| • Exploring Citizenship |
History-Social Science Content Standards
3.4.1 Determine the reasons for rules, laws, and the U.S. Constitution; the role of citizenship in the promotion of rules and laws; and the consequences for people who violate rules and laws.
English-Language Arts Content Standards
Writing Applications
2.1 Write narratives.
2.2 Write descriptions that use concrete sensory details to present and support unified impressions.
Listening and Speaking Strategies
1.2 Respond to questions with appropriate elaboration.
Speaking Applications
2.1 Make brief narrative presentations.
Grades 1-4 Content I (E) Purposes of rules and laws. Students should be able to explain the purposes of rules and laws and why they are important in their classroom, school, community, state and nation.
authority |
democracy |
laws |
responsibility |
chaotic |
disorderly |
order |
rights |
citizen |
harmony |
power |
rules |
Constitution |
justice |
protection |
safety |
The multi-step lesson creates an awareness of the importance of laws and rules in a democratic society, and an understanding of citizenship in the school, in the community, and at home. The scenario for the sequence of lesson activities is a visitation of an alien to the classroom. The alien comes from a lawless environment on another planet, and learns through the children's experiences about the benefits of laws and rules. This is an integrated lesson, history-social science with English-language arts, that includes vocabulary development, creative writing, listening and speaking activities.
1. Understand terms related to societies with positive interactions among people, and those with negative interactions among people.
2. Explain "law" and why laws are needed among people.
3. Describe "Constitution" and explain some of the laws in the U.S. Constitution.
4. Create a set of classroom rules, or "Constitution".
5. Understand "authority", and a citizen's responsibility for maintaining a society with positive interaction between people.
* poster paper for each student
* crayons
* student copies of Worksheet: Dear Alien, Rules, Laws and Responsibilities
* student copies of Vocabulary Puzzle
* 5-6 pieces of chart paper.
1. The teacher tells the class, "A creature from another planet has arrived in our classroom. It comes from an environment that is chaotic and disorderly. The creature wants to observe us so that it may learn how harmony and order can be achieved on our planet Earth. It wants to be a friend; not an enemy to us. The creature is anxious to learn about laws, how they influence our behavior and why they are necessary." The teacher leads a discussion with questions such as:
Why do you think that the alien came to our classroom?
What can it learn from us?
How can we make the alien feel welcome?
The teacher lists on the chalkboard or on a transparency the following terms: chaotic, disorderly, harmony, order, friend, enemy, laws, behavior, necessary. Two columns are created on the chalkboard-with headings "positive interaction among people" and "negative interaction among people". Students volunteer to describe the terms, write the term on the chalkboard under the proper heading, and explain the reason for column placement. What other terms might be listed in each column? Why?
2. On a sheet of poster paper, each student draws an image of the "alien" visitor, and gives it a name that describes the process of learning about laws. Using a teacher-made chart, the teacher describes the process:
A pply
L earn
I nvestigate Laws! Laws! Laws!
E valuate
N eed
Following the next activity, the posters decorate a bulletin board, or are hung from the ceiling around the teacher-made A L I E N chart.
3. Our alien needs help, and students help it to understand: What is a law? Why do we need laws? Duplicate for each student the Worksheet: Dear Alien, Rules, Laws and Responsibilities, page 8. Students respond to the questions and illustrate their responses. They then meet in groups of three to share their responses, and add to them if desired. The Worksheet is pasted to the back of their Alien poster.
4. Students help Alien learn vocabulary words associated with laws. Duplicate for each student the Worksheet: Alien Develops a New Vocabulary. Students complete the crossword puzzle and tape it below each student's poster of the alien for the alien to take "home".
5. As a homework assignment students, with family members, talk about the importance of rules and laws at home, at school, and in the community. Why are they needed? What would it be like without them? The student writes two paragraphs, one titled, "Life with Rules", and the other, "Life without Rules". It is illustrated with a magazine or newspaper picture or article about a rule, or a student drawing if a magazine or newspaper is not available. This activity then becomes part of the Alien's packet to take back to its planet.
