Character Education Paper

Character Education Paper:

4th Grade

September 5, 2007

Megan Claar & Caitlin Smith

Liberty University

EDUC. 410-001

Introduction

When the word “character” is spoken, many people can think of at least one person that

has had a positive influence on their lives that exhibited outstanding character traits. People

learn ways of great character in many different forms and fashions. However, one commonality

among many people is that character is usually developed at a young age and grows during the

years of maturation. Therefore, it is the great responsibility of teachers to present character traits

to their students. Teachers should not only be examples of character, but also implement

character qualities in daily curriculum and give students opportunities to practice these

behaviors. Throughout this paper, the following eight character traits will be defined and

explained: integrity, accountability, respectfulness, obedience, responsibility, leadership,

creativity, and compassion. In addition, pieces of children’s literature will be used to help

exemplify the listed traits and activities will be created for the four major content areas,

Language Arts, Science, Math, Social Studies. Each activity and piece of literature will be

appropriate for the fourth grade level.

Integrity

Many people would define “integrity” as being honest in everything you do, even if no

one finds out. Dictionary.com explains that “integrity [is] adherence to moral and ethical

principles; honest.” In I Chronicles 29:17, David speaks to God in reference to integrity and says,

“I know, my God, that you test the heart and are pleased with integrity” (NIV). If the Bible so

clearly states that integrity pleases God, then it is the duty of a Christian teacher to train their

students to live a life that demonstrates honesty and truthfulness. Integrity in the classroom is

Character Education, 2

essential. Teachers and students need to know that they can trust each other and that honesty is

taken seriously.

Language Arts:

One book that has ideas of integrity laced throughout it is The Boy Who Saved Baseball

written by John H. Ritter. The book is about a young boy who has the future of the Wildcats

resting on his shoulders. The fate of the baseball field depends solely on the winning of one

game. Throughout the story, the main character learns to find courage within him, while calling

upon the help of others to achieve a very important goal. During all of this, he discovers that

integrity and honesty is key, even in the midst of competition. After the students have read the

book, the teacher will have students pull out their journals to complete a journal entry in 30

minutes. The writing prompt with be to brainstorm and write about the tall tales that are told so

far in the reading (Literature Circle Guide). The students will write about a minimum of two

tales and tell how the examples “stretched the truth”. The students will need to cite their

examples and be able to show others evidence for their opinions. The students will then get into

small groups with four or five other students and discuss their answers. While in small groups,

students will need to participate by locating in their books the other examples given and making

note of them. The students will also need to add their own opinion to their classmate’s findings

(VA SOL-English 4.1 b-d).

Math:

The teacher will present students with a take-home test to be completed and returned the

following school day. The test will consist of ten problems that deal with conversions of ounces,

grams, pounds, kilograms. Upon completion of the take-home test, students will need to write

out the following statement and honor code:


On my honor as a student, I have exhibited integrity by neither giving nor receiving aid on this

exam.

Each student will then hand in their test with the honor code written in their handwriting and

signed (VA SOL-Math 4.10 c).

Social Studies:

The teacher will give several lessons Thomas Jefferson and George Mason and discuss

the roles they played in the establishment of the Virginia Declaration of Rights and the Virginia

Statute for Religious Freedom. The students will discuss the ideas of these specific men and

how they contributed to the establishment of the new American nation. The teacher and students

will discuss integrity and how these men possessed this particular characteristic. The students

will give specific details and examples of integrity that was exemplified throughout their lives.

The students will then discuss the importance of integrity in politics in our society today

(VA SOL- VS.6 b).

Science:

The teacher will assign a group project, two students to each group. Each group will be

responsible for investigating and mapping out how one animal or plant group adapts behaviorally

and structurally, organizes their community, and creates their habitats. The students will need to

research how these animals and plants carry out the listed specifications throughout the year.

Each group of students will be given class time to get together and brainstorm ideas and then

write out a list of responsibilities for each student to complete. At the time of the assignment

presentations, the student groups will turn in forms explaining all the work they each did,

showing integrity and honesty (VA SOL-Science 4.5 a-b, d).


