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Lesson
5: Character Education
(Character
Traits of Historical Figures)
Objective:
Students will evaluate positive character traits of historical
figures and recognize how these traits enabled the individual
to make favorable contributions to the world.
Materials:
Microsoft
Encarta Encyclopedia, reference books, internet sites, and/or
interviews.
Procedure:
1. Students will explore lives of historical figures such as:
Mother Teresa, Gandhi, Helen Keller, Louis Pasteur, Jackie Robinson,
Benjamin Franklin, Johnny Appleseed, Harriet Tubman, Thomas
Edison, Abraham Lincoln, Alexander Graham Bell, Martin Luther
King, Jr., Winston Churchill, Jane Addams, John Glenn, the Wright
brothers, or others the children discover in our own community.
(Lesson taken from Building
Character in Students). While exploring, they will be looking
for positive character traits of these individuals and providing
examples to support assigned traits.
2. Students will organize their ideas into concept maps, outlines,
or webs
Note: Inspiration
Version 7 CD-Rom may be used for this lesson.
3. Students will write essays on historical figures.
4. Students
will present findings to class in oral presentations.
Evaluation:
6+1
Trait™ Writing Assessment Scoring Guide
(Rubistar)
Character Traits of Historical Figure Rubric
Standards:
| Framework:
Comprehensive Health |
Identity
5.3 Define character traits such as honesty, trustworthiness,
self-discipline, respectfulness, and kindness and describe
their contribution to identity, self-concept, decision-making,
and interpersonal relationships. |
| Strand:
Social and Emotional Health |
| Grade
Span: PK-5 |
| Standard:
Mental Health |
| Framework:
Comprehensive Health |
7.7
Recognize the positive contribution of character traits
(such as tolerance, honesty, self-discipline, respectfulness,
and kindness) to relationships, the benefit to relationships
which include understanding and respecting individual differences,
and the detrimental effect of prejudice (such as prejudice
on the basis of race, gender, sexual orientation, class,
or religion) on individual relationships and society as
a whole. |
| Strand:
Social and Emotional Health |
| Grade
Span: 6-8 |
| Standard:
Interpersonal Relationships |
| Framework:
English Language Arts |
23.8
Organize information about a topic into a coherent paragraph
with a topic sentence, sufficient supporting detail, and
a concluding sentence. |
| Strand:
Composition |
| Grade
Span: 5-6 |
| Standard:
Organizing Ideas in Writing Students will organize ideas
in writing in a way that makes sense for their purpose. |
| Framework:
English Language Arts |
3.8
Give oral presentations for various purposes, showing appropriate
changes in delivery (gestures, vocabulary, pace, visuals)
and using language for dramatic effect. |
| Strand:
Language |
| Grade
Span: 5-6 |
Standard:
Oral Presentation
Students will make oral presentations that demonstrate appropriate
consideration of audience, purpose, and the information
to be conveyed. |
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