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The Six Pillars of CharacterPart 1

Study Guide

TRUSTWORTHINESSRESPECT

RESPONSIBILITYFAIRNESSCARING

CITIZENSHIP

Study Guide by

Part 1The Six Pillars of Character

CONTENTS

Trustworthiness Cool Runnings. .......................................................................4 Liar, Liar ..................................................................................8 Respect Babe .......................................................................................12 The Ant Bully ..........................................................................16

Responsibility A Christmas Story ...................................................................20 Pay It Forward ........................................................................24

Fairness Eight Men Out ........................................................................28 The Mighty Ducks...................................................................32

Caring The War ..................................................................................36 Seabiscuit ...............................................................................40 Citizenship Saving Private Ryan ...............................................................44 World Trade Center ................................................................48

No inappropriate material is included in any of the individual film clips. All clips are under copyright and used with permission from copyright holders.

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Welcome to Film Clips for Character Education

Study Guide

This exciting new approach to character education reaches students in familiar territory, Hollywood movies. Clips from the films are used to help teachers, mentors, and students discuss character issues in a meaningful way and reflect on how actions affect the outcomes. It’s a valuable tool for helping kids learn to make better decisions in their own lives.

All clips have optional Spanish subtitles and some have Spanish audio.

Part 1The Six Pillars of Character

CHARACTER COUNTS! created this guide with discussion points and activities based on the Six Pillars of Character (see page 3). Each clip focuses on one Pillar. Read the discussion questions and activities before you show the clips to your students so you’ll be prepared to make the most of the experience.

See other character development products at www.CharacterCounts.org

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What IsCHARACTER COUNTS!

CHARACTER COUNTS!, a project of the nonprofit, nonsectarian Josephson Institute of Ethics, is the most widely used character development framework in the nation reaching millions of youth.

It increases focus on academics, improves behavior problems, and integrates universal values into state standards-aligned curriculum.

It’s not a curriculum or an add-on. It’s a means to advance curricular and behavioral goals.

It offers in-service workshops, train-the-trainer seminars, graduate university credit, free e-newsletters, free consultation, free resources, and a free Lesson Plan Bank. Check them out at the number and website below.

It’s embraced by thousands of schools, communities,

public agencies, police departments, youth and sports groups, and nonprofit organizations for one simple reason – it works.

www.CharacterCounts.org800-711-2670

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The Six Pillars of Character

The Six Pillars of Character are the backbone of the CHARACTER COUNTS! framework. They have been accepted across all political and religious spectrums.

Trustworthiness: Being honest, sincere, forthright, and candid. Keeping promises. Being dependable and loyal.

Respect: Honoring the individual worth and dignity of others. Showing courtesy and civility. Avoiding actual or threatened violence.

Responsibility: Being accountable. Exercising control. Setting goals. Being self-reliant. Pursuing excellence. Being proactive, persistent, and reflective.

Fairness: Understanding the processes and results of decision-making through impartiality, thorough gathering of facts, and hearing all sides.

Caring: Being compassionate, kind, generous, and sharing.

Citizenship: Respecting the law. Doing one’s share. Pursuing the common good. Protecting the environment. Respecting authority.

www.CharacterCounts.org800-711-2670

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Theme: Trustworthiness Film: Cool Runnings(PG) 1:04

This 1993 film from Walt Disney Pictures was directed by Jon Turtletaub and written by Lynne Siefert, Michael Ritchie, Tommy Swerdlow, and Michael Goldberg. It was produced by Dawn Steel and starred John Candy, Leon, Doug E. Doug, Rawle D. Lewis, and Malik Yoba.

“If you’re not enough without it, you’ll never be enough with it.”

Background:Inspired by a true story, four Jamaican athletes defy the odds by trying to make the Winter Olympics in the bobsled competition. They quickly learn that it takes more than ability, desire, or willpower to become world-class bobsledders. It also takes a coach. Unfortunately, the one they get has a dark secret – he once cheated. The question is why.

Synopsis: The famed coach, who had previously won two gold medals, has been excluded from the sport because of his past transgression and is trying to make a comeback. He works hard to put this team together in hopes of returning to the Olympics. The team begins to trust him, but when they learn of his history, the trust is broken. In this scene, he admits what he did.

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Discussion Prompts:

Why did the coach think it was necessary to cheat?1. Why did he decide to tell the truth about his past 2. cheating?Are successful people you know truthful people? Do 3. they keep their promises?Can you ever redeem trust? If so, how?4.

Possible Answers:

The coach cheated because he wanted to win at 1. all costs. He didn’t consider how this would affect his relationship with others in the sport, and he is excluded from taking part.He decided to be honest with the team because of 2. the relationship he wanted to build with them. He respected them for taking up the challenge to become a bobsled team when the odds were stacked against them. He also wanted to be someone they could trust so he could lead them as their coach. If he’d lied when his players asked him about his past, their disappointment would have been much worse.Answers may vary.3.

Learning Objectives: Students will:

Think about a time when they cheated and how it • affected their relationships

Compare the outcome of being honest about • cheating and hiding the incident

Understand the value of honesty in building trust•

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It is possible to redeem yourself, but only stone 4. by stone. That’s because when you lie, the entire foundation of trust you built crumbles because the stone that’s removed is taken from the bottom. You have to start all over again to build it back up again.

Connections:

Think of a time when someone you trusted • cheated. What did you feel about that person? Make two lists of adjectives. Have one list be words that describe how you felt about the person before you knew he or she had cheated. Have the second list be words that describe how you felt about the person after you knew he or she had cheated. (You can make each list about a different person if you like.) Which adjectives from the two lists would describe yourself?

Many famous people have been caught cheating, • and such scandals are widely reported in the media. Name one person who was forgiven and who redeemed himself or herself. Research disgraced celebrities and delve into this issue. Did they redeem themselves? If so, how?