Accountability

The dictionary defines accountable as “answerable, responsible” (Merriam-Webster,

2004). This character quality covers various accountability levels such as student to student,

teacher to student, student to teacher, teacher to the school, and so on. Accountability involves

being responsible for one’s actions and being honest as well as all of the other character traits. It

involves more than one person- one person or group is responsible or accountable to another

individual or group. In Christian circles, this term is used as a means of making sure one’s friend

or peer is faithful in their relationship to Christ and is not getting involved in something

dangerous or sinful. Accountability involves honesty and integrity with both parties involved

and a constant check and balance between the two parties. As Proverbs 27:17 says, “As iron

sharpens iron, so one man sharpens another.” (NIV) In the school, this concept is important for

students to be accountable to each other for such things as cheating and honesty, for teachers that

what they are teaching is accurate and reliable, and in general, when the students are outside of

the classroom in their relationships with others.

Language Arts:

The book, Number the Stars, by Lois Lowry (1989) somewhat incorporates the idea of

accountability. This concept is so abstract that it is difficult to find a book that clearly discusses

this character quality. In a brief summary, Ellen Rosen’s family is Jewish in Nazi Denmark. Her

best friend, Annemarie and her family must help protect Ellen’s family and eventually bring

them to safety in Sweden. Annemarie’s family is accountable to Ellen’s family to protect them

and not reveal their true identities. The class will read a chapter each night and then discuss that

chapter the next day in class. Together, the class will have a discussion about the various aspects

of the story, especially accountability, and headed by the teacher (VA SOL- English 4.4). After


finishing the book, the class will write in their journals different ways that they can be

accountable to others, citing specific examples of actions that they can take to promote good

character traits. The teacher as well would need to be an example of this character trait to the

students and constantly encourage them to be honest in their work and do the right thing even

when it is not the popular thing.

Math:

Ellen, in Number the Stars, is a Jewish girl with a necklace with the Star of David on it.

The teacher will direct the students to look at the Star of David and identify all of the geometric

shapes within it and also identify that it is a slightly different shape than the traditional five-

pointed star. Such examples include triangles, line segments, hexagons (although this is not a 4th

grade SOL), parallelograms, and angles (VA SOL- Math 4.15, 4.17). Students will be given a

sheet of paper with the picture of the Star of David and with different colored markers will

outline where each shape occurs. Throughout the geometry unit, the teacher will focus on

accountability. Students will partner up and make sure each other is being honest and doing their

own work.

Social Studies:

Since this story takes place during the Holocaust and World War 2, the class will study

this time period. Although this story mostly focuses on the European side of the war, the teacher

will mostly discuss the American side of the war (since 4th grade deals with Virginia studies).

However, the teacher will discuss some of the factors leading up to the American involvement

which will require some background knowledge of the Holocaust and learning about Jews

(Delong & Schwedt, 1997, p. 85). The teacher will research some stories from Virginians who

were involved in the war and share their personal stories, even possibly have a guest speaker


who may have had an experience in which they had to be accountable to another person (VA

SOL- VS.9b). Students will be encouraged (for extra credit) to talk to a family member who

may have served in WW2 and then share their story with the class.

Science:

The students and teacher will have a discussion about natural resources. The book

discusses how they had to use candles at night to conserve electricity and due to a lack of leather,

make shoes out of fish skin (with the scales still on!). (Lowry, 1989, p. 28) An emphasis at the

4th grade level is on Virginia’s natural resources and electricity (VA SOL- Science 4.3 & 4.8).

Throughout this section, the teacher will encourage students to be accountable to each other and

not cheat on quizzes and do their own work.

