trust through the lens of overcoming obstacles.
  • hare ideas for building resilience. 

Materials

  • Markers 
  • Post-it pads (large stick posters or paper) 
  • Access to stream YouTube video 

Lesson Plan Day 1

Journal: (5 mins)

  • What is something that has been challenging in your life to overcome?
  • Who have you trusted in your life to help you overcome challenges?

Whole Group (35 mins)

  • Watch the video: (15 mins)
  • Discussion (20 mins)
    • What does this quote mean to you? “The worst of life could not take out the best of me.”
    • Why do people still succeed and flourish despite pain and trauma?
    • What is resilience?
    • Why does change cause adversity?
    • How do your belief systems impact whether you succumb or surmount challenges? 
    • How is your mind the most crucial resource to building resilience?
    • What does trauma teach us about resilience?
      • Tell your mind what to think- how do we do this?
      • Life is easier when you are prepared – how do you prepare for the unknown?
      • Perspective requires partnership
        • Why do we need others to help us overcome adversity?
  • Exit Ticket: (5 mins) 
    • Who can you trust to help you overcome adversity when you need it?

Lesson Plan Day 2

Journal (5 mins) 

  • What is important about learning to trust yourself in tough situations?

Whole Group Discussion (5 mins)

  • What did you learn about building trust and resilience yesterday?

Small Group Discussion (10 mins)

  • Everything happens for a reason- How can you use your trauma/struggle for a purpose?
  • Who can you trust to support you amid trauma or challenges?
  • What does it mean to trust resiliency to help you overcome adversity? 

 Productive Group Work (10 mins)

  • On poster paper: What are some ways you can build resilience?
    • Have students use a Post It Poster page to record ideas.

Gallery Walk: (10 mins) 

  • What are some ways you can build resilience?
    • Put a star next to an idea you want to remember.
    • Put a tally mark next to an idea you have used in the past to help you overcome an obstacle. 

Exit Ticket (5 mins)

  • What is the most important thing you learned in this lesson?

References
Hunt, C. (2020). What Trauma Taught Me About Resilience | Charles Hunt | TEDxCharlotte. Retrieved 1 April 2020, from https://youtu.be/3qELiw_1Ddg



Tips for Educators: An Introduction to Caring

Teachers care about the relational aspect of teaching. They take time to establish a trusting and caring connection with students, who in turn become more receptive to what’s being taught. Caring is at the heart of our character and will help in creating a positive school climate. Here are our tips for educators: an introduction to caring:

Questions to ask:

  • What are your thoughts on teaching caring, kindness and empathy in the classroom? 
  • In what way are our students already upholding the Pillar of caring? 
  • Are there examples of where we could improve in words or actions on the part of students toward the Pillar of caring?  How about as a staff? 
  • What can we do to teach students to be more caring and kind to others?  

Activities to do:

  1. Write 3 classroom key beliefs around the Pillar of caring that you would like to instill in your students.
  2. Write 2 key beliefs you would like to instill in students throughout the school, hallways, lunchroom, etc.
  3. What instructional strategies or classroom management techniques could you use to be intentional and explicit in instilling these beliefs?
    • Positive Sticky Notes – Leave sticky notes with positive messages
    • Thank You Letter – Write (and send!) an anonymous letter to someone you respect in your school, workplace, or other community space.
    • Caring Bulletin Board – Create a bulletin board in your school and provide plenty of paper in fun shapes or designs where adults and students can write down the acts of kindness they have received or benefitted from.

Project to explore:

One of the effective ways to implement CHARACTER COUNTS! in a school is the creation of a school-wide project. As this lesson is on the Pillar of caring, a school could consider as a project a Campaign of Kindness. As a staff, brainstorm the following:

  • Slogan for the campaign
  • Agree upon at least four action items that would help to implement the Culture of Kindness campaign
  • Assign responsibilities for staff, students and parents
  • Establish a timeline with a specific target date for the Kindness project

For additional ideas, a great resource is Random Acts of Kindness – https://www.randomactsofkindness.org

Join our CHARACTER COUNTS! Coalition to have access to more videos like this!