Giving an honest answer when confronted about • something you did wrong can be very difficult, but it can build trust (if you never had it) or rebuild trust (if you lost it). This is how the coach redeemed himself. Have you ever been in a situation when being honest was hard but you gave an honest answer? Explain the situation and how you felt about being honest. What made you tell the truth? Discuss with the class what makes us tell the truth even when it’s hard.

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“Deciding whether or not to trust a person is like deciding whether or not to climb a tree because you might get a wonderful view from the highest branch or you might simply get covered in sap, and for this reason many people choose to spend their time alone and indoors where it is harder to get a splinter.” – Daniel Handler, author (writing as Lemony Snicket)

“Few things help an individual more than to place responsibility upon him and to let him know that you trust him.”– Booker T. Washington, author, community leader (1856-1915)

“There are no shortcuts to any place worth going.”– Beverly Sills, opera singer (1929-2007)

“The only way to make a man trustworthy is to trust him.” – Henry L. Stimson, statesman (1867-1950)

How hard is it to trust others? What qualities • are necessary for you to be trusted? Look at characters in books or movies and write the qualities or characteristics that make them trustworthy.

Read the quotations below. Choose one that’s • meaningful to you and write a short essay on why you like it. Perhaps it relates to an experience you had. Maybe it reminds you of someone you know. Research the person who said or wrote it. What did you find out about that person’s character?

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Theme: Trustworthiness Film: Liar Liar(PG-13) 2:24

This 1997 film from MCA/Universal Studios was directed by Tom Shadyac and written by Paul Guay and Stephen Mazur. It was produced by Brian Grazer and starred Jim Carrey, Justin Cooper, and Maura Tierney.

“No one can survive in the adult world if they have to stick to the truth.”

Background: A young son makes a birthday wish that his divorced lawyer father, a chronic liar, must tell the truth for 24 hours. Thanks to magic, his wish comes true. When his father arrives at work the next morning, he greets his fellow employees as usual, only this time he’s brutally honest in his opinions and comments. It doesn’t take long before this liar-turned-truth-teller gets himself into more trouble.

Synopsis: The father lies constantly, but he’s convinced it’s the only way to succeed in life, particularly as a lawyer. In this scene, he tries to defend his lying to his son, but the boy was hurt by his lies and doesn’t want it to happen again. He finally begs his son to take back the wish.


Understand how the father confused lying with • volunteering information

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Understand the difference between speaking your • mind and giving people necessary information Learn that when balancing trust and honesty, trust is • more importantUnderstand what an ethical dilemma is•

Discussion Prompts:Why did his son not mean it when he made the 1. second wish?Is it true that everyone has to lie to survive?2. Was the father undermining his son’s trust in him 3. even though he was telling the truth?Are there any situations where it’s okay to lie?4.

Possible Answers:The son didn’t mean it because he saw how his 1. father’s lies hurt people, particularly himself. He wants his dad to be not only truthful but consider others’ feelings (stakeholders). No, but some people value success at all costs. 2. We can easily survive without lying, and living an honest life is more worthwhile than living one based on lies and cheating. When liars are caught, they lose everything. The father believed not lying could lose him cases as a lawyer and risk his job. Cheating on tests or at sports is something people might do to pass or win. Not only does this damage good character but it cheats the cheater and many stakeholders.Yes. He was undermining his son’s trust in him in 3. a number of ways. When he told the truth, he often hurt others by volunteering unnecessary information. Seeing his father hurt others by not paying attention to how they would react or feel made the son feel

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his dad might hurt him, too – and he’d already been hurt that way. (“You’re the only one that makes me feel bad.”) Part of trusting other people is believing they won’t hurt you. By making a wish, the son tried to protect himself and teach his father that honesty is better than lying.Yes. These situations are usually ethical dilemmas 4. when we must weigh two ethical values against each other. For example, telling white lies to benefit others, not ourselves. Or lying to protect others’ feelings or to protect them physically. Or lying to protect society (policeman, the military, the government, or citizens in wartime working undercover or underground to thwart crimes, catch criminals, or save others).

Connections:The son wants his father to tell the truth, but at all costs? Think of a time when someone’s honest opinions have been hurtful. List comments you’ve heard and categorize them into “Comments that were needed” and “Comments that weren’t needed.” When are our comments helpful? When can they be hurtful?

There are times, however, when lying’s okay, and this is when we have an ethical dilemma. In such situations, we have to think about the importance of the value of trust over another ethical value.

Sometimes we’re forced to tell a white lie to protect someone’s feelings (trustworthiness vs. caring). The father gave an example of this when he told his pregnant wife she looked great even though that wasn’t how he really felt. He lied because he didn’t want to hurt her feelings.

Here’s another example: You receive an ugly or inappropriate gift from a friend. What do you say? Or here’s

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a more complex one: Your best friend cheats on a test and noses you out for the class trophy. What do you do?

Think of examples when you were too honest to • other people. What could you have said or done differently that would have been more helpful and less hurtful?Discuss with your group how it feels when people • don’t trust you. What can you do to convince others to trust you? How can you maintain trust?Read the quotations below. Choose one that’s • meaningful to you and write a short essay on why you like it. Perhaps it relates to an experience you had. Maybe it reminds you of someone you know. Research the person who said or wrote it. What did you find out about that person’s character?

“Lying to ourselves is more deeply ingrained than lying to others.”– Fydor Dostoyevsky, Russian novelist (1821-1881)

“I do myself a greater injury in lying than I do him of whom I tell a lie.”– Michel de Montaigne, French philosopher (1533-1592)

“He who permits himself to tell a lie once finds it much easier to do it a second and third time, till at length it becomes habitual.”– Thomas Jefferson, 3rd President (1743-1826)

“If you once forfeit the confidence of your fellow citizens, you can never regain their respect and esteem.”– Abraham Lincoln, 16th President (1809-1865)

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Theme: Respect Film: Babe(G) 2:36

This 1995 film from MCA/Universal was directed by Chris Noonan and written by Dick King-Smith, George Miller, and Chris Noonan. It was produced by Bill Miller, George Miller, and Doug Mitchell and starred James Cromwell, Christine Cavana, and Miriam Margolyes.