Respectfulness

Many people would define “respectfulness” as appreciating and listening to other peoples

thoughts and ideas; obeying authority. Dictionary.com explains that “respectfulness [is]

courteous regard for people’s feelings.” I Peter 2:17 is a great outline for teachers to remember

when teaching students who and how to be respectful. This passage says, “Respect the

authorities, whatever their level; they are God’s emissaries for keeping order” (NIV). The idea

of this part of the passage is to show that being respectful is important in every part of life in

order to for everyone to function properly. This character trait is important to teach young

people because they are at the age when they might desire to stray away from being respectful;

these lessons will show the importance of holding to respectfulness.


Language Arts:

One book that demonstrates the trait of respectfulness is The Prince and the Pauper

written by Mark Twain. Respectfulness is illustrated throughout this book when the Prince of

Wales and the Prince of paupers switch places. Once each boy was in a different role, they were

able to see really how different the other boy lived. Through this switch, they grew to have

respect for one another. After the students have read half of the book, the teacher will arrange

the student’s desks in a circle for this activity. Each student will be given ten index cards to play

the game “How Would You Feel If…” A list of scenarios is given to the students and they are to

write one word on the index card as to how they would feel in reaction to that situation. When

completed, all the students will hold up their index cards and look around the circle at other

classmates responses. The teacher will point out the many different feelings and how important

it is to be respectful of others and their feelings, even if they may be different then your own.

The list of scenarios is as follows:

“How Would You Feel If…”

Someone made fun of you because of the way you looked?

You won a prize or a competition?

You were picked last when choosing sides for a game?

You were told you were good at doing something?

Someone called you a bad name like “creep”?

Someone helped you with a problem?

No one wanted to play with you?

Someone invited you to join their game?’

You had no food and had to beg on the street?


Someone held your hand or gave you a hug when you were scared or lonely?

The students will then break into small groups and come up with a minimum of two negative and

two positive scenarios in the book. The students will then discuss with the other group members

what their response would be to those scenarios and how their responses might vary from the two

main characters (DLAM, 2000, pp. 22-23). (VA SOL-English 4.8 h)

Math:

The teacher will give students a scenario of a simple event or problem that took place in

the book. Each student will predict a different outcome using the words certain, likely, unlikely,

and impossible. The students will then determine the probability of that particular event. The

students will share with another classmate their predictions and show respect while listening to

their classmates contribute (VA SOL-Math 4.19 a-b).

Social Studies:

The teacher will construct several lessons on the historical and geographical events and

ideas of early Virginia. The teacher will present different perspectives for these events. The

students will show respect to their teacher and other classmates by not talking, raising a hand for

a comment or question, taking notes, and listening attentively. The students will take notes and

learn the importance of respect through taking into account the perspectives of others. The

students will choose to agree or disagree with the stated perspectives and be able to give

explanations to the teacher when called upon in a respectful manner (VA SOL-VS. 1 g).

Science:

The teacher will give a brief overview of the different scientific careers mentioned that

deal with the science being learned (i.e. a botanist, a meteorologist, a biologist, an astronomer, a

geologist, etc). The students will show respect to their teacher and other classmates by not


talking, raising a hand for a comment or question, taking notes, and listening attentively. The

students will then choose one scientist they would like to be and prepare a 5-7 minute

presentation to the class, pretending to be that scientist. The students will explain why they

chose that particular scientist. The students will need to include at least four vocabulary words

in their presentation from the science unit. This activity will give the students a closer look at

how the prince and pauper might have felt when they were able to be someone else (VA SOL-

Science 4.2-4.8).

Obedience

Obedience is a character trait that is quite obvious in the classroom with the enforcement

of rules such as not yelling, not running, not pushing or shoving, not name-calling and so on.

Webster-Merriam defines “obedient” as “submissive to the restraint or command of authority”

(2004). The teacher will take this one step further than to simply obey just to avoid punishment

but encourage students to obey to benefit the entire class- not have rules simply to have rules but

explain the reasoning behind them so that obedience is out of sympathy and respect and not

compulsion. Joshua 1:7 says “Be strong and very courageous. Be careful to obey all the law my

servant Moses gave you; do not turn from it to the right or to the left, that you may be successful

wherever you go.” (NIV) Throughout the emphasis on obedience, the teacher will frequently

talk about the rules and why they are important.