6. What is a Constitution? How is a Constitution like a list of rules or laws? Using a U.S. Constitution, usually found in the Appendix of a U.S. History textbook, or in a library resource, the teacher explains some of the laws. The website http://constitutionfacts.com (see Resources section for information) is useful for this activity.
7. Students create a set of class rules, or Constitution. They work in groups of 4-5 and select a group discussion leader and a group recorder. The leader conducts a discussion and the reporter lists on chart paper 4-5 rules that would have the class work in harmony and order and create a place for positive interaction between people. After five minutes, each group (leader with recorder) shares the list with the whole class. The teacher leads a class discussion and agreement is reached on the class rules/ laws/ Constitution. The list is posted for all to work at creating a positive environment. During weekly "class meetings" the rules are discussed. Were there issues that we should talk about? Sometimes rules need to be amended. Are there changes or additions that would make our classroom a better one?
8. What is authority? Who is responsible for determining that rules/laws are followed? The teacher leads a discussion that helps to persuade students that "one person" is not always responsible; e.g. the teacher, the principal, the city Mayor, the police chief, a Judge in a Court, or the President. What is a citizen? What is a citizens role in helping to create a place for positive interaction between people? Students do a quick-write, "How I can help to create a good place to live." Students should come to the conclusion that all persons in a democratic society are responsible for making and enforcing rules, and that there is a place where differences can be settled.
9. All the products of this lesson, including the evaluation activity, are stapled or bound together for the Alien to "take home to its planet". The Alien can now help to create a democratic society.
For Language Arts, students write a multi-paragraph essay, "Rules/Laws are Important". Examples of their importance at home, at school, and in the community are explained.
1. Read the story of Poppy, see Resources, Print section, to the students. Use this story to elaborate on the themes of law, authority and justice explored through the lesson. Explore questions such as "In what ways was the ruler of Dimwood Forrest unfair to the animals?" "What should people do when they think a law in their community is unfair?" "What can I do?"
2. Assign students in three teams to go on a webquest to learn about the executive, legislative and judicial branches of government and complete the activity sheets, as explained in the Great Government for Kids website that is listed in the Resources section.
3. Students research basic facts about the Constitution using the ConstitutionFacts.com website. Once students have completed their research, test their knowledge by creating a transparency of Basic Constitution Puzzle 1 or 2 for the class to work on as a group.
4. For homework, the student with family creates a family agreed-upon list of Rules for Home. The list is posted on the refrigerator and reflected upon periodically as a family. Do the rules make for living harmoniously? Are changes (amendments) needed?
Avi. Poppy. Marietta, Georgia: Camelot Publishers, Reissue edition, 1997. The ruler of the Dimwood Forest is a tyrant, who causes Poppy, a timid Dormouse to challenge his rule-making authority.
Center for Civic Education. Foundations of Democracy: Authority, Privacy, Responsibility, and Justice. Calabasas, California: Center for Civic Education. Center for Civic Education 1999. The books titled Authority and Justice are helpful resources for this lesson. Lesson 2, "Why Do We Need Authority?" is available on the Center for Civic Education web site http://www.civiced.org/fod elem auth02 sb.html
Rathmann, Peggy. Officer Buckle and Gloria. New York, New York: Putnam Publishing Group, 1995. Officer Buckle's dull speeches about safety cause students to fall asleep until Gloria the police dog helps him with his presentations.
Non-print
ConstitutionFacts.com
http://constitutionfacts.com
Copies of the Constitution, Bill of Rights, Declaration of Independence are included as well as Fascinating Facts about each document. Crossword puzzles by knowledge level (basic, intermediate, advanced and expert), key historical dates and a glossary of terms are also available.
Great Government for Kids
http://www.cccoe.net/govern
Nancy White and Debbie Sioui, a teacher-team from Lafayette, California created this website. It contains a detailed on-line lesson plan about government and laws aligned with the California History-Social Science Standard 4 for the 3rd grade. An extensive list of government and famous person web links is included to support the lesson. A scavenger hunt of the City of Lafayette's website provides students the opportunity to learn about local government. It could be adapted to the students' community.