“Ya haven’t got it in ya, young’un.”

Background:

When Babe, an orphaned piglet, finds himself on a farm with an aggressive sheepdog for an adopted mother and a nervous duck for a friend, the adventures – and lessons – begin. Babe helps a lonely farmer learn how to think in new ways, and a wise sheep teaches Babe how to gain respect by showing respect.

Synopsis: In this scene, Babe tries to be aggressive and disrespectful like a sheepdog but fails. “You’re treating them as equals,” his sheepdog mother scolds him. “They’re sheep – they’re inferior!” Babe wants so bad to be a sheepdog, but it’s just not in his nature. And he wants to be useful, but if he’s not, the farm animals won’t accept him.

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Discussion Prompts:

What kind of leadership did Babe show when he tried 1. to be like a sheepdog? Was it Babe’s fault when he tried to be mean and 2. aggressive like a sheepdog? What attitude and behavior were successful in getting 3. the sheep to do what Babe wanted? Is it better to force someone to do something or to 4. persuade them to do it? Why?

Possible Answers:

Babe showed an aggressive and disrespectful style of 1. leadership when he acted like a sheepdog. He tried to scare the sheep into doing what he wanted them to do and was strict in an unfriendly way.

No, it wasn’t Babe’s fault. He was trying to follow the 2. behavior of the sheepdogs raising him. He was trying to do the job the way they did it. They had told him to be ruthless and show the sheep who was boss. He was told he was superior to them.

Learning Objectives:

Students will:Understand the difference between accomplishing a • task through fear or through respectReinforce, through practice and observation, good • manners and politenessLearn that it’s important to honor others’ dignity and • individuality regardless of their differences

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When Babe changed his approach and returned 3. to his real self – being polite and well-mannered – the sheep eagerly did what he wanted them to do. Instead of shouting or trying to bite them, he showed respect for them. He even thanked them for moving where he wanted them to.

Answers may vary, but it’s usually better and more 4. successful to persuade someone to do something than to force them. Making others do something may frighten them and cause them to fail their task or do it poorly. Persuading someone to do something encourages them to do it willingly, which usually leads to a better result.

Connections:The sheepdogs’ attitude toward the sheep was • aggressive, strict, and authoritarian. They didn’t treat the sheep with respect; they treated them as if they were inferior. Would you rather have a parent, teacher, or coach teach like a sheepdog or like Babe? Is there ever a time when a parent, teacher, or coach needs to be authoritative?

How can a leader gain your respect? What • qualities does a good leader have? Make a list of adjectives that describe a good leader. Which ones would you choose to describe yourself? What can you do to become a better leader?

Name a person in history or someone you know • whom you would describe with the adjectives for a good leader. What have they done to show respect for others?

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What skills do you have that you could teach • to others? Think of a simple, easy-to-learn skill you have and choose one person to teach it to. Afterward, have the person rate you on how much respect you gave him or her. Then rate this person on how much respect he or she gave you. Were you patient and kind or aggressive and strict? Did you give help when needed, or did you do the task yourself? Is it hard to be a respectful teacher and learner?


“When you are content to be simply yourself and don’t compare or compete, everybody will respect you.” – Lao Tzu, Chinese philosopher (4th or 6th century)

“Respect for ourselves guides our morals; respect for others guides our manners.” – Laurence Stern, Anglo-Irish author (1713-1768)

“Men are respectable only as they respect.” – Ralph Waldo Emerson, writer, philosopher (1803-1882)

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Theme: Respect Film: The Ant Bully(PG) 1:38

This 2006 film from Warner Bros. was directed by John Davis and written by John Davis and Dave Reynolds. It was produced by Tom Hanks, John Davis et al. and starred Julia Roberts, Nicolas Cage, Meryl Streep, and Paul Giamatti.

“They’re nothing like us!”

Background:

This movie is a classic example of “You become what you hate.” When Lucas is bullied, he doesn’t have the nerve to face up to the bully. Instead, he takes his anger and frustration out on something he can pick on easily – ants. What’s the harm in that, he thinks? They’re just ants. Except that these ants teach him a very important lesson – everybody deserves respect.

Synopsis:

In this scene, Lucas, like the bully, takes his pain out on others smaller than himself and becomes a bully, too. The ants are wise by shrinking him to their size and showing him the consequences of his behavior on their society. Lucas learns that humans can be mean and that ants never do that to each other.

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Discussion Prompts:Why did the bully pick on Lucas?1. Why did Lucas turn on the ants instead of the bully?2. Did Lucas have other choices to heal his pain than 3. what he did?The bully didn’t even treat his own gang with respect. 4. So why did they hang with him?

Possible Answers:

Lucas was smaller than the bully and more vulnerable 1. because he was alone, while the bully had his gang with him.

Lucas couldn’t have fought the bully and won. Feeling 2. angry and humiliated, he turned his frustration on ants that were smaller than him and easy to torment. Just as the bully found it effortless to push around weaker kids, Lucas turned into the same kind of thug by abusing the ants.

Yes, he had plenty of other options. For one, he could 3. have not taken his frustration out on others. He could have controlled his physical and emotional reactions by counting to ten before saying or doing anything.


Understand that even though they can’t always affect • what happens to them, they do have the responsibility to affect what happens within them Learn the difference between respect and fear• Realize that everyone is worthy of respect, regardless • of their size or appearance

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He could have talked to a friend or adult he trusted. More difficult, but also possible, he could have tried to not let the bully bother him and walk away before it got to him.

The bully made his gang fear him by intimidating 4. them. When one made a smart remark, the bully smacked him. But the members still hung out with him because overall they felt safer being in a gang than being alone like Lucas and their usual victims. Despite the abuse the bully occasionally dished out to them, they knew he would protect them in the long run. And they felt a certain prestige being in a gang.

Connections:

Is it better to be respected or feared? What does • a person need to do to be respected? Make a list of actions you see where people act in a way that earns respect. Have you seen athletes or sports teams try to bully and intimidate opponents? What does this do to the team’s reputation?

