LESSON 1: Researching the Meaning Preview Only Geographic... · 4 Grades 9-12 -- Lesson 1 Building Character in Ourselves and Our School 2003 Activity 1: Approximately 8 minutes Create

2003 Building Character in Ourselves and Our School Grades 9-12 -- Lesson 1 1

LESSON 1: Researching the Meaning

Student Learning Objectives

The students will:• Createorreviewclassroomrulesthatwillguidebehaviorduringdiscussionsrelatedto

charactertraits.• Identifysixessentialcharactertraitsneededforthewellbeingofindividualsandsociety.• Comparethecharactertraitsaddressedinthisunitwiththecoredemocraticvalues.• Developaplantoresearchthemeaningofthesixcharactertraits.• Surveypeersandadultstoinvestigatethemeaningofthecharactertraitsandthebehaviors

thatdemonstratethetraits.

Preparation

• Gathertheneededmaterials.• Inthislesson,thestudentsaredividedintoresearchteamsandaskedtoresearchthemeaning

ofthesixcharactertraits.Duetothefactthattheassignmentmaytakemoretimethanastudenthasovernight,itwouldbebestifthislessonistaughtonaFriday.Anotherpossibilityistoteachthislesson,spendtwoorthreedaysonothercontent,andthenreturntothisseriesoflessons.

• ReviewtheTeacherReference,SampleBehaviorsfortheSixCharacterTraits.Thisreferencewillprovideyouwithabeginninglistofbehaviorsforeachtrait.

• DecidehowyouwilldivideyourclassintosixgroupsforActivity2.Giventhenatureofthetask,thegroupsaremorelikelytosucceediftheircompositionisheterogeneous(e.g.,differentabilities,skills,talents,maturity).Thesegroupswillworktogetherforthenextthreelessons.

• PreparetransparenciesfromtheTransparencyMasters,SixKeyCharacterTraitsandCoreDemocraticValues,iftheyhavenotbeenpreparedforyou.

• DuplicateonecopyofeachofthesixStudentWorksheetsonthecharactertraits.EachgroupofstudentswillneedoneworksheetforActivity2.

• DuplicateenoughcopiesoftheStudentWorksheet,ResearchingCharacter,sothateachstudentwillhaveone.

• Attheendofthislesson,thereisaStudentWorksheet,ScoringParticipation.Thisworksheetcanbeduplicatedandusedwheneveryouwantthestudentstoscoretheirbehaviororthebehaviorofclassmatesduringdiscussions.Subsequentlessonswillsuggestwhenyoumaywanttousethisworksheet.Theworksheetonlyappearsafterthislesson.

Materials

Equipment

• Overheadprojectorandscreen

Resources

• TransparencyMaster:SomeoneIAdmireandRespect• TransparencyMaster:SixKeyCharacterTraits• TransparencyMaster:CoreDemocraticValues• TeacherReference:CoreDemocraticValues• StudentWorksheet:Responsibility• StudentWorksheet:Trustworthiness• StudentWorksheet:Respect• StudentWorksheet:Fairness

For P

revie

w O

nly

2 Grades 9-12 -- Lesson 1 Building Character in Ourselves and Our School 2003

• StudentWorksheet:Caring• StudentWorksheet:Citizenship• TeacherReference:SampleBehaviorsfortheSixCharacterTraits• StudentWorksheet:ResearchingCharacter• StudentWorksheet:ScoringParticipation(optional)

Realia

• Pencilsorpens• Paper• Transparencies

Time: 45 minutes

Lesson Procedure

Introduction: Approximately 12 minutes

Introduce the topic of this module and stimulate the students’ thinking about character traits and their impact on individuals and society.

1. Havethestudentsthink of a person at school they admire and respect. Display the transparency,SomeoneIAdmireandRespect.Askthemtowritetheiranswerstothequestionsdisplayedontheoverhead.

• Whatdoesthepersondothatelicitsyouradmirationandrespect? • Whydoyouthinkthepersonchoosestobehaveastheydo?