The California State Assembly, Kids Stuff
http://www.assembly.ca.gov/acs/kids/kids1/kids1.htm
Kids can play a game entitled "Your Idea Becomes a Law". The game starts by entering an idea for a law on one of the following topics: Health and Safety, Education, Business, Environment and Natural Resources and Taxes and Revenue. The process proceeds from the idea stage through the legislative process all the way to the Governor's desk.
History-Social Science
3.4.2 Discuss the importance of public virtue and the role of citizens, including how to participate in a classroom, in the community, and in civic life; and
3.4.3 Describe the lives of American heroes who took risks to secure our freedoms.
English-Language Arts
Literary Response and Analysis
3.2 Comprehend basic plots of classic fairy tales, myths, folk tales, legends, and fables from around the world.
3.3 Determine what characters are like by what they say or do and by how the author or illustrator portrays them.
Writing Applications
2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.
Grades 1-4 Content II (D) Diversity in American society. Students should be able to describe diversity in the United States and identify its benefits.
citizen |
equality |
human rights |
citizenship |
fairness |
public virtue |
civil rights |
judgments |
respect |
discriminate |
justice |
This lesson is based on the book "The Ugly Duckling" by Hans Christian Anderson. The lesson starts with the teacher reading the story to the students and includes class discussions about the issues of prejudice and discrimination presented. Students reinforce what they learned through completion of a vocabulary worksheet.
1. Explain concepts that are important in a democratic society and in the judicial system; such as equality, justice, fairness and respect.
2. Identify where these concepts were applied, or not applied in a piece of literature, such as The Ugly Duckling.
3. Apply these concepts to other situations-in the classroom, in the community, in society, and in literature.
Materials Needed:
* The Ugly Duckling by Hans Christian Anderson. The story may be presented by reading the book, using a feltboard story, a film, or pictures on an overhead projector.
* student copies of Worksheet, "The Ugly Duckling: A Discussion of Human Rights"
1. The teacher reads or tells the story, then leads a class discussion about The Ugly Duckling, for example:
At the beginning of the story, how did the cygnet feel?
* Have you ever felt this way?
* Have you felt alone because other children would not play with you?
* Have others ever laughed at you, called you names, or hurt you? How did you feel?
* How should the other animals have treated the cygnet, and why
NOTE: If students have not had opportunities to visit a zoo or parks where ducks and swans live, then a picture book of animals from the library can serve to illustrate the birds.
2. Introduce the Key Words or Terms listed at the beginning of this lesson. Duplicate copies of the Worksheet for The Ugly Duckling, A Discussion of Human Rights, page 31, for each student, and lead a classroom discussion of the definitions for each term in column one. Each student writes, in column two, an example of that term from The Ugly Duckling. The students then meet in pairs, or groups of three and share with each other their examples. Do they agree with their findings?
3. In conclusion, the teacher leads a class discussion:
* Were the barnyard animals good citizens? Why or why not?
* Were the animals fair? Respectful? Provide examples.
* Should they have treated the cygnet the same or equal, even though he was different? Why, or why not?
* How could the beginning of the story be rewritten to show respect, fairness, justice, and citizenship?
Students apply their understanding of the Key Words or Terms. In column three of the Worksheet, students write examples of incidences they have seen, felt, or read about, for each term.
1. Students make their own illustrated book of the story on a piece of 8 1/2 inch by 11 inch piece of paper that is folded in quarters.
2. Students draw on one side of a piece of paper a picture of the Ugly Duckling when he was treated unjustly. On the other side draw him when he becomes a swan and becomes "equal."
3. Students extend their understanding of civil rights, citizenship, respect, and justice by reading a piece of literature and writing a book report regarding these concepts. Literature recommendations include:
Chrysanthemum
Young Rosa Parks: Civil Rights Heroine
Martin Luther King, Jr.