What does self-respect mean? Think of the • choices you make every day – what to wear, what to eat, what to say, how to act toward others, etc. Make a poster of ways you can demonstrate self-respect and how you won’t let anyone take yours away.

Lucas had many options other than turning his • frustration on the ants. Make a list of things you can do to feel better when you’re bullied or when you feel like bullying someone else.

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“The best thing to give to your enemy is forgiveness; to an opponent, tolerance; to a friend, your heart; to your child, a good example; to a father, deference; to your mother, conduct that will make her proud of you; to yourself, respect; to all men, charity.” – Benjamin Franklin, statesman and Founding Father (1706-1790)

“I’m not concerned with your liking or disliking me. All I ask is that you respect me as a human being.”– Jackie Robinson, first African-American major-league baseball player (1919-1972)

“The willingness to accept responsibility for one’s own life is the source from which self-respect springs.”– Joan Didion, author

“The test of courage comes when we are in the minority. The test of tolerance comes when we are in the majority.”– Ralph W. Sockman, writer (1889-1970)

Think of a time in history when stronger people • dominated weaker people. Why is it easy to let such behavior happen? Why is it hard to do something about it?


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Theme: Responsibility Film: A Christmas Story(PG) 2:06

This 1983 film from MGM/Warner Bros. was directed by Bob Clark and written by Jean Shepherd, Leigh Brown, and Bob Clark. It was produced by Bob Clark, Rene Dupont, and Gary Roth and starred Peter Billingsley, Darren McGavin, and Melinda Dillon.

“There was no going back now.” Background:

This movie is about being in control of your life. Flick knew that accepting a dare to touch his tongue to a frozen pole was foolish, but he did so anyway. It was his decision; he had no one to blame but himself. Peer pressure to perform questionable acts is typical in all levels of society (street racing, joining a gang, hazing initiations, vandalizing property, drinking, taking drugs, having unprotected sex, etc.). We’ve all heard of dares that turned deadly: jumping off of roofs, diving from great heights, running across train tracks. Kids think lots of things are safe that aren’t. Even if the result turns out okay doesn’t mean it still wasn’t foolish.

Synopsis:

Although this tale is set in the 1940s, the situation the kids face in this scene is common today: If someone dares you to do something unwise and/or dangerous, what should you do? Flick learns the consequences of making a poor decision.

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Discussion Prompts:Why did Flick stick his tongue on the pole? Did he 1. know what would happen?What makes dares so tempting and powerful?2. Why does a crowd influence our actions more than an 3. individual? Are some dares more dangerous than others?4.

Possible Answers:Flick was surrounded by schoolmates, all urging him 1. to stick his tongue on the pole. When lots of people push you to do something, it can be hard to resist, especially if they’re your peers (even when you know it’s not right or is foolish). Everyone, including Flick, knew his tongue would get stuck. That’s why no one else did it. Flick did it to prove to everyone he was brave, although he was really just foolish.Even if only one person dares us to do something, it’s 2. hard to resist because a dare is a personal challenge. If we refuse, we can be made to feel weak or cowardly. It’s easy to say no to a request, but a dare is much stronger and harder to say no to.

Students will:Examine the difference between acting for themselves • and acting because of peer pressure Understand that they have responsibility for their • actions regardless of what others sayDiscuss the consequences of accepting dares• Discuss the difference between harmless and risk-• taking behavior


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When a crowd of our peers shares the same values, 3. it can be very difficult to resist their influence because we think the same as they do. If we say or do something different than the group, we feel like, and may be treated like, an outsider. It’s hard to resist our internal need to conform and be part of the group. Even when we know an action might be wrong, we can still be more easily influenced by a group than by an individual.Of course, some are more dangerous. Just as we can 4. agree or disagree to a request made of us, we can refuse or accept a dare. The choice is always ours. Learn to recognize the difference between harmless and risky behavior. A good decision considers long- and short-term consequences and how all stakeholders will be affected.

Connections:

Did you ever accept a dare that had serious • consequences? What happened? What could you have done differently? Share your experiences with the class. Make a strategy board for the class to help resist negative peer pressure.

Think of what “daredevil” means (one who is • recklessly bold). It usually has a positive and adventurous meaning associated with it despite the fact that “recklessly” is negative. What dares do you know of that resulted in seriously negative consequences? Make a list as a class. What dares do you know of that resulted in just silly outcomes? Make another list. What differences are there between them?

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What’s the difference between a dare and • a challenge? What can you do to take more responsibility for your actions?

Read the quotations below. Choose one that’s • meaningful to you, or create your own, that will act as a motto to help you resist peer pressure. Write the reasons for your choice and what you’ll do to not create peer pressure for others in the future.

“I think the reward for conformity is that everyone likes you except yourself.” – Rita Mae Brown, author

“Too much bragging drives away wisdom.”– Filipino proverb

“There is a foolish corner in the brain of the wisest man.”– Aristotle, Greek philosopher (384-322 BC)

“You have enemies? Good. That means you’ve stood up for something sometime in your life.” – Sir Winston Churchill, British politician and Prime Minister (1874-1965)

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Theme: Responsibility Film: Pay It Forward(PG13) 1:41

This 2000 film from Warner Bros. was directed by Mimi Leder and written by Leslie Dixon. It was produced by Peter Abrams, Robert L. Levy, Steven Reuther et al. and starred Haley Joel Osment, Kevin Spacey, and Helen Hunt.

“Trevor has made an attempt to interact with the world. And that was the assignment.”

Background:

This movie is about thinking big. Even though problems or obstacles may seem insurmountable, there’s often a way to overcome them if everyone does his or her part. The “pay it forward” concept introduced here shows that you don’t have to change the world by yourself – just a few people around you one person at a time. Each individual has a responsibility to keep it going. If just one person refuses to participate or doesn’t do his or her part, the chain is broken.