2. Afterafewminutes,gather their ideasinthelargegroupwithoutusingnamesandrecord pertinent ideas on the board.Withoutchangingthemeaningofthestudents’ideas,use the six character traits as you paraphrase their comments.

3. Summarize their comments and introduce the six character traitsthatwillbeexploredduringthisunit.

Samplestatement:

The people we admire and respect have certain qualities that make them dependable and comfortable to be around. They demonstrate certain character traits that help us to feel safe in their presence. The actions of these individuals make our school a better place to be and to learn. While there may be many traits we might list for any one individual, there are six character traits that are essential for the well being of individuals and society. It’s these six traits that we will be studying in this unit.

4. Display the transparency,SixKeyCharacterTraits,andtellthestudentstheywillexplore the meaningsofthesesixtraitsandhow they are demonstratedinbehaviors.

• Responsibility • Trustworthiness • Respect • Fairness • Caring • Citizenship

For P

revie

w O

nly


Teacher’sNote:ThesixcharactertraitsarethosesuggestedbytheUSDepartment ofEducationasapartofthegrantfundingthewritingofthiscurriculum.

5. Define “value” and “character trait” and provide examples.

Value:Abeliefapersonhasandiswillingtoactonduringhisorherlife. Character Trait:Patternsinaperson’sbehaviorwhenheorsheactsonhisorhervalues

frequently.

Samplestatement:

Let’sclarifythemeaningofacouplewordswewillbeusing.Thefirstwordis“value.” A“value”isabeliefapersonhasandiswillingtoactonduringhisorherlife.Forexample,I believe that respecting other people is very important. Respect for others is a value I have. Showing respect for others acknowledges the individuality of others and accepts the unique characteristics each person possesses. If this is truly a value I hold, I must be willing to act in arespectfulwaytowardsothers.Forexample,Ishowrespectbylisteningtoothers,acceptingtheir point of view even if I disagree, or by not gossiping about them. I’m not perfect, but showing respect for others is a goal I have and work hard to achieve.

When someone acts on their values, as consistently as possible, their behavior is more predictable.Ittendstofollowapattern.Theyhave“charactertraits”orpersonalcharacteristics that are distinctive of their actions. In other words, being respectful is a character trait of mine because respect is a value I act on most of the time. I hope when otherpeopledescribemycharacter,theysay,“He/Sheshowsrespectforothersinhis/herinterpersonalinteractions.”Charactertraitsarebasedonthevaluesweholdandactupon.

Duringthisunitofstudy,wewillbetalkingabout“charactertraits”knowingthattheyare based on our values.

6. Display the transparency,CoreDemocraticValues,andtellthestudentsthatthesearethevalues on which our nation has been founded and on which our democracy depends. TheymayrememberthemfromSocialStudiesclasses.

7. Askthestudentshow the two lists are the same or different.

UsetheTeacherReference,CoreDemocraticValues,tohelpyouwiththecomparison.

8. Summarizethe benefits of understanding and demonstrating these traits:

• Individualsearnrespectfromothers. • Individualsaremorelikelytobehaveinwaysthatbringsthemsatisfactionandself-

respect. • Individualscontributetothewellbeingoftheschoolcommunity,neighborhood,and

nation.

9. Askthestudentstorecall the individuals they thought of at the beginning of the lesson andwhattheindividualsdotoelicittheadmirationandrespectfromothers.Connect the behaviors they listed with the character traits if appropriate.Fo

r Prev

iew

Only


Activity 1: Approximately 8 minutes

Create or review classroom rules that will guide behavior during discussions related to character traits.

1. Introduce the rationale for classroom rules or guidelines.

Samplestatement:

During this class, we will be discussing human behavior and some of the reasons people behave the way they do. We will enjoy our class and learn more if we can talk with one another openly and honestly. This isn’t always easy because we may disagree with one anotherordiscussissuesaboutwhichwefeelstrongly.However,ifweraiseimportantissues and keep our opinions to ourselves or only tell what we think others will accept, we will be wasting our time.

