Download Respect - Plainfield Public Schools

GOAL/OBJECTIVE: Students will develop appreciation of respect. Students will understand that genuine
respect requires that we all have a moral obligation to honor the essential worth and dignity of the individual,
including oneself. We have a responsibility to be the best we can be in all situations.
THEME / CONTENT
RESPECT
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Treat others with
respect; follow the
Golden Rule
Be tolerant of
differences
Use good manners, not
bad language
Be considerate of the
feelings of others
Don’t threaten, hit or hurt
anyone
Deal peacefully with
anger, insults and
disagreements
Accept individual
differences and beliefs
without prejudice
Be an attentive listener
STATE
NATIONAL
STANDARDS
ACTIVITIES
EXAMPLES OF THE TYPE OF WORK STUDENTS SHOULD
BE ABLE TO DO TO MEET THE STANDARDS AND
CUMULATIVE PROGRESS INDICATORS
REFERENCES FOR
CROSS CONTENT
CONNECTIONS/
TEACHER’S NOTES
State
6.4 societal
ideas
6.5 cultural
history
6.8 geography
and human
systems
“The Assault on Fort Wagner.”
Federal Law at the beginning of the Civil War forbade African
Americans to serve as soldiers. When the law was repealed in
1862, both free African Americans and escaped slaves enlisted
in the Union Army. A clear lack of respect for their abilities
established a policy of discrimination that denied them equal
rights, pay and recognition.
The courage of the 54th Massachusetts African American unit
helped to win respect for all of the African American soldiers.
Have students write a brief answer to the following questions:
1.What did the Union army’s policy toward all-black regiment’s
reveal about northern attitudes toward African Americans?
2.Name the five states that were called border states. Why do
you think the Whites in these states did not want their slaves
joining the Union army?
3. How did the 54th Massachusetts Regiment’s attack on Fort
Wagner affect public opinion about enslaved African American
Soldiers? What evidence supports your reasons?
4. Relate a story in which you had to earn respect.
Students might also review the following examples of the African
American soldiers fight for respect in the text:
Crispus Attucks-Revolutionary War
The War of 1812 page
Spanish American War page
World War Tuskegee Airmen WWII page
“The Circuit”
Language Arts 3.4.21
Nonfiction multimodal
activities “Tsali of the
Cherokees”
Trail of Tears
These readings exemplify
forced migration. Through
lack of respect and the
notion of cultural superiority,
the reader is able to make a
clear connection to the
importance of tolerance,
acceptance and dignity.
Students might use the
following chart to help
explain the value conflict
between the two peoples.
National
Era 9 Std 3
Consequences
of migration
patterns
THE PLAINFIELD PUBLIC SCHOOLS
CHARACTER EDUCATION GUIDE
Indian White
Home & Family
Land
Gold
GRADE 8
Tolerance, civility,
courtesy, decency,
autonomy, dignity,
acceptance
NCSS
I Culture
IV Individual
development
and Identity
V Individuals,
groups and
institutions
Students are sometimes faced with the difficulties of moving to
a different locale including attending a new school. Identify,
discuss, and list those feelings associated with this situation.
You might also ask students to describe their first day of class.
Relate the list in column one to the experiences of Panchito
Then answer the following questions:
1. At the end of the story, what emotions do you think Panchito
feels when he sees the packed boxes?
2. What is the author suggesting about the education of young
migrant workers?
3. If Panchito was coming to your school, how could you apply
the theme / content in column one to help him better
adjusts?
Have students write a brief explanation of the following quotes
by using the vocabulary from the theme / content column.
“The words you speak today should be soft and tender … for
tomorrow you may have to eat them.” — Unknown
“Prejudice is the child of ignorance.” — William Hazlitt, early
18th-century English essayist and literary critic
“In his private heart no man much respects himself.” — Mark
Twain (SamuelClemens), 19th-century American humorist,
author and journalist
THE PLAINFIELD PUBLIC SCHOOLS
CHARACTER EDUCATION GUIDE
Language Arts
3.4.22
Sequencing
“Man Without a
Country””
The theme of exile
and forced migration
is demonstrated for
students to make
connections to
tolerance and
diversity. Teachers
may develop
connections to the
Holocaust, Indian
Removal Policy,
and the African
slave trade.
GRADE 8