DOCUMENT RESUME ED 457 118 SO 033 015 TITLE Teaching Character Education Using Children's Literature: Wisconsin's Standards of the Heart. INSTITUTION Wisconsin State Dept. of Public Instruction, Madison. REPORT NO WPI-02029 ISBN-1-57337-099-1 ISBN PUB DATE 2001-00-00 NOTE 68p. AVAILABLE FROM Publication Sales, Wisconsin Department of Public Instruction, Drawer 179, Milwaukee, WI 53293-0179. Tel: 800-243-8782 (Toll Free); Web site: http://www.dpi.state.wi.us/pubsales. PUB TYPE Guides Non-Classroom (055) Reference Materials Bibliographies (131) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Adolescent Literature; Annotated Bibliographies; *Childrens Literature; Elementary Secondary Education; Language Arts; Learning Strategies; *Public Schools; Social Studies; *State Standards; *Student Development IDENTIFIERS *Character Education; Trade Books; *Wisconsin ABSTRACT Developing standards of the heart means becoming a caring, contributing, productive, and responsible member of society. It includes being successful in school; making responsible decisions; caring about others; contributing to SOCiety; developing social and personal skills, such as problem solving, accepting various perspectives, and setting and attaining goals; and developing a core set of common values. This guide is intended to be a resource for parents and educators to use in choosing quality children's literature that exemplifies positive character development. The guide is divided into these SeCtiOnS: "Introduction" ("A Definition of Standards of the Heart"; "Fostering Standards of the Heart in the English/Language Arts Curriculum"; "Planning for Language Arts Instruction"; "Best Practices in Reading and Literature"; "Teaching and Planning for a Reading Task"); "Standards of the Heart: A Bibliography of Literature for Children and Young Adults" ("Introduction"; "Promote Core Values"; "Safe School Environment"; "Family and Community Involvement"; "Address Societal Issues"; "Develop Positive Relationships"; "Engage Students' Minds"; "Set High Expectations"); and "Sample Teaching-Learning Strategies" ("Introduction"; "Teaching-Learning Strategy: Identify Core Values"; "Teaching-Learning Strategy: Explore Value Conflicts"; Teaching-Learning Strategy: Explore Feelings and Develop Empathy"; "Teaching-Learning Strategy: Examine Cultural Norms"). (Contains 3 appendices: "The Importance of a District Selection Policy"; "Annual List of Children's and Young Adults' Literature: Awards and Distinctions"; and "Resources for Identifying Books for Use in the Classroom.") (BT) Reproductions supplied by EDRS are the best that can be made from the original document. 4111MIPI So ,tvill_ Ard De c:3 duJi ChilTenlik WISCONSIN DEPARTMENT OF PUBLIC INSTRUCTION PERMISSION TO REPRODUCE AND / DISSEMINATE THIS MATERIAL HAS U.S. DEPARTMENT OF EDUCATION C) BEEN GRANTED BY Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) DOi le, This document has been reproduced as :nkr) received from the person or organization rn originating it. CI Minor changes have been made to improve reproduction quality. C) TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Points of view or opinions stated in this document do not necessarily represent ° official OERI position or policy. i Ci) 2 BEST COPY AVAILABLE Teaching Character Education Using Children's Literature: Wisconsin's Standards of the Heart Division for Learning Support: Equity and Advocacy Division for Learning Support: Instructional Services DPI Elizabeth Burmaster, State Superintendent Wisconsin Department of Public Instruction Madison, Wisconsin This publication is available from: Publication Sales Wisconsin Department of Public Instruction Drawer 179 Milwaukee, WI 53293-0179 (800) 243-8782 www.dpi.state.wi.us/pubsales (This publication is also available on CD-Rom) For additional information on this guide: Student Services/Prevention and Welhiess Team Wisconsin Department of Public Instruction 125 South Webster Street P.O. Box 7841 Madison, WI 53707-7841 (608) 266-8960 (800) 441-4563 http://www.dpi.state.wi.us/dpi/dlsea/sspw/index.html ISBN #1-57337-099-1 Bulletin # 02029 September 2001 The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, religion, age, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, or physical, mental, emotional, or learning disability. Printed on Recycled Paper ii Wisconsin Department of Public Instruction 4 Contents Foreword vii Acknowledgements Introduction A Definition of Standards of the Heart 1 3 Fostering Standards of the Heart in the English/Language Arts Curriculum 5 Planning for Language Arts Instruction 7 Best Practices in Reading and Literature 9 Teaching and Planning for a Reading Task Adults Standards of the Heart: A Bibliography of Literature for Children and Young 11 Introduction 13 Promote Core Values 21 Safe School Environment 25 Family and Community Involvement 29 Address Societal Issues 37 Develop Positive Relationships 41 Engage Students' Minds 45 Set High Expectations Sample Teaching-Learning Strategies 49 Introduction 51 Teaching-Learning Strategy: Identify Core Values 53 Teaching-Learning Strategy: Explore Value Conflicts 57 Teaching-Learning Strategy: Explore Feelings and Develop Empathy 61 Teaching-Learning Strategy: Examine Cultural Norms Appendixes 65 Appendix A: The Importance of a District Selection Policy Distinctions 67 Appendix B: Annual List of Children's and Young Adult's Literature: Awards and 71 Appendix C: Resources for Identifying Books for Use in the Classroom iii Wisconsin Department of Public Instruction Foreword We know and parents know that education is a precious right and