2. Ask the students to suggest rules or guidelinestheythinkmighthelptheclassdiscusstheseissuesinameaningfulway.

Teacher’sNote:Youmayalreadyhaveestablishedclassroomrulesorguidelines.Ifso,youmaywanttoreviewyourexistingrulesand/oraugmentthemforthismodule.Besuretolinktheruleswiththesixcharactertraits.

Dependingonyourclass,youmaywanttostatetheexpectationsorguidelinesratherthanestablishthemthroughadialoguewithyourstudents.However,yourstudentsaremorelikelytotakeownershipofthediscussionboundariesandworkwithyoutoenforcethemifyoucaninvolveyourstudentsinadiscussionoftherulesandgetagreementonthosethatwillsupportthetypeofdiscussionthatneedstooccurinthisunit.

3. Summarize the students’ ideas into 5 or 6 guidelines or rules.Usetheirwordswhenpossible.Addanyguidelinesyouthinkwillhelpyourclassworktogether.Thefollowingisasuggestedlist.

• Nonamesorstoriesaboutothers • Noputdowns • Listentooneanother • Contributetoconversation • Listentotheopinionsofotherswithoutbeingjudgmental • Usewhatwelearntopromoteapositiveclimateintheclassandschool

4. Tellthestudentsthattheguidelines theyhavelistedalsoprovide examples of ways to demonstrate the six traits.

Reviewyourclassroomguidelinesorrulesandlinkthemtothesixcharactertraitsasintheseexamples:

• Nonamesorstoriesaboutothers[Trust] • Noputdowns[Respect] • Listentooneanother[Caring] • Contributetoconversation[Responsibility] • Listentotheopinionsofotherswithoutbeingjudgmental[FairnessandRespect] • Usewhatwelearntopromoteapositiveclimateintheclassandschool[Citizenship]

For P

revie

w O

nly


Activity 2: Approximately 23 minutes

Develop a plan to research the meaning of the six character traits, including a survey of peers and adults.

1. Divide the class into six heterogeneous groups. Assignthe group roles: leader and recorder.Explain:

• Leader:Keepsthegroupdiscussionmovingandfocusedonthetask • Recorder:Readsthequestionsandtakesnotesforthesmallgroup

2. Tellthestudentsthateach group will be assigned one of the six character traits and will receive a set of questions to discuss.Thepurposeistobeginthinkingaboutthetraitsandhowtheyaredemonstrated.Theywillhave10 minutes to respond tothequestions.Therecorderswillreadthequestionsandtakenotes.

3. Assign each group a character trait todiscuss,anddistribute the appropriate Student Worksheet.Youmaywanttoassignthetraitsrandomly(e.g.,drawfromahatorselectaworksheetwithoutknowingthetraititaddresses)orgivecertaintraitstoparticulargroups.Fairnessandcitizenshipmaybethetwomostdifficulttraitstodiscuss.

Teacher’sNote:Thesesixcharactertraitscannotbedefinedasdiscreettraits. Theirdefinitionswillcontainsimilaritiesandwilloverlap.

4. After 10 minutes, distribute the Student Worksheet,ResearchingCharacter,sothateachstudenthasacopy.Explain the task.

Sampleexplanation:

• Yoursmallgroupwillbearesearchteamtoinvestigatethemeaningofyour assigned trait and the behaviors that demonstrate the trait.

• Partofyourresearchmustbeforeachgroupmembertointerview: * at least three students attending this school * an adult family member or neighbor * a school staff member • Eachofyoushouldchoosedifferentindividualstointerviewinordertogetthemost

information.• Inaddition,researchapublicfigureyouhavereadaboutorhaveseeninnews

reports, or a well-known person in the community. Analyze what you know about this person, his or her actions, or statements he or she has made. What can you learn about the character trait from your analysis? If possible, try to interview this person.

5. Point out the sample questionsandencouragethestudentsto add their own.Indicatethattheirworksheetsandnoteswillbeturnedinforyourreview.