Synopsis:

In this scene, Mr. Simonet gives his class an unusual assignment: Think up a practical way to make the world a better place and put it into action. Twelve-year-old Trevor comes up with a plan to “pay it forward” by doing a good deed for three people, who must in turn each do a good deed for three other people, and so on. Some of his classmates scorn his idea.

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Discussion Prompts:

The class reaction was mixed. Why did some 1. students criticize the idea?What must happen for the scheme to work? What 2. could cause it to fail?Why did the teacher make the class assignment to 3. “interact with the world”?Was the assignment hard or easy?4.

Possible Answers:

Some students thought the idea was bad because 1. it was based on the honor system, which many people blow off. They didn’t think anyone would take responsibility to follow through and actually help three people. Others thought it was too big of an idea to work. Trevor recognized that if the plan succeeded, it would be like a perfect world.

For the plan to work, everyone would have to do his 2. or her part and do it well. If one person didn’t fulfill the responsibility of helping three others, the plan would fail. Everyone who was helped therefore had a responsibility.

The teacher wanted to challenge his students. 3.


Learn the meaning of doing their fair share• Consider individual responsibility in making good things • happenDiscuss the effects of criticizing ideas and supporting • them

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Twelve-year-olds can interact with the world in many ways, although it might not seem like it. Giving the students this assignment helped them think about the world around them and about their responsibilities. The teacher also showed he was taking his responsibility as a teacher seriously by encouraging his students to explore ways they could participate in society.

Answers may vary. 4.

Connections:

Think of how you would have approached this • assignment. What would you have done to interact with the world? Share your ideas with the class and try out some.

Read the following anonymous poem and ask • yourself: “Am I a builder or a wrecker?”

I watched them tearing a building down,A gang of men in a busy town.

With a ho, heave, ho, and a lusty yell,They swung a beam and a wall fell.

I asked the foreman, “Are these men skilled?Like the men you’d hire if you had to build?”

He laughed as he replied, “No, indeed,Just common labor is all I need.

I can easily wreck in a day or twoWhat builders have taken years to do.”

I asked myself as I went awayWhich of these roles have I tried to play?

Am I a builder who works with care,Measuring life by rule and square?

Or am I a wrecker who walks the townContent with the labor of tearing down?

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“‘I must do something’ always solves more problems than ‘Something must be done.’” – Anonymous

“We need to restore the full meaning of that old word, duty. It’s the other side of rights.” – Pearl Buck, author (1892-1973)

“If you’re not part of the solution, you’re part of the problem.” – Eldridge Cleaver, author, Black Panther Party leader (1935-1998)

Read the quotations below. Choose one that • would be a good class motto. Why did you choose it? Words are easy to recite, but what can you do to give meaning to the words in the quote? What can you do to be responsible for doing your fair share in class?

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Theme: Fairness Film: Eight Men Out(PG) 1:04

This 1988 film from MGM/Orion was directed and written by John Sayles. It was produced by Sarah Pillsbury and starred John Cusack, Christopher Lloyd, John Mahoney, and Charlie Sheen.

“I told him to take a hike.”

Background:George “Buck” Weaver and his 1919 Chicago White Sox teammates are possibly the best team to ever play baseball, yet they’re grossly underpaid. When gamblers offer the disgruntled players money to throw the World Series, most agree to do it. Buck must decide whether to join them or turn them in.

Synopsis: In this scene, Buck’s decision isn’t easy because his decision could affect many stakeholders:

The players who want to play fair would have their • reputations stained forever.The manager and coaches who worked so hard to get • the team to the World Series would be crushed if they found out their players lost on purpose.The opponents’ triumph in the Series would be ruined • if the truth ever came out.The fans would never trust anybody or anything in • professional sports again if they found out everything was faked.

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Discussion Prompts:Why did Buck have the courage to say no to the 1. gamblers?Was his teammates’ decision justified or unfair? If 2. unfair, to whom?Why does fairness matter?3.


Examine what criteria should be used to decide if • something’s fair or unfairDiscuss the meaning of conscience and listening to • our own Understand that life can sometimes be unfair, but • doing something about it can be empowering

On the other hand, everyone knows what’s unfair. Conscience can accurately measure our internal sense of right and wrong. Buck’s moral compass knew it was wrong to join his teammates in the plot. What was his responsibility? Who must take personal responsibility is often decided, as in this case, by random chance. Buck was ultimately the one who had to solve the dilemma, and he was morally responsible for the consequences. Life can be unfair sometimes, but instead of whining about it or seeking revenge for it, do something about it. By doing so, you can make a difference.

The city, which was so proud of the team, would • become a joke.The sport of baseball would suffer, and it would take • many, many years to rebuild the public’s trust in the game again.

What’s more important to Buck: money or integrity?

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Possible Answers:

Buck had the courage to say no because he knew 1. what the gamblers were offering was unfair to the team in the long run. He had a strong sense of right and wrong. Because of his conscience, he was unable to go along with the other players.When people make a bad decision and expect 2. others to go along with it, it’s unfair. Especially when playing sports because teams should make decisions together, support each other, and do their best as a team. The teammates’ decision to make bad plays was unfair to the rest of the team. Sports should be played for the spirit of the game, not for how much money can be made. The players’ decision was also unfair to the fans and future players of the team. Who wants to support or play for a crooked team?Fairness matters because it’s important to follow 3. a standard value that doesn’t discriminate against anyone and treats everyone respectfully, honorably, and fairly. When people start to cut corners instead of doing their job properly, there will be consequences for stakeholders. Fairness helps people stick to an agreed set of standards. When things are unfair, we can always make them fairer.

Connections:How do we know what’s fair? Make a list of two • or three things that are unfair at your school or in the world. Why are they unfair? What list of criteria makes them unfair? Are they unfair to you? To other people? What would you do to make them fair?

Who decides what to do when a situation’s unfair? • Think of the role of judges. Do they decide what’s fair and unfair, or do they decide what to do when a situation’s unfair? Research the judicial system

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and write a report on the role of judges. Where do ideas of fairness come from in the U.S.?