Language Arts:

Students will read the book Shiloh, by Phyllis Reynolds Naylor (2000) in class in small

reading groups (Delong & Schwedt, 1997, p. 148). This book deals with many issues that all

revolve around obedience. Marty wants to keep his neighbor’s dog, whom he names Shiloh.


However, although his neighbor is cruel to Shiloh and causes him to run away, he warns Marty

to bring the dog back to him if he ever runs away again. His parents also want him to respect

Judd’s wishes. However, when Shiloh runs away from Judd to Marty again, Marty keeps him a

secret from his family, Judd, and even his friends. He has to tell lies and steal food from the

dinner table in order to hide his secret which makes the problem worse. This particular copy of

Shiloh also has a section in the back with good discussion questions (Naylor, 2000, p. 138-9).

Each group will be given a few questions to discuss as a group and share with the rest of the

class. (VA SOL- English 4.1) The teacher will provide additional input into the final class

discussion.

Math:

Judd Travers offers to sell Shiloh to Marty for $40. Marty then proceeds to find various

ways to raise that much money. One method is by collecting bottles to cash in for nickels.

Later, he ends up working for Judd, getting paid $2 an hour. The teacher will create various

problems such as how many bottles he will have to find in order to reach $40. Students will use

calculators in finding their answers because they are not yet able to divide fractions or decimals

(VA SOL- Math 4.9). Another option is for students to take an estimated guess at how many

bottles it would take and then as a class, the teacher will guide them to find the actual answer.

The teacher will make sure the students are on-task and practicing obedience.

Social Studies:

This story takes place in West Virginia. Students can identify on a map of the state the

various towns mentioned in the story. The teacher can point out that West Virginia used to

belong to Virginia and how the original state separated to form a new state (VA SOL- VS.2a, 7a)

around the time of the Civil War. Throughout this lesson and portion of the unit, the teacher will


emphasize obedience and make sure students are respectful of each other and the classroom

rules.

Science:

Students will talk about the pets they own. (For the students who do not own a pet, they

can use an animal that they would like for a pet). Students will then go to the library and

computer lab and research the animal (Delong & Schwedt, 1997, p. 148) (VA SOL- Science

4.5). Students will write an individual short report on the pet that they have chosen and then,

along with a partner in the class who has chosen the same pet, will make a short presentation of

their animal to the class (VA SOL- English 4.2, 4.6, 4.7). With common pets such as dogs and

cats, those groups of students may pick specific breeds. To incorporate the character trait,

students can discuss the different methods used for their pets to learn obedience and talk about

how that is different from a person learning obedience.

Responsibility

Many people would define “responsibility” as taking care of those things that are

assigned to you, such as, chores, schoolwork, possessions, etc. Dictionary.com explains that

“responsibility [is] a particular burden or obligation; reliability or dependability, especially in

meeting debts or payments.” In I Chronicles 9, there are records given for the Levites and the

different responsibilities that they had to complete. Verse 26 talks about the gatekeepers and

how they were responsible for the rooms and treasuries in the House of God. They were called

to stay stationed all night long and stay guard. It was vital that they took their responsibility

seriously, or else there would be a negative affect on those around them. This character trait is

important because it is beneficial for young people to learn about responsibility early on. They


must realize that their actions can affect others and therefore, they need to learn what it means to

be responsible.

Language Arts:

One book that discusses the importance of responsibility is Henry and the Paper Route

written by Beverly Cleary (1957). In this book, Henry desires to do something important in his

life that matters. Finally, one day Henry comes across the exciting job of being a paperboy.