6. Encourage the students to find additional informationinthelibraryorontheInternetregardingthecharactertraits.

7. Explainthattheinformationtheygatherwillbeshared with the class in a five-minute oral presentation.

8. Announce when the research must be completed(dateofnextcharactereducationlesson).Indicatetheywillhaveone class period to create their oral presentation.The

For P

revie

w O

nly


worksheetoutlinesthecontenttobeincludedandoptionalmethodsformakingtheoralpresentation.

9. Tellthestudentstousetheremainder of class time to get organized. Encouragetheleaderstobesureeveryoneinterviewsdifferentindividualsatschool,andaskthemtoorganizeanyadditionalresearchtheywanttohaveavailablefortheirreports.

10.YoumaywanttogathertheStudentWorksheetsoneachofthetraitsforredistributionasstudentsareworkingontheirpresentations.

Closure: Approximately 2 minutes

• Summarize by asking the studentshowtheythinktheexaminationofcharactertraitswill benefit them, their peers, and/or the school.

• Remindthemofthe due date for their research.

• Tell them the plan for the next class period.

Assessment Opportunities

Besuretomakestudentsawarebeforethelessonofthescoringcriteriaand/ortherubricsyouwillbeusingtoassesstheirperformance.

Assessment Options Specifically for This Lesson

• CompletionofStudentWorksheet

AcompletedStudentWorksheet,ResearchingCharacter,andaccompanyingnotescanbegivenapointvalueandcontributetoastudent’sgrade.

General Assessment Options

• LevelofStudentParticipationinDiscussions

Attheendofclass,scoreeachstudentontheirlevelofparticipationbasedonyourobservations.Alowscorewouldindicatethestudentdidnotparticipateinclass.Ahighscorewouldindicateactiveparticipation.

• LevelofStudentContributioninSmallGroups

Attheendofeachclass,scoreeachstudentonhowmuchtheycontributedtothecompletionofthesmallgrouptask(s).Baseyourscoreonyourobservations.Alowscorewouldindicatethestudentdidnotcontributetothesmallgroupwork.Ahighscorewouldindicatethestudentwasanactivecontributor.

• StudentBehavior(s)DuringDiscussions

Scorethestudents’behaviorduringdiscussionsusingtherubricsuggestedintheIntroductiontothismodule.Youmayalsochoosetohavethestudentsscorethemselvesorotherclassmates.AcopyoftherubricisontheStudentWorksheet,ScoringParticipation,attheendofthislesson.

For P

revie

w O

nly


•Whatdoesthepersondothatelicitsyouradmirationandrespect?

Lesson 1 Transparency Master

Someone I Admireand Respect

•Whydoyouthinkthepersonchoosestobehaveastheydo?Fo

r Prev

iew

Only



• Responsibility

• Trustworthiness

• Respect

• Fairness

• Caring

• Citizenship

6Six Key Character Traits

For P

revie

w O

nly


• The Public or Common Good

• Individual Rights Right to Life Right to Liberty Right to the Pursuit of Happiness

• Justice

• Equality

• Diversity

• Truth

• Patriotism


Core DemocraticValues

Responsibility

Trustworthiness

Respect

Fairness

Caring

Citizenship

Six KeyCharacter Traits

For P

revie

w O

nly


The Public or Common Good: Thecitizenshouldattempttodeterminethepublicgoodandseektopromoteit.

Individual Rights:Peoplehavetherighttolife,liberty,andpursuitofhappiness,andthoserightsguaranteedbytheBillofRightsandtheConstitution.

Justice:Peopleshouldbetreatedfairlyinthedistributionofbenefitsandburdensofsociety.

Equality: Peoplehaveequalpolitical,legal,social,economicrights.

Diversity: Varietyinculturalandethnicbackground,race,lifestyle,andbeliefisdesirableandbenefitssociety.

Truth: Citizenscanexpecttruthfromthegovernmentand,inturn,shouldbetruthfulthemselves.

Patriotism:Citizensdisplayadevotiontotheircountryandareasonedcommitmenttoourcoredemocraticvalues.