Have you ever been in a situation like Buck’s • when your conscience told you it was wrong and unfair? How easy or difficult was it to listen to your conscience and do the right thing? Where do your ideas of fairness come from?

Many people in history have stood up for what • they believed was fair. Choose a famous person who did this and create a poster of what he or she did.


“One man practicing sportsmanship is better than a hundred teaching it.”– Knute Rockne, football coach (1888-1931)

“For when the one great scorer comesTo write against your name,He writes not that you won or lost,But how you played the game.”– Grantland Rice, sportswriter (1880-1954)

“All virtue is summed up in dealing justly.”– Aristotle, Greek philosopher (384-322 BC)

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Theme: Fairness Film: The Mighty Ducks(PG) 1:08

This 1992 film from Walt Disney Pictures was directed by Stephen Herek and written by Steven Brill. It was produced by Jordan Kerner and Jon Avnet and starred Emilio Estevez, Josh Ackland, and Lane Smith.

“You can’t make me cheat.”

Background:The Ducks hockey team is the ultimate underdog, a ragtag group that no one expects to win. Facing a much bigger and tougher team, their coach tells Charlie, the captain, to fake an injury so the opposing star will get penalized. The boy must decide if winning is worth the price of cheating.

Synopsis: In this scene, Charlie has the moral courage to stand up to his coach, knowing the probable consequences of his disobedience. Sometimes, standing up for what’s right can make a big difference. If you stand up for fairness, you’re in effect teaching fairness.

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Discussion Prompts:

Was Charlie foolish or admirable in standing up to his 1. coach? Why?Was it fair for the coach to ask his team to cheat? 2. What were his reasons for doing so?What’s more important: winning or following the 3. rules?

Possible Answers:

Charlie was admirable in standing up to his coach 1. because he followed his moral compass, standing up for what was right. He was playing hockey for the


Look at situations that seem so unfair that the only • way to succeed is to cheatDiscuss what it takes to stand up to authority when a • situation is unfairLearn about moral courage and how to apply it to • their lives

What’s wrong with cheating to make an unfair game even? Many people think this is the only way to survive in life because life’s often unfair. (“Everyone else is doing it!” or “She hit me first!”) This blanket excuse is what makes some athletes think it’s okay to use steroids or makes some students think it’s okay to plagiarize term papers. No one has a right to win, only the right to a fair chance of winning. Never allow others to dictate your integrity. In the face of unethical conduct, we must have moral courage to do what’s right. Character is doing the right thing even if it costs you more than you want to pay.

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spirit of playing, not to win at all costs. He recognized his coach’s bad judgment in asking him to cheat and break the rules. A coach should be someone whom players look up to for guidance. Charlie realized his coach wasn’t such a person.

The coach was being unfair to ask Charlie to cheat, 2. break the rules, and get an unfair advantage in the game. He thought his team was playing at an unfair advantage because the other team was bigger and stronger, but playing fairly, even when outmuscled or outnumbered, is more admirable than cheating or breaking the rules to win. He was also being unfair in his management of the team because the boys looked up to him and expected him to teach them the right things to do.

Answers may vary. Have them give examples of 3. people in the news who tried to win at all costs and broke the rules.

Connections:Is winning by breaking the rules really winning? • Ask them to give examples of situations in their lives where they could break rules. Have they ever done it? Did they feel satisfaction afterward? If they’ve never broken rules to win or cheated on a test, why do they think others do so? Examine the consequences of taking shortcuts: There’s no real victory because the game isn’t equal for both teams and because the cheaters aren’t learning much. People who break rules aren’t able to explore their true potential because they never follow the same set of rules or guidelines as their peers.

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“Life is not fair. Get used to it.”– Bill Gates, business magnate, philanthropist

“It is not fair to ask of others what you are not willing to do yourself.”– Eleanor Roosevelt, First Lady (1884-1962)

“Ethics is not about the way things are; it’s about the way things ought to be.”– Michael Josephson, lawyer, ethicist

Have you ever stood up to someone who wanted • you to do something wrong? How did it feel? What were your reasons for doing so? It can be hard to do this and takes a lot of courage. What advice would you give others to help them face such a situation? Make an advice poster for the classroom and place it where everyone can see.

What famous people defied authority because it • was the right thing to do? (Martin Luther King, Jr., Gandhi, Rosa Parks, etc.) Choose someone who defied authority. Research their reasons for doing so and the long-term consequences of their action. What stakeholders were affected and how?


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Theme: Caring Film: The War(PG) 1:59

This 1994 film from Universal Studios was directed by John Avnet and written by Kathy McWorter. It was produced by Jon Avnet, Deborah Love, and Eric Eisner et al. and starred Kevin Costner, Elijah Wood, Mare Winningham, and Lexi Randall.

“‘Cause they look like they haven’t been given nothin’ in a long time.”

Background:

It’s no fun to be laughed at and beaten up. When this happens to a young boy at a county fair, his father rescues him. The boy can’t wait to see what his dad will do to the kids who bullied him. He’s shocked to see what his father does – and doesn’t do.

Synopsis: In this scene, the father’s instinct is not retaliation but compassion. He has the strength and moral willpower to see through his anger, remove himself from his emotions, and see the ramifications of doing the right thing versus doing the wrong thing. In doing so, he teaches his son, the bullies, and the community a lesson none of them expected.


Discuss different ways of showing caring• Learn about the meaning of compassion• Explore what “doing the right thing” means in their • daily lives

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Discussion Prompts:

Why did the father not scold the kids who’d beaten 1. his son?What if the father had threatened the kids instead? 2. How would that have changed the situation?Why is it hard to be nice to someone who’s mean to 3. you?What happens if we choose to be mean to bad 4. people in return?

Possible Answers:The father realized the kids who’d beaten his son 1. were from a poor background and probably hadn’t had someone show them kindness in a long time. By giving them the cotton candy, he demonstrated compassion. He wanted to show his son that even though he’d been beaten by these kids, he had so much more than they did.