responsibility. As educators, we strive both smart to ensure each student learns their future place as a citizen, having been well prepared to be and good. This guide is a resource for parents and educators to use in choosing quality children's literature that exemplifies positive character development. We must continue working with families and communities to make our classrooms civil and free of threats, drugs, and violence. Since 1998, over 100 Wisconsin schools have been developing models of effective character education programs to foster standards of the heart. Based on their recommendation, this resource guide has been developed to provide an annotated bibliography of literature that classroom teachers can use to integrate character education and English/language arts instruction. We believe our schools offer a quality pathway for all students to meet the high academic and behavioral standards expected of students in Wisconsin. We at DPI share with parents and schools the commitment to make that belief a promise. Elizabeth Burmaster State Superintendent Wisconsin Department of Public Instruction 6 Acknowledgements the standards of the heart A sincere thanks is expressed to the team that has assisted in the development of bibliography. The following collaborative partners brought this project to reality. The Student the Services/Prevention and Wellness Team provided the commitment to the project by believing in Instructional document so much as to put the project on its workplan. The Division of Learning Support: knowledge and Services Content and Learning Team and the Lifework Education Team provided the key heartfelt thanks to skills needed to effectively utilize the bibliography in the classroom. Finally, a special Wisconsin's School Megan Schliesman of the Cooperative Children's Book Center of the University of and effectively of Education who provided the expertise in compiling cutting edge children's literature connecting these works to the seven characteristics of standards of the heart. members and other staff from the The following standards of the heart in children's literature workgroup document: Department of Public Instruction were instrumental in the production of this Greg Doyle, Director, Education Information Services Jon W. Hisgen, Consultant, Comprehensive School Health Education Victoria Horn, Graphic Designer Jacqueline Karbon, Consultant, Reading Mary Kleusch, Consultant, Citizenship Programs Sharon Strom, Consultant, Family and Consumer Education and Advocacy Michael Thompson, Assistant Superintendent, Division for Learning Support: Equity Mary Jo Parman, Education Specialist vii Wisconsin Department of Public Instruction Introduction A Definition of Standards of the Heart Helping children develop to their full potential as citizens is an important priority of families, communities, and schools. Developing standards of the heart means becoming a caring, contributing, productive, and responsible member of society. It includes: being successful in school; making responsible decisions; caring about others; contributing to society; developing social and personal skills, such as reflective problem solving, accepting a variety of perspectives, and setting and attaining goals; and developing a core set of common values. Schools are places where these qualities, ideally first taught in the home, can and should be promoted with the support and involvement of the family and community. From civic education to teen pregnancy reduction, there is a common ground of what we as a society want our children to know and be able to do. It is common ground that defines citizens as productive, responsible, caring, and contributing individuals. The call for character education is not simply identifying what we don't want young people to do but clearly understanding the kind of people we would like them to become. It is a mission of youth development that engages youth in meeting their basic personal and social needs to be safe, feel cared for, be valued, be useful, and be spiritually grounded. Through positive experiences, youth build assets and competencies that allow them to function and contribute in their daily lives. There must be clear and consistent expectations that youth will set goals, devise necessary strategies, make efforts, and follow social rules. Time will pass and youth will grow into adults regardless of the support they receive. Positive youth development caring, occurs when adults deliberately create conditions and opportunities for youth to become contributing, productive and responsible citizens. This country is based on some basic beliefs of democracy that include a society in which its members sustaining a care about one another, contribute toward the common good, and participate in democratic way of life. To be productive citizens in America, students need to recognize individual differences; acknowledge common bonds; and demonstrate skills related to diversity, inclusiveness, and fairness. Diversity exists in various forms including but not limited to race/ethnicity, culture, talent, ability and disability, sex/gender, sexual orientation, age, religion, language, socio-economic status, and learning styles. Inclusiveness involves providing social and economic access to everyone, understanding and appreciating all individuals and groups, learning about the contributions of diverse cultures and times, and developing skills that foster cross-gender and cross-cultural communication. Fairness requires actively challenging prejudice, stereotyping, bias, hatred, and discrimination to ensure a social climate free