Young Jackie Robinson: Baseball Hero
The book report includes an explanation of how the terms studied in The Ugly Duckling are displayed in the story.
4. The class starts a "No Put-Downs" Campaign. Each day starts with a pledge, "Hands and Words Are Not for Hurting". Posters that are illustrated with the pledge, and the universal "NO" symbol (a circle with a slash through it) with the words "Put-Downs" in the center are made for the classroom, the hallway, the school library, and the assembly/cafeteria area. The class serves as role models for the remainder of the school. During weekly "Class Meetings", progress on the "No Put-Downs" Campaign is discussed. This is recommended as a year-long project.
Benjamin, Anne. Young Rosa Parks: Civil Rights Heroine. Mahwah, New Jersey: Troll Communications, 1996. When she was young, Rosa learned to respect all people.When she grew up, she became an active civil rights worker.Her refusal to give up her seat on a bus to a white person led to a Supreme Court decision against segregation.
Bray, Rosemary. Martin Luther King, Jr. New York, New York: Greenwillow, 1995. This biography of a courageous man who fought for civil rights is very approachable for third graders.
Cohn, Amy. From Sea to Shining Sea A Treasury of American Folk Songs. New York, New York: Scholastic, 1993. Folk songs, folklore, poetry and more emphasize American diversity, including Native Americans, African Americans and Hispanic Americans.
Farrell, Edward. Young Jackie Robinson: Baseball Hero. Mahwah, New Jersey: Troll Communications, 1992. Jackie had to face racial prejudice at an early age and decided to fight prejudice by becoming the best athlete he could be and became the first black man in major-league baseball.
Henkes, Kevin. Chrysanthemum. New York, New York: Mulberry Books, An Imprint of William Morrow and Co., 1996. Chrysanthemum the mouse loves her name until she starts school where she suffers mean spirited teasing from her classmates.
Spier, Peter. People. New York, New York: Doubleday, Reprint Edition, 1998. The diversity of people around the world is illustrated and explained, with an emphasis on celebration of our differences.
Non-Print
Civilrights.org, Research Center, Strategies, Kids
http://www.civilrights.org/research_center/children.html
Provides strategies directed at children for fighting hate and prejudice, including educational information, ideas for volunteering, and ways to take action.
The Guidance Channel, The Bureau for At Risk Youth, ALL TOGETHER! A Celebration of Diversity.Jonathan Geffner and his puppets explore prejudice as well as positive character traits such as respect and compassion (video).
Tolerance.org, Planet Tolerance
http://www.tolerance.org
Tolerance.org is a project of the Southern Poverty Law Center. Devoted to promoting tolerance and replacing hate with communities that value diversity, this site has resources for teachers and kids. The Planet Tolerance page includes stories that children can read which promote diversity, including the story of Luis Brandeis, the first Jewish U.S. Supreme Court Justice. The Civil Rights Memorial link includes a wheel of dates linked to descriptions of key events in the civil rights movement.
History-Social Science Content Standards
3.4.2 Discuss the importance of public virtue and the role of citizens, including how to participate in a classroom, in the community, and in civic life.
3.4.6 Describe the lives of American heroes who took risks to secure our freedoms (e.g., Anne Hutchinson, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass, Harriet Tubman, Martin Luther King, Jr.).
English-Language Arts Content Standards
Vocabulary and Concept Development
1.7 Use a dictionary to learn the meaning and other features of unknown words.
Writing Applications
2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.
Grades 1-4 Content V(C) Rights in the United States. Students should be able to explain why certain rights are important to the individual and to a democratic society.
Grades 1-4 Content V(D) Responsibilities of individuals. Students should be able to explain why certain responsibilities are important to themselves and their family, community, state and nation.