Goal Setting (Grades 6-12)

Character education - goal setting

Overview: Goal setting is an important skill every student needs to develop to become a more productive citizen. However, students do not always understand the difference between goal setting and goal achievement, nor do they grasp the steps it requires to achieve their goals. So, this lesson will walk students through the steps and supports needed to set and attain their goals.

Character Education Objectives:

Students will:

  • discuss the difference in goal setting and achievement. 
  • share a desired goal they have to become a more productive member of society.
  • create a map to help them navigate the journey to reach their objective. 

Duration:

  • Creating the map may take more than one day depending on students. 

Materials:

Lesson Plan

Journal (5 mins) 

  • What is an objective you aspire to attain in 5 years?
  • What is a goal you have for the remainder of this school year?

Small Group (10 mins) 

  • What is the difference between goal setting and goal achievement?
  • How does a citizen who strives to achive their goals support our society?

Whole Group Discussion (10 mins)

  • Why is it important to have goals? 
  • What is challenging about achieving your goals?
  • How do citizens who strive to achieve their goals support society? 
  • Today you are going to create a map to help you achieve the objective you stated in your journal you have for the remainder of the school year. 

Individual (15 mins)

  • Suggestion: go through each step with the students 
    • Start at Desired Goal
      • Example: I want to run a 5K (2.
    • Then write where you are right now (Starting Point)
      • Example: I can run a mile without stopping
    • What are the steps in between the goal achievement (end goal) and the goal setting (baseline)?
      • Example: Increase to 1.5 miles a week (2 weeks)
      • Example: Increase to 2 miles a week (2 weeks)
      • Example: Increase to 2.5 miles a week (2 weeks)
      • Example: Increase to 3 miles a week (2 weeks)
      • Example: Increase to 3.5 miles a week (1 week)
    • Who will you have to hold you accountable?
      • Example: My running partners
    • Why is an accountability partner so important?
    • What are the measurements or times when you will assess how you are doing?
      • Example:
        • Each day we will graph our time and distance 
        • Once a week we will test ourselves on how long it takes to run/walk 3.5 miles and chart it

Exit Ticket: (5 mins)

  • Share this plan with your accountability partner 
    • Snap or scan a picture of the completed map and send it via text or email. 

Learn more about character education.



Embracing Diversity (Grades 6-12)

Character Counts, Holiday, Diversity, character educations

Overview: Learning about other traditions and holidays is important to promote acceptance not just tolerance of other viewpoints, religions, belief systems, and perspectives. This lesson will discuss having integrity with a focus on fairness to promote a classroom that embraces diversity.

Character Education Objectives:

Students will:

  • discuss traditions of their culture and family 
  • share ideas about promoting a fair environment for all learners to be who they are
  • depict what it means to embrace culture using a form of artistic expression (Day 2) 

Materials:

Lesson Plan Day One 

Journal: (5 mins) 

  • What is one of your family’s favorite traditions? 

Think-Pair-Share: (10 mins) 

  • Share a family tradition with a partner
    • Use the Venn Diagram to compare and contrast your family cultural tradition with your partner’s family cultural tradition

Small Group Discussion: (10 mins)

  • What is a definition of culture?
  • What makes up culture?

Whole Group Discussion: (15 mins) 

  • As a class define culture- use the definitions created in small group and wordsmith to create a classroom definition
  • Discuss the elements that make up culture 
  • How do we promote fairness in the diverse culture where we live?
  • What does integrity have to do with being fair to other cultures?

Exit Ticket: (5 mins)

  • What is something you learned about promoting cultural fairness and awareness today?

Lesson Plan Day Two 

Journal: (5 mins)

  • What does it look and sound like to allow everyone to be who they are in a classroom? 

Think-Pair-Share (5 mins)

  • Discuss the following quote with a partner: “Be yourself, everybody else is taken” – Oscar Wilde 

Whole Group Discussion (5 mins) 

  • Make a list with students about what is needed in a classroom of fairness to allow everyone to be who they are? 

Individual Work (20 mins)

  • Give students the freedom to choose an activity from the Integrity and Fairness Cultural Expressions Project Grid to share about what it means to have the integrity to showing fairness for all cultures in the classroom. 
  • Play some different cultural music while they work (or take suggestions from students and ensure they are not explicit).