of favoritism or bias, impartial, and equitable to all parties. Good citizens can be counted on to consistently demonstrate in everyday life honesty, respect, courage, and other core values. Children who grow up to be productive and contributing citizens are much more than academically successful. The world of work requires individuals who are capable of managing their own health and well-being and who have the skills necessary for problem solving, Wisconsin Department of Public Instruction 1 self-direction, self-motivation, self-reflection, and life-long learning. The US Department of Labor reports the following characteristics that employers look for in teens: learning-to-learn skills listening and communication adaptability: creative thinking and problem solving, especially in response to barriers/obstacles personal management: self-esteem, goal-setting/self-motivation, personal career development/goals, pride in work accomplished group effectiveness: interpersonal skills, negotiation, teamwork organizational effectiveness and leadership: making a contribution competence in reading, writing, and computation To help students become caring, contributing, productive, and responsible citizens, the entire school program must reflect a clear commitment to helping students acquire the skills, attitudes, values, and knowledge necessary to achieve the ideal. The DPI Citizenship Toolkit (1997) identifies seven characteristics of schools that are successful in helping children become caring, contributing, productive, and responsible. They are: .1. Core Values: 2. Safe and School and community Orderly Places: 7. High members identify and Schools have safe, Expectations: All promote the character disciplined, drug- students and adults traits they believe are free environments are expected to do important to being a conducive to their best and model good citizen such as learning. Children positive behaviors honesty, respect, and and adults resolve that embody good responsibility. disagreements citizenship. FAMILY "Sli , 141 `mom 3. Family and 6. Engage Community Students' Minds: Involvement: The & COMMUNITY Classrooms are INVOLVEMENT skills and knowledge interactive and of family and challenging. All community members students have diverse 17 are valued in the opportunities to learn school, and the through classroom school encourages teaching, service POSITIVE and helps all learning, and RELATIONSHIPS students to contribute extracurricular to the life of the programs. community. (14. Address Societal 5. Positive Issues: Prevention of risk Relationships: All behaviors such as violence, students and staff alcohol and other drug abuse, feel valued and cared AIDS/HIV, and teen for in the school pregnancy are a valued part of setting. the school's programs. Services are available to students and staff who may be facing such issues in their own 9 2 Wisconsin Department of Public Instruction Fostering Standards of the Heart in the English/Language Arts Curriculum total Students develop as caring, contributing, productive, and responsible citizens based on the sum of their experiences in the K-12 system. Classroom teachers have a unique opportunity to help students think about expectations for their behavior, its impact on others, and their growth and development as part of the regular curriculum. Some schools may choose to purchase a separate curriculum to help students learn about core values and character education, though many teachers struggle with finding adequate time in the curriculum to incorporate an added piece. Instruction in reading and language arts is a natural avenue for introducing, reinforcing, and reflecting introduced in schools, they have included on character development. Since the first reading texts were fables, myths, and biographies that help students learn about positive character traits and the Golden Rule. While much has changed in the texts and methods of reading instruction, these themes remain a clearly identified constant part of early learning and later literature appreciation. In a school that has the character traits they hope to foster in students, careful selection and integration of literature across the curriculum can accomplish the same goals as a separate character education curriculum without requiring additional instructional time. book In addition, the use of literature and student reflection about the messages and meanings of the help to achieve reading and language arts standards such as: Draw on a broad base of knowledge about genres of literature, such as the structure and conventions of essays, epics, fables, myths, plays, poems, short stories, and novels, when interpreting the meaning of a literary work. Provide interpretive responses, orally and in writing, to literary and nonliterary texts representing the diversity of American cultural heritage and cultures of the world. Draw upon a broad base of knowledge about the universal themes of literature such as initiation, love and duty, heroism, illusion and reality, salvation, death and rebirth, and explain how these themes are developed in a particular work of literature. A renewed emphasis on the attitudes and commitments required to practice and live the core citizenship values is needed in all of our school curriculums and programs. The basis for all of these forms of education for citizenship is the Declaration of Independence and the United States Constitution. These documents guide our constitutional democracy and will be realized if every one of us takes seriously our obligation to be good citizens. 3 Wisconsin Department of Public Instruction 1 0