If the father had threatened the kids, he would have 2. made the situation worse. He and his family were new in the town. To create a bad feeling among the locals would have made their lives very difficult and made things worse for his son. The kids would have held a grudge against him that could have led to another fight or the enlistment of other kids in town to make his life miserable.

When someone acts mean, it’s easy to act mean in 3. return. People usually respond the same way they’re treated. We also have strong reactions when people

The test of a moral act is not its effectiveness. Whether an act succeeds or fails doesn’t change its essential quality. At times you’ll be treated badly and hurt by others, but it’s your choice whether to react in a bad way or remain the person you are.

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are mean to us, which makes it harder to control our emotions. Being nice to someone who’s mean, however, makes the situation less aggressive and less likely to continue.

If we choose to be mean to bad people because 4. they’re mean to us, it can lead to more dangerous and meaner situations. Violence breeds violence, and more people can become involved. The choice to be mean or nice is always our choice, not the mean person’s.

Connections:

Caring can be demonstrated in many ways. List all • the ways the father showed caring toward his son and toward the kids. What other ways could he have showed caring?

Compassion and empathy are ways we can show • caring. Compassion is a deep awareness of and sympathy for another’s suffering. Empathy is identifying and understanding another’s situation, feelings, and motives. Think of a time when you saw compassion and/or empathy. Write what you saw and how the compassion or empathy changed the stakeholders’ perspectives.

How can you help students in younger grades • show caring? Devise a project with your class to care for the younger grades in your school.

Choose someone you know who’s a good role • model for caring. Make a presentation to your class on this person’s caring behaviors.

Read the quotations below. Choose one that’s • meaningful to you and write a short essay on why

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“It is one of the most beautiful compensations of this life that no man can sincerely try to help another without helping himself.”– Ralph Waldo Emerson, poet, philosopher (1803-1882)

“By compassion we make others’ misery our own, and so, by relieving them, we relieve ourselves also.”– Sir Thomas Browne, British physician, philosopher (1605-1682)

“There never was any heart truly great and generous that was not also tender and compassionate.”– Bishop Robert South, British author (1634-1716)

you like it. Perhaps it relates to an experience you had. Maybe it reminds you of someone you know. Research the person who said or wrote it. What did you find out about that person’s character?

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Theme: Caring Film: Seabiscuit(PG-13) 1:15

This 2003 film from Universal Studios/DreamWorks was directed and written by Gary Ross. It was produced by Kathleen Kennedy, Frank Marshall, Gary Ross, and Jane Sindell and starred Tobey Maguire, Jeff Bridges, and Chris Cooper.

“Every horse is good for something. You don’t throw a whole life away just ’cause he’s banged up a little.”

Background:

This is a true story of how the most downtrodden and unlikely foursome – a down-on-his-luck owner, a washed-up trainer, a crippled jockey, and a two-bit horse – came together, believed in themselves, and shocked the world.

Synopsis:

In this scene, the future owner learns a lot about the trainer’s values when he sees him caring for a horse that has no value. The owner’s tendency is to look at a horse and think, “What can the horse do for me?” The trainer’s nature is to look at a horse and think, “What can I do for the horse?” The trainer believes that all living things deserve compassion and that caring is more important than winning.

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Discussion Prompts:What’s the difference between the attitudes of the 1. trainer and the owner toward the horse?What makes a person – or animal – worth 2. something?Is it important to value objects that aren’t living 3. things? Why or why not?Why is it important to demonstrate a caring attitude to 4. animals and people?

Possible Answers:

The owner was surprised to learn the trainer was 1. treating the horse even though it would never run anymore. To the owner, a horse’s value was in racing only. The trainer just wanted the animal to recover, whether or not it ever raced again. He saw the value of the animal for itself, not just as a racehorse. He was exhibiting compassion.

Everyone and everything has value, even if it’s not 2. the first value we attach to it. For example, the horse was highly valued for its ability to race, but when it could no longer do so, its basic value as a horse


Learn about the value of humans, animals, and • objectsDiscuss what happens when people focus on the • positive or on the negativeUnderstand the value of caring and why it’s important • to always demonstrate a caring attitude

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still remained. People have value because of their contributions to society – not because they can excel at something but simply because they’re human.

Answers may vary, but encouraging students to 3. see the value and worth of objects can help them understand the importance of taking care of things and using them gently. The discussion could lead to not slamming doors, not vandalizing property, and repairing broken objects instead of throwing them out and buying new ones. Teaching students the worth of objects can develop compassion in their treatment of living things and people.

Answers may vary. 4.

Connections:

Think of a book you recently read. Which • characters showed caring and compassionate behavior? Write about their actions and how they affected other characters. How would the story have ended if the characters had been uncaring and not showed compassion? Rewrite the story as if the characters had acted this way.

What do you think of the way animals in • agriculture are treated? Research the agriculture industry and hold a class debate on whether or not animals raised for food deserve care and compassionate treatment and why.

How can you show compassion to your • classmates? Create and display a poster presenting behaviors that will make your class a more caring place.

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“As great scientists have said and as all children know, it is above all by the imagination that we achieve perception and compassion and hope.”– Ursula K. Le Guin, author

“If you want others to be happy, practice compassion. If you want to be happy, practice compassion.”– Tenzin Gyatso, 14th Dalai Lama of Tibet

“How far you go in life depends on your being tender with the young, compassionate with the aged, sympathetic with the striving, and tolerant of the weak and strong. Because someday in your life you will have been all of these.”– George Washington Carver, scientist, educator (1864-1943)


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Theme: CitizenshipFilm: Saving Private Ryan(PG-13) 6:35

This 1998 film from Paramount Pictures/DreamWorks was directed by Steven Spielberg and written by Robert Rodat. It was produced by Steven Spielberg, Ian Bryce, Mark Gordon, and Gary Levinsohn and starred Tom Hanks, Tom Sizemore, Matt Damon, and Edward Burns.