Key Words Or Terms:
Bill of Rights |
community service |
personal responsibility |
caring |
environment |
respect |
character traits |
fairness |
responsibility |
citizen |
freedom of religion |
trustworthiness |
citizenship |
freedom of speech |
voluntarism |
civic responsibility |
jury duty |
vote |
civic virtue |
justice |
U.S. Constitution |
This lesson is based on citizenship information from the National Standards for Civics and Government3 and the six democratic traits identified by Congress when funding states for the development of Character Education models-caring, civic virtue and citizenship, justice and fairness, respect, responsibility, and trustworthiness. Students are actively engaged by playing a Charades like game of rights and responsibilities, conducting research and oral interviews and participate in small group and individual activities to learn about and reinforce their understanding of what it means to be a United States citizen.
1. Explain the rights and responsibilities of American citizenship.
2. Describe the character traits of good citizenship.
3. Participate in activities that promote good citizenship.
* dictionaries
* student copies of Worksheet, "What is an American Citizen?"
* access to the library and local newspapers for information about people who volunteer
* access to a U.S. Constitution and Bill of Rights
1. Introduce the lesson with a Key Words or Terms investigation. Assign a term to each student for investigation. Students use a dictionary or encyclopedia for information, then make a concise presentation to the class regarding their term. (NOTE: Understanding the terms are important for the lesson, "Exploring Citizenship". If the terms are already understood by the students, then continue below.)
2. The lesson procedures begin with a homework assignment where the student discusses questions with family members and provides responses on the Worksheet, An American Citizen, page 40. What is an American citizen? What character traits should a citizen have? What are some rights of American citizens? What are some responsibilities? Who are some volunteers in our community and how do they make our place a better one for all? (NOTE: Responses for community volunteers can include service organizations such as Rotary, Lions, Soroptimists; non-profit organizations such as Salvation Army, St. Vincent De Paul; homeless shelters; groups to improve the environment; and individuals who have made a difference in the lives of others now or in the past.)
The next day, students meet in small groups and share the information on their worksheets. Next to each response the student places a "1" for a response that others in the group found out about; a "2" for a response that is original; and a "3" for a response that needs further research.
3. The teacher leads a classroom discussion about the homework assignment, "An American Citizen". If the U.S. Constitution and Bill of Rights has not yet been discussed, then an overview of each is important to the discussion. If students have an understanding of these documents, then a brief review can set the stage for the discussion.
Each group reports on the responses to the homework assignment that got a "1". The teacher can guide the discussion to address other points. Research for responses with a "3" in the previous lesson procedure is done. Students can add to their Worksheet, as needed.
4. Students brainstorm "rights" and "responsibilities of citizens. All responses are listed on a chart or chalkboard. The teacher numbers each response. From a paper sack each student draws a number, and keeps it a secret. Students take turns pantomiming their right or responsibility, like the game "Charades". Students guess the pantomime. Is it a right or responsibility?
* What rights do we have as American citizens? This list can be extensive and varied. Examples include rights provided by the First Amendment such as freedom of speech, freedom of religion, freedom of the press. Examples of protections that insure court proceedings are fair include the right to counsel and a speedy and just public trial in criminal cases (Sixth Amendment), right to jury trial in criminal and civil cases (Sixth and Seventh Amendments) and the protection against cruel and unusual punishment (Eighth Amendment). Besides these specific legal rights American citizens have other rights that citizens of other countries may not. These include
* traveling unrestricted from place to place,
* making our own choices as to what our political beliefs are,
* voicing an opinion in writing or through speech on an issue,
* deciding who we want to vote for,
* choosing a place for worship or not worship at all,
* serving in public office,
* rights to a free education, and
* choosing a career and where we want to live.
* What personal responsibilities do we have? Ask students to think of responsibilities at home such as getting ready for school, doing homework, taking care of themselves and keeping their room or space at home clean and neat, doing chores, helping their family and following family rules and taking care of pets.
What are responsibilities at school? Responses can include following the rules, helping friends and classmates, keeping care of my possessions and materials, completing lessons, participate in class discussions, do research, respect authority.