Exit Ticket (5-10 mins)

  • Share your work with a partner or record a video of yourself sharing your Integrity and Fairness Cultural Expressions Project and post to your classroom social media using #CharacterCounts.

References

Teacher- to learn more information on teaching culture and to get some ideas to help with discussion check out this resource:



Growth Mindset (Grades 6-12)

Overview: Life can be busy and can create distress in the lives of families and students. Therefore, it is important to highlight the need to have a growth mindset and to manage stress to respect yourself, your health, and your well-being.

Duration: 2 days (45 minutes each day)

Character Education Objectives:

Students will:

  • share ideas about good stress and distress on the body
  • discuss ways to use a growth mindset to navigate stressful situations 
  • create a Personal Stress Management Plan

Materials:

Lesson Plan Day 1

Journal: (5 mins)

  • What makes you feel stressed?
  • How do you know you are stressed?

 Whole Group Discussion (10 mins)

  • What are physical signs of stress?
  • What are some emotional signs you may be feeling distressed?
  • How do we show respect for ourselves by paying attention to our stress levels?

Whole Group Video 15 mins:

Whole Group Discussion (10 mins) 

  • What are the effects of believing stress is bad?
  • How does changing the way you think about stress impact your body’s response to stress?

Exit Ticket: (5 mins)

  • What is the number one thing learned about stress today?

Lesson Plan Day Two 

Journal: (5 mins)

  • What should you think when you feel stressed?

Small group Discussion/Productive Group Work (25 mins)

  • Use the 3-2-1 Handouts from the previous lesson to help with responses
  • Record the responses to share with the whole group on Stress Quadrant Handout
    • What:
      • should you think when you feel stressed?
      • are some healthy ways to process stress?
      • are some unhealthy responses to stress?
      • is important to know about stress?

Individual (15 mins)

  • Utilize the posters created in a small group to give ideas 
  • Complete your own Stress Management Plan 
  • This is the exit ticket

References

Lee Health, 2020. The Good And Bad Stress. [online] YouTube. Available at: <https://youtu.be/ZN2NarsQZ04> [Accessed 26 March 2020].

McGonigal, K., 2020. How To Make Stress Your Friend. [online] Ted.com. Available at: <https://www.ted.com/talks/kelly_mcgonigal_how_to_make_stress_your_friend?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare> [Accessed 26 March 2020]. 

Learn more about character education.



Emotional Toughness (Grades 6-12)

Overview: Students today need more opportunities to build their emotional toughness in a world that is as fast paced and ever changing.  Thus, creating conditions that allow them to take responsibility for their behavior, emotions, and responses is important in building resilience for learning and development. This lesson will have students focus on their emotional toughness and highlight the need to be responsible for our responses in emotional situations.

Character Education Objectives:

Students will:

  • utilize the Scale of Emotion to describe how they feel 
  • discuss Emotional Toughness Indicators
  • reflect on their own emotional resilience and the importance of taking responsibility for their own emotional response.

Materials

Lesson Plan

Journal (5 mins)

  • Using the Scale of Emotion explain where you feel you are today and why. 

Small Group or Whole Group Discussion (30 mins)

  • Read through the Emotional Toughness Indicators
  • As a group discuss/respond to the following: 
    • Emotional Flexibility
      • Define productive and unproductive states of emotion
      • What emotions make you unproductive?
      • Why are emotions so important?
      • Who is responsible for your emotions?
    • Emotional Responsiveness 
      • What are some positive responses students when you face unpleasant or unproductive emotions?
      • Give an example of a time you took responsibility for creating a positive emotional response
        • How did this impact you and those around you?
    • Emotional Resiliency
      • Look up the definition of resilience and come up with a working definition with your group 
      • What is a situation you have had to show resiliency in your own life?
      • How has this situation made you more responsible and resilient?
    • Emotional Strength
      • How do people develop a never-quit attitude?
Scale of emotion character counts

References
Hurst, K., 2020. Learn How To Move UP The (Vibrational) Emotional Scale. [online] The Law Of Attraction. Available at: <https://www.thelawofattraction.com/law-attraction-learning-move-emotional-scale/> [Accessed 24 March 2020]. 

Learn more about character education.