Lesson 1 Teacher Reference

CIVITAS:AFrameworkforCivicEducation,acollaborativeprojectoftheCenterforCivicEducationand

theCouncilfortheAdvancementofCitizenship,NationalCouncilfortheSocialStudiesBulletinNo.86,1991

CitizenshipFairnessCaring

RespectforothersResponsibilityFairness

Fairness

FairnessRespectforothers

CaringRespectTrustworthiness

TrustworthinessRespectResponsibilityFairness

RespectTrustworthinessResponsibilityCitizenship

Democratic Value and Description Associated Character Traits

Core Democratic ValuesCore Democratic ValuesFo

r Prev

iew

Only


Responsibility

Lesson 1 Student Worksheet

• Whatarevariouswayspeopleactresponsiblyintheirinteractionswithothers?

Thinkabouthow: * teenagersinteractwithotherteensandwithadults. * schoolstaffmembersinteractwithstudentsandwithotherschoolstaff. * adultsoutsidetheschooldemonstrateresponsibility.

• Howcanpeopleactresponsiblyastheytakecareofthemselves?

• Howdoorganizations,suchastheschool,communitygroups,orgovernmentgroups,promoteresponsibility?

• Isitpossibleforapersontohavetwoconflictingresponsibilities?Ifso,describesomeexamples.Whatwouldinfluenceyourdecisiononwhichresponsibilitytohonor?

For P

revie

w O

nly



Trustworthiness

• Whatarevariouswayspeopledemonstratethey aretrustworthyintheirinteractionswithothers?

Thinkabouthow: * teenagersinteractwithotherteensandwithadults. * schoolstaffmembersinteractwithstudentsandwithotherschoolstaff. * adultsoutsidetheschooldemonstratetheyaretrustworthy.

• Howdoorganizations,suchastheschool,communitygroups,orgovernmentgroups,promotetrustworthiness?

• Whatarethereasonsit’sbettertobetrustworthyratherthannon-trustworthy?

For P

revie

w O

nly


Respect


• Whatarevariouswayspeopleshowrespectintheirinteractionswithothers?

Thinkabouthow: * teenagersinteractwithotherteensandwithadults. * schoolstaffmembersinteractwithstudentsandwithotherschoolstaff. * adultsoutsidetheschooldemonstraterespectforothers.

• Howcanpeopledemonstrateself-respect?

• Howdoorganizations,suchastheschool,communitygroups,orgovernmentgroups,promoterespectforothers?

• Doyouthinkitispossibleforapersontoberespectfulinsomesituationsanddisrespectfulinothers?Ifso,whatwouldinfluenceyourdecisiononwhetherornottoshowrespect?

For P

revie

w O

nly


Fairness

• Whatarevariouswayspeoplearefairintheirinteractionswithothers?

Thinkabouthow: * teenagersinteractwithotherteensandwithadults. * schoolstaffmembersinteractwithstudentsandwithotherschoolstaff. * adultsoutsidetheschooldemonstratefairness.

• Isitpossibleforpeopletotreatthemselvesunfairly?

• Howdoorganizations,suchastheschool,communitygroups,orgovernmentgroups,promotefairness?

• Doesequalityalwaysmeanfair?Explainyouranswer.

• Isitpossiblefortwopeopletoevaluatethesamesituation,andonedecidesitisfairwhiletheotherdecidesitisunfair?Ifso,whatmakesthedifference?


For P

revie

w O

nly


Caring


• Whatarevariouswayspeopleshowcaringintheirinteractionswithothers?

Thinkabouthow: * teenagersinteractwithotherteensandwithadults. * schoolstaffmembersinteractwithstudentsandwithotherschoolstaff. * adultsoutsidetheschooldemonstratecaringforothers.

• Howcanpeopledemonstratecaringforthemselves?

• Howdoorganizations,suchastheschool,communitygroups,orgovernmentgroups,promotecaringforothers?

• Canapersonshowcaringeveniftheydisagreewithwhatapersonhasdone?Explainyouranswer.Fo

r Prev

iew

Only


Citizenship

• Whatarevariouswayspeopledemonstrategoodcitizenship?