What are responsibilities as a citizen of our community? Responses can include
* being informed about issues, studying candidates and their platforms,
* registering to vote,
* voting in state and local elections,
* serving on a jury in the local court,
* paying taxes,
* helping those in need,
* helping my neighbor,
* working on projects that help the environment,
* serving in public office such as mayor, city council, school board, grand jury, other commissions,
* participating in a service organization that helps the community (e.g. Rotary, Lions, Soroptimists, Boy or Girl Scouts) ,
* participating in an organization dedicated to helping those in need,
* keeping my property clean and neat so that the community is well presented.
What are responsibilities as a citizen of our nation?
* keeping informed of issues through newspapers, news magazines, and tv news programs,
* registering to vote and voting in national elections,
* serving on federal juries, if called,
* writing to those in the government regarding my opinions on issues,
* serving on committees that promote issues to make our nation a better place,
* serving in the U.S. military.
5. What are examples of good citizenship? Ask students to list contributions by specific individuals. Responses can include:
* those who fought for social justice by seeking changes in laws that denied freedoms to large groups of persons (examples might include Martin Luther King Jr., Rosa Parks);
* exemplary leadership demonstrated by persons in positions of authority (such as John Marshall, George Washington, Abraham Lincoln);
* leadership taken by an ordinary person in order to make life better for others (such as Cesar Chavez, Dolores Huerta)
* efforts by community groups to solve community problems such as poverty, hunger, homelessness, activities for youth, and the environment; and
* everyday acts of kindness they have performed or they have seen in others.
6. The teacher divides the class into small groups. Each group is assigned a different aspect of citizenship for discussion. These include:
* do your share to make your community better through voluntarism
* stay informed
* vote
* be a good neighbor
* obey laws and rules
* respect authority
* protect the environment
* take part in local government
Each group spends 15 minutes discussing the question "How would you encourage all American citizens to _____; and what are their expectations in that role?" (fill in the blank with one of the above).
7. The student groups create a theme poster to illustrate their citizenship recommendations. The posters can include drawings, pictures from magazines, newspaper headlines reporting on an example of good citizenship etc. Student groups present their poster and citizenship recommendations to the class.
8. Teacher summarizes the student recommendations on the board. The teacher asks for a show of hands as to which recommendations the students think should be adopted by the class as citizenship goals for the year. Those are selected and the associated posters are displayed around the room. Plans for meeting these goals are discussed and confirmed. The citizenship are checked periodically during the year. How are we meeting the goals?
Students read (or the teacher reads aloud) the story of Hannah's Cold Winter or Just a Dream. Students then write a two-paragraph essay answering the question "How did the character(s) in the story show good citizenship?"
2. What is voluntarism? Students initiate a class project that enhances their school or local community. The class brainstorms a list of problems that need to be addressed in their school or community. Many of the websites listed under the Resources section have information about how to initiate a community service project. Students conduct research to determine how the problem could be addressed. The research should include an Internet search of some of the websites listed below as well as others pertaining to community service, interviews with school and or community leaders and determining what steps need to be completed. If the problem is feasible for the students to resolve, such as the need for a canned food drive, initiation or expansion of a school recycling program, students should implement their idea. If the problem requires government action, such as a new stoplight near the school to increase safety, students should submit their research with a cover letter and recommendation to the appropriate agency. Additional ideas for community improvement projects may be found in both the print and non-print sections of Resources below, such as The Kids Guide to Social Action.
3. What is a hero? Students brainstorm character traits that exemplify a hero/heroine. Persons are identified. These can be people in their family who have done something extraordinary, a person in the community, a person that they have read about in their textbooks or in literature. One source for "heroes" is the Giraffe Project website. Individually or in groups, students read stories of some of the heroes on the Giraffe Project website. The school librarian is a good source of information for biographies. Students then select a hero and respond to a series of questions. Why do they consider the person a hero? How did the person display good character? Who do they know in their classroom, school or community that is a hero and why?