However, throughout the book, Henry learns that there are many responsibilities that go with the

job. During the reading for the book, the teacher will supply the students with newspapers. The

teacher will instruct the students to locate a minimum of five vocabulary words in the newspaper

that they are unfamiliar with. The students will be responsible to write the five words and then

look up the definitions from a dictionary and copy the definitions down. The students will then

look up the words in a thesaurus and write two synonyms and two antonyms for each vocabulary

word. The students will be responsible for the five vocabulary words on the weekly Language

Arts test (VA SOL- English 4.3 c,d).

Math:

The teacher will supply the students with newspapers. The teacher will instruct students

to cut out numbers throughout the newspapers. The students will create whole numbers up to the

millions place value. The students will paste their numbers to a piece of poster board and label

the place values. The students will be held responsible to practice their place values and be

ready to explain their poster to their class mates (VA SOL-Math 4.1 a ).

Social Studies:

The teacher will arrange a field trip for the students to a local Civil War museum. The

teacher will create a worksheet of fill-in-the-blanks. The students will be held responsible to fill


in the worksheet as they go through the museum. The students will also need to show

responsibility by staying with the class at all times, speaking at an appropriate volume, and

keeping hands off the artifacts and displays when necessary (VA SOL- VS. 7-VS.8).

Science:

The teacher will teach several lessons on basic plant anatomy. At the end of the lessons,

students will plant seeds in a pot to keep in the classroom. It will be the responsibility of the

students to attend to their plants for a full germination period, 2-3 weeks. The students will be

responsible to remember to water plants, to fertilize the plants, and to give it appropriate sun

exposure (VA SOL-Science 4.4).

Leadership

Leadership is an important character trait, especially as children grow older and begin to

mature and find their niche in society. Hebrews 13:7 says

Obey your leaders and submit to their authority. They keep watch over you as

men who must give an account. Obey them so that their work will be a joy, not a

burden, for that would be of no advantage to you. (NIV)

A good leader must be able to command the group but also be willing to humble them self and

not just delegate to everyone else and sit back while everyone else works. A good leader takes

responsibility for the entire group and is respected. Elementary schools and especially middle

and high schools help to prepare children to become successful adults and members of their

communities. This is a very important quality to learn early on and is used in nearly every aspect

of life.


Language Arts:

The book Boxcar Children, by Gertrude Chandler Warner (1966) is a good book to

incorporate this character trait. The two older children, Henry and Jessie, learn to take care of

their younger brother and sister, Benny and Violet. The two older children demonstrate

responsibility even without parents of their own or anyone to look after them until they discover

their grandfather. The added bonus is that all of them are children- children are leading other

children so the students will feel a connection and know that even though they are young, they

can still be good leaders. Students will read the book, a chapter each night on their own. The

class will discuss each chapter the next day in class. Students will then create their own

adventure/ survival stories and must incorporate a good leader somewhere within the story, using

proper grammar (VA SOL- English 4.1, 4.4, 4.8).

Math:

A boxcar naturally lends itself well to a volume-type math problem. Students will find

the volume (in cubed feet) given dimensions of an actual boxcar. They will then decide what

things from home, if they had their own boxcar, would be able to fit in their boxcar. They will

make a “floor plan” of the boxcar with graph paper and then measure objects from home (in feet

or to the closest foot) and determine if it would fit inside the boxcar (for example: their bed or

television). This would incorporate many areas of math including volume, measurement, and

area. (VA SOL- Math 4.11a, 4.12a, 4.13a) Throughout this lesson, the teacher will observe the

students and point out when they are observing good leadership qualities.

Social Studies:

Part of Virginia studies is learning about the colonists coming from England and settling

in places like Jamestown. They had to learn how to survive in a land they were unfamiliar with


and without all of the conveniences of England. The Alden had to face a similar situation when

they had to learn how to survive in and around a boxcar. This could be read as an introduction to

learning about the first colonists. The students could write stories about survival with leadership

characters (in the English section) and then apply this to when the teacher discusses the first

colonists from England and how they had to adapt to their environment and learn to survive in an

unfamiliar place (VA SOL- VS.3). Such important leaders as John Smith will be emphasized.