Thinkabouthow: * teenagersdemonstrategoodcitizenship. * schoolstaffmembersdemonstrategoodcitizenship. * adultsoutsidetheschooldemonstrategoodcitizenship.

• Howdoorganizations,suchastheschool,communitygroups,orgovernmentgroups,promotegoodcitizenship?

• Howdoyouthinkcitizenshipisthesameordifferentfromtheothercharactertraits?


For P

revie

w O

nly


Sample Behaviors for the Six Character Traits

Responsibility• Takecareofselfandothers.• Fulfillobligations–completehomework,dochoresathomeandschool.• Contributetotheclass,school,andcommunity.• Dothingstobuildabetterworld.• Keeppromises.• Dowhatyousayyouwilldoevenwhenitisdifficult.• Accepttheconsequencesofyouractions.• Followthroughandcompletetasks.

Trustworthiness• Actsincerely(integrity).• Keeppromises(loyalty).• Don’tgossip.• Talkpositivelyaboutothers.• Dowhatyousayyouwilldoevenwhenitisdifficult.• Speakthetruth.• Bereliable.• Bedependable.

Respect• Showregardfortheworthofsomeoneorsomething.• Don’tgossip.• Talkpositivelyaboutothers.• Showconsiderationforaperson’sfreedom,privacy,anddignity.• Showregardforselfandothers.• Listentootherswithoutinterrupting.• Standupforwhatyouthinkisright(self-respect).• Actcourteously.• Showtoleranceandacceptanceforpeople.• Showconsiderationfortheenvironment.• Showconsiderationforbelongings–yoursandotherpeople’s.

Lesson 1 Teacher Reference, page 1

For P

revie

w O

nly


Fairness• Beimpartialwhenitispossible.• Beconsistent.• Treatotherswithequality.• Checkoutthefactsinadisagreementandlookatthewholepicture.• Practicenonviolentconflictresolution.• Listentotheopinionsandviewpointsofothersbeforemakingdecisions.

Caring• Showcompassionandconsiderationforothers.• Giveyourtime,talents,andresourcestohelpothers.• Sharewithothers.• Showkindnessandlove.• Affirmeachother.• Talkpositivelyaboutothers.• Considertheneedsofothers,notjustyourown.

Citizenship• Obeythelawsandrules.• Volunteertohelpinyourfamily,school,andcommunity.• Participateinstudentgovernment,schoolclubs,andserviceorganizations.• Conserveenergy.• Voteinyourschoolelection(and,after18yearsofage,inthecommunityand

nationalelections).• Beamentortoyoungeryouth.• Stayinformedaboutimportantissuesinyourcommunity,yourstate,the

country,theworld.

Teacher’sNote:Thesesixcharactertraitscannotbedefinedasdiscreettraits.Theirdefinitionswillcontainsimilaritiesandwilloverlap.

Lesson 1 Teacher Reference, page 2

Sample Behaviors for the Six Character Traits (continued)

For P

revie

w O

nly


Lesson 1 Student Worksheet, page 1 Name _______________________________

Assigned Character Trait:

My List of Individuals to Interview:

• Students:_______________________________________

_______________________________________

_______________________________________ • Adultfamilymemberorneighbor____________________________

• Schoolstaffmember_____________________________________

The Public Figure I Will Research and Possibly Interview:

_________________________________________________

Researching CharacterDirections: Youandyourteammemberswillbeinterviewingindividualstogatherideasregardingthemeaningofyourassignedcharactertraitandhowthetraitisshowninbehaviors.Youareexpectedtointerviewfiveindividuals:

• Threestudentsattendingthisschool • Anadultfamilymemberorneighbor • Aschoolstaffmember

Besuretohaveeachofyourteammembersselectdifferentindividualstointerviewinordertogatherthemostinformation.

Inaddition,researchapublicfigureyouhavereadaboutorhaveseeninnewsreports,orawell-knownpersoninthecommunity.Analyzewhatyouknowaboutthisperson,hisorheractions,orstatementsheorshehasmade.Recordwhatyoulearnaboutthecharactertraitfromyouranalysis.Ifpossible,interviewthisperson.