4. The Oath, Promise, and Laws of the Boy Scouts and Girl Scouts of America are excellent sources for positive character traits. Each student selects one set and then explains how their behavior exemplifies the character trait. Worksheets for this activity are provided on pages 41-42.
Bennett, William J. The Children's Book of Virtues. New York, New York: Simon and Schuster, Inc., 1995. Through stories and poems from around the world, this book illustrates virtues such as courage, responsibility, compassion, honesty, etc. Provides a great read-aloud for teachers.
Bunting, Eve. A Day's Work. New York, New York: Clarion Books, 1994. Set in California, this story is about a newly arrived Mexican immigrant and his grandson. The story centers on the lessons the grandson learns from his grandfather about hard work and integrity.
Celebrating Citizenship, AppleSeeds. Peru, Illinois: Cobblestone Publishing, 2002. This issue includes a variety of articles and activities to help students understand the rights and responsibilities of citizenship, how people become citizens, stories of immigrants who became citizens and how to exercise good citizenship.
George, Jean Craighead. My Side of the Mountain. New York, New York: Puffin Books, Reissued 2001. Sam Gribley runs away from his home in the city to live off the land in the Catskill Mountains. Values such as courage and determination are emphasized.
Lewis, Barbara.The Kids Guide to Social Action: How to Solve the Social Problems You Choose-And Turn Creative Thinking into Positive Action. Minneapolis, Minnesota: Free Spirit Publishing, Revised Edition, 1998. Provides all kinds of information and resources for young people who want to make positive changes in their community. Procedures for taking action are explained, such as how to write a letter to a government official and examples of projects undertaken by students are described. A great reference manual for the classroom or school library.
Marx, Trish. Hannah's Cold Winter. Minneapolis, Minnesota: Lerner Publishing Group, 1993. World War II wartime shortages in Budapest threaten everyone, even the hippos. The community makes personal sacrifices to insure the hippos' survival.
Ray, Mary Lyn. Pumpkins: A Story for a Field. Voyager Books, 1996. A man is determined to save a nearby field from development. The value of conservation and the contributions one person can make are explored in this book.
Van Allsburg, Chris. Just a Dream. Boston, Massachusetts: Houghton Mifflin, 1990. A boy who behaves badly towards the environment by not recycling and littering has a dream about what the future will be like if everyone acted like he does. This dream causes him to change his ways.
Non-print
Character Counts! Coalition
http://www.charactercounts.org
National initiative to support character education. The six pillars of good character include trustworthiness, respect, responsibility, fairness, caring and citizenship. Resource recommendations to support each of these are included. The Free Teaching Tools section includes lesson plans and handouts, such as the "Kids for Character" Pledge.
Goodcharacter.com, Opportunities for Action
http://www.goodcharacter.com
Includes a list of websites providing ideas for young people to get involved in their community and to become educated about social problems such as hunger and homelessness. One of the listed sites (idealist.org) includes information about solving community problems for kids, as well as descriptions of community based organizations started by kids, some as young as 9 years old.
Giraffe Project, Heroes
http://www.giraffe.org
This is a literature project focusing on people who display public virtue. The heroes page provides information about 800 real life heroes and their contributions to their local communities.
Kids Voting USA, Students Only http://www.kidsvotingusa.org
Designed by teachers, this site is intended to encourage students to vote and participate in other forms of civic engagement. Students Only page includes a wish tree where students can enter their wish for our country, a constitution test and a list of resources relating to voting and informed citizenship.
ProTeacher, The Constitution
http://www.proteacher.com
Extensive list of lessons to enhance student learning about Constitution and Bill of Rights. Lesson plans include Real Life Rights where students use creative forms of expression to communicate the Rights in the Bill of Rights, word searches, and lesson plans to create a classroom constitution.
Utah State Office of Education Character Education, Kids Who Care http://www.usoe.k12.ut.us/curr/char_ed/
Links to information supporting character education on the following topics: Class Extensions, Online Activities, Improving Your Character, Lesson Plans, Character Education Information, Social Action Projects and Community Service.