Science:

One of the unique things the children do is keep food (such as milk) cold by keeping it on

a ledge under a small waterfall on the stream near the boxcar. If the area around the school or

the community allows for this, the class can do an experiment by placing thermometers at

various locations around the community (not in fridges but in natural places) where they think

would be ideal to keep something cold. Each group of about 5-6 will have an appointed leader

(to emphasize the trait). The leader will delegate to each of the group members their role in the

experiment such as recording data, making a graph, and making conclusions. Each group will be

given two thermometers and will decide out of the two locations which one is the coldest or most

ideal to keep food cold if they were ever to need to survive on their own without modern

conveniences. The class will then compare all of their results to identify the coldest place in

their community (VA SOL- Science 4.1, 4.6).

Creativity

Many people would define “creativity” as thinking up or producing a thought, action,

tangible object, etc. that is original and unique. Dictionary.com explains that “creativity [is] the

ability to transcend tradition and create meaningful new ideas…and interpretations; originality,


progressiveness, or imagination”. There is no better example in the Bible of creativity than in

the very beginning of time when God created everything in six days. It is important that each

student feel that they can express their creativity freely in a classroom. God has given every

person a certain degree of creativity in a special way that is to be used. It is the teacher’s

responsibility to draw that creative side out in each student and perhaps teach them something

about themselves that they did not know they possessed within.

Language Arts:

One book that emphasizes creativity and its importance is called What Color is Your

Dream written by Kittie Beletic. This book talks about life is full of opportunities to be creative

and we must be willing to let go of old ways of looking at things and allow our mind to dream a

little. This book will be a good tool to read to students because it will get them alive and excited

for all the different possibilities of creativity. After reading the book, the teacher will give each

student the opportunity to brainstorm and make one wish of his or her very own. The student

will use their creativity to produce an oral presentation for their classmates explaining their wish

and what they would do to make that wish or dream come true. The students will be graded on

how creative and elaborate their presentations and ideas are. The students will have the option to

work in pairs or as individuals, since some students need a bit of help reaching their creative

sides (VA SOL-English 4.1-.4.2).

Math:

The teacher will allow students to come up with a survey of their choice that they give to

each classmate. The students will gather the information from the surveys and organize the data

into either a line or bar graph. The students will be allowed to display their graphs any way they

choose. The students will present a description of the survey they gave and then explain the data


they collected and how their graphs represent that data. The students will be graded based on

how well their surveys and graphs exemplify creative thinking (VA SOL-Math 4.20).

Social Studies:

The teacher will teach several lessons on how to locate certain items that were important

to the early inhabitants of Virginia, such as bodies of water, mountains, borders, etc. The

students will create a map of Virginia, choosing their own method (i.e. paper mashe, construction

paper, cardboard, etc.). The students will have some class time to work on this project, but will

mainly be assigned to work on it at home. The students will be responsible for labeling the

specified items (VA SOL-VS. 2 a-d).

Science:

The teacher will teach several lessons on force and motion. The teacher will put students

in groups of four or five. Each group of students will be given class time to use the classroom

computer to create a rollercoaster. The students will need to follow the specific instructions

given on the website in order to create a safe and fun rollercoaster. The students will be graded

upon their creativity, but also their understanding of the laws of physics when creating their

rollercoaster (Annenberg Media, 1997). (VA SOL-Sciene 4.2 a-d).

Compassion

Compassion, according to Merriam-Webster is defined as “sympathetic feeling, pity,

mercy” (2004). Psalm 86:15 says “But you, O Lord, are a compassionate and gracious God,

slow to anger, abounding in love and faithfulness.” (NIV) It involves caring for others and not

only thinking of oneself. It is the feeling of sympathy paired with action- doing something about

the feeling to benefit others. Sometimes children can be very mean to one another, downright


nasty at times. This is an important character trait for them to develop. Many times people feel

sorry for others less fortunate but do not do anything about it- compassion really involves love in

action.