YoumaywanttogatheradditionalinformationfromresourcesinthelibraryorontheInternet.Youmayalsochoosetointerviewmorethanfiveindividuals.Suggested Internet Sites• StudentLeadershipServices: http://sadd.org

• CaringInstitute: http://www.caring-institute.org• PayItForwardFoundation: http://payitforwardfoundation.org• YouthReachingOut,International: http://www.youthreach.com• NationalYouthLeadershipCouncil: http://www.nylc.org• ConstitutionalRightsFoundationChicago: http://www.crfc.org/service2000.html• AmericanPsychologicalAssociation: http://www.nostigma.org

For P

revie

w O

nly


Lesson 1 Student Worksheet, page 2 Name _____________________________

Sample QuestionsConsideraskingthesequestionsduringyourinterviews.Addyourownquestions,too!Besuretomakeawrittenrecordofyourinterviews.Yournoteswillbereviewed.

• Whatarevariouswayspeopledemonstrate_______________________intheirinteractionswithothers?

• Howdoindividualsandsocietybenefitwhenpeopledemonstrate_______________________?

• Whatwouldbedifferentaboutyourlifeifthistraitweremissinginyourinteractionswithotherindividualsorwithorganizations?

• Howdoyouthinkstudentsatourschooldemonstrate_______________________?

• Howdoyouthinkstaffatourschooldemonstrate_______________________?

• Whatschool,community,ornationalorganizationspromote_____________________?

Your research must be completed by _______________________.

Theinformationyougatherfrom

yoursmallgroupdiscussions,int

erviews,and

otherresearchwillbesharedwith

theclassinafive-minuteoralpre

sentation

thatyouandyourteammembers

willcreate.Beginthinkingabout

whattypeof

presentationyouwanttomake.Y

ourteamcouldcreateanoralrep

ort,askit,

avisualormusicalproduct,apoe

morrap,aPowerPointorother

computer

presentation,orutilizeanotherm

ethodtocommunicateyourinfor

mation.Asa

partofyourpresentation,youwil

lneedto:

• definethecharactertraitbydesc

ribingbehaviorsthatdemonstrat

ethetrait.

• summarizetheimpactthedemo

nstrationofthetraithasonindivi

duals,the

schoolcommunity,andsociety.

• createavisualtoaccompanyyou

rpresentation.

Youwillhaveaclassperiodtowo

rkasateamonthepresentation

.For P

revie

w O

nly


Lesson 1 Student Worksheet Name _____________________________

Participation

Qualities Score

4

3

2

1

• Showsrespectforothers’opinions• Listenswithoutinterrupting• Contributestoclassandsmallgroupdiscussionsinpositiveways• Offerssuggestionsastohowclassroomlearningcouldbeutilizedin

otherschool,home,andcommunitysituations• Showsrespectforothers’opinions• Listenswithoutinterrupting• ContributestoclassandsmallgroupdiscussionsinpositivewaysDemonstrates2ofthese3qualities:• Showsrespectforothers’opinions• Listenswithoutinterrupting• ContributestoclassandsmallgroupdiscussionsinpositivewaysDemonstrateslessthan2ofthese3qualities:• Showsrespectforothers’opinions• Listenswithoutinterrupting• Contributestoclassandsmallgroupdiscussionsinpositiveways

Directions:Usethefollowingrubrictoscorebehavior(s)duringdiscussions.

Date:_________________

Iwouldgivemyselfthefollowingscore:___________

Iwouldgivemyclassmatesthefollowingscores:

Name_________________________________Score_________________________Name_________________________________Score_________________________Name_________________________________Score_________________________Name_________________________________Score_________________________Name_________________________________Score_________________________Name_________________________________Score_________________________

Scoring Rubric forFo

r Prev

iew

Only


For P

revie

w O

nly

Documents

LESSON 1: Researching the Meaning Preview Only Geographic... · 4 Grades 9-12 -- Lesson 1 Building Character in Ourselves and Our School 2003 Activity 1: Approximately 8 minutes Create