Language Arts:

For compassion, the children would read the story Mirette on the High Wire, by Emily

Arnold McCully (1992). It is the story of a young girl whose mother owns a boarding house for

performers. One day, Bellini, a retired world-famous tight-rope walker comes to stay there.

Mirette really wants to learn how to walk across a tight-rope. Bellini eventually takes

compassion on her and teaches her his secrets. When she asks to travel with him, he refuses

because he is afraid to return to the profession but then eventually he faces his fear and they

perform together. This book is a picture book, so it can be read in one setting in the classroom.

The teacher will read the story aloud to the class. They will then discuss what possible things

they can do to show compassion to each other and to their community. The class will then write

their names on pieces of paper, put them in a hat, and then draw a name randomly and secretly.

This would be done on a Monday and then sometime that week, each child must perform a

random act of compassion on their secret pal (DLAM, 2000, p. 39). On Friday (the last day they

can perform random acts of compassion), they will reveal themselves to their secret pal and then

write in their journal about how it made them feel when their secret pal showed them

compassion.

Math:

Learning how to add and subtract fractions is a topic covered in 4th grade (VA SOL- Math

4.9a). It is often a difficult concept for students to grasp and cause frustration. After the teacher

has thoroughly exhausted this topic in the formal classroom setting, the class will demonstrate


compassion with a tutoring day. The children that “get it” will partner up with children who are

still having difficulties with the subject. It is difficult for a teacher to individually take aside

every child that has problems in this area but often it helps for peers to explain it in their own

words. Not only will the tutees benefit from the added tutoring session but the tutors will also

benefit from being able to show compassion to their peer.

Social Studies:

Bellini must learn to face his fears to get back on the tight-rope. Students learn about

many important Virginians in their Virginia studies, many of whom had to choose between

living in fear and standing up to what is wrong in their society. The class will take a short trip to

the library or computer lab and research one of the famous Virginians and if possible, find a

story of compassion that they had. (For example, George Washington freed all of his slaves after

he died.) This covers a multitude of Virginia Studies SOL’s.

Science:

The book, Don’t Laugh at Me recommends as an act of caring or compassion to plan a

community project. (2000, p. 40-41) The class could comment about observations that they

have made about their community, for example, lots of trash on the sides of the road (VA SOL-

Science 4.1). They could show compassion to their community by helping to correct the

problem, in this case, as a class help collect trash from the side of the road. They could make

various predictions about how the problem arose based on what they discover while cleaning or

doing whatever community project the class decides upon. They could then discuss how they are

helping their community by what they are doing. For example, if the trash is located next to a

stream or river or some body of water, they would be helping to preserve Virginia’s natural

resources and the watershed (VA SOL- Science 4.8). This activity could be altered depending


on the needs of the community at a particular time but overall, the scientific method (or at least

parts of it) should be used in analyzing the situation.

Conclusion

Hopefully, throughout this heavy emphasis on character and on children’s books that

emphasize each of the character qualities, the students will gain maturity and in their character in

their relationships with each other, with authority, and with their community as a whole. Mallard

Elementary School will focus on these character traits: integrity, accountability, respectfulness,

obedience, responsibility, leadership, creativity, and compassion throughout the curriculum in

each grade level. The hope is that these activities will benefit the fourth grade, an important

stage in growth as they will soon be the oldest students in the school and then progress into

middle school. Many times, what is learned at an early age is reflective of an individual’s

character for the rest of their life. Students at this age are still moldable in their actions and

beliefs. Although academics are very important, character is so much more important in the

development of a person and making them a beneficial and integral member of their community.


References

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from Dictionary.com website: http://dictionary.reference.com/browse/responsibility.


http://dictionary.reference.com/browse/respectfulness

http://www.teacher.scholastic.com/clubs/pdfs/boywhosavedbaseball_t.pdf

http://dictionary.reference.com/browse/integrity

http://www.learner.org/exhibits/parkphysics/

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House.

Twain, Mark. (1885). The prince and the pauper. Scituate, MA: Digital Scanning, Inc.

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Documents

Character Education Paper