“Earn this.”

Background:Based on a true incident in World War II, after a general learns that three of four brothers of one family have perished within days of each other and that the fourth son is missing in action, he orders a special squad to find the remaining soldier and send him home.

Synopsis: In this scene, the image of those crosses in Arlington National Cemetery emphasizes the debt we owe our country and those who’ve died to protect it. A significant duty of citizens is to leave the world a better place for the generations who will follow. The question is: How much? This film demonstrates an inspiring and heartwarming example of patriotism as community and collective responsibility. The subtle message is: Whatever war we’re fighting (drugs, crime, poverty, terrorism) or issue we’re championing (environment, education, civil rights, healthcare), we owe a debt to previous generations for their sacrifices and have an obligation to lessen the debt to future generations for our actions.

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Discussion Prompts:What was the debt that Ryan felt he had to pay to the 1. end of his life?What sacrifices do members of the military make 2. when they enlist?What do we need to sacrifice or give up for others?3.

Possible Answers:Private Ryan felt he had a debt because of the 1. sacrifices those fallen soldiers had made to save him. He hoped he’d done all he could to live a good life in their honor. When someone believes in us so strongly, we want to do our best to live up to their expectations and make them proud. In times of war, members of the military must be 2. willing to fight for their country. This can mean being injured or giving their lives. They must endure strenuous training and brutal conditions when fighting. Even if there is no war, they must spend long periods of time away from their families. They’re willing to do what it takes to serve their country.Answers may vary. Sacrifice can also mean to give 3. something up. We often have to give up what we want so everyone can work together.


Discuss the meaning of making a sacrifice•

Learn about the responsibility of citizenship•

Understand the role they can play in making • society better

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Connections:Have you ever had to give up something you didn’t • want to? When you were young, maybe you had to give up a cherished toy to a sibling because you’d grown too old for it. Perhaps you have to sacrifice free time to study. Make a list of things you’d be willing to give up for others or for your own long-term benefit.

Do you know anyone who’s made sacrifices for • his or her country? Maybe they’ve served in the armed forces or emergency services. Make a list of questions asking them why they chose to serve their country and what sacrifices they’ve made. Write them a letter or ask them personally. Share their responses with the class.

Have you read a book or seen a movie whose • characters had to give something up? What did they sacrifice, and how would the story have ended had they not done so? Discuss with the class how the choices we make can have a big impact on the way we live our lives and how others see us.

What does it take to be a good citizen? Make a • list of the responsibilities you have as a citizen or person in your community. What can you do to improve your community? How can you participate more?

Think of something you can do as a class that • requires making a sacrifice to benefit a group in your community. It might be helping younger students with reading, volunteering at a local shelter, or giving something up to benefit others.

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“The stakes are too high for government to be a spectator sport.”– Barbara Jordan, politician (1936-1996)

“It is the duty of youth to bring its fresh powers to bear on social progress. Each generation of young people should be to the world like a vast reserve force to a tired army. They should lift the world forward. That is what they are for.”– Charlotte Perkins Gilman, sociologist, writer (1860-1935)

“No man is an Island, entire of itself; every man is a piece of Continent, a part of the main; if a clod be washed away by the sea, Europe is the less; any man’s death diminishes me because I am involved in Mankind. And therefore never send to know for whom the bell tolls; it tolls for thee.”– John Donne, British poet (1572-1631)

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Theme: CitizenshipFilm: World Trade Center(PG-13) 1:06

This 2006 film from Paramount Pictures was directed by Oliver Stone and written by Andrea Berloff. It was produced by Mortiz Borman, Debra Hill, Michael Shamberg, and Stacey Sher and starred Nicolas Cage, Michael Pena, Maggie Gyllenhaal, and Maria Bello.

“People taking care of each other for no other reason than it was the right thing to do.”

Background:When two police officers find themselves trapped in the Twin Tower rubble of 9/11, they and those who love them endure a painful ordeal before they’re finally found. The lessons they learn about life, hope, and community will stay with them forever.

Synopsis: There’s a difference between individual action and collective action. Sometimes we need institutions to protect us (police, fire, Coast Guard, military, Red Cross, Social Security). How does society become just and caring? Through institutions and sacrifice. This scene demonstrates that part of citizenship is giving up something for the benefit of all.

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Discussion Prompts:What public institutions were involved in the rescue 1. mission?Why are such groups important for society to work 2. well?What qualities define a good citizen?3.

Possible Answers:

Many institutions were involved in the rescue mission 1. after the Twin Towers collapsed: fire departments, police departments, emergency rooms, Red Cross, healthcare providers, the Federal Emergency Management Agency (FEMA), and other emergency services. These groups are essential for society to function 2. smoothly and without chaos. They each have a role to play. Without them, it would be difficult to respond efficiently to emergency situations, and society would be in danger of breaking down.


Students will:

Discuss the meaning of citizenship and what it • looks like in action

Learn about the role they play in making their • community and society work

Explore the role of institutions in society •

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Connections:Many institutions and individuals were involved • in the rescue and clean-up operations after 9/11. What can citizens do to help in emergencies? Make a list of what public institutions can carry out and what citizens can do. What’s the difference between individual and collective action?

Citizenship brings with it rights and duties. What • are your duties as a citizen or member of your community? Why is it important to take our duties and responsibilities seriously? What would happen if none of us did our duty? Create a collage showing how society would look like if everyone did their duty. Also do one showing what would happen if none of us did.

Research other countries. What’s the difference • between their citizens’ rights and duties and ours? What institutions do other countries have? Choose a country and do a compare-and-contrast project on the groups there and here.

Who in history or fiction has displayed good • citizenship? Write about one person and explain why he or she was an ideal citizen.

Read the quotations below. Choose one that’s • meaningful to you and write a short essay on why

Good citizens participate in society and contribute to 3. the greater good even if they may not receive benefits directly. They participate in the workings of society (voting, obeying laws, attending jury duty, conserving) and contribute to a better society (volunteering, civic activism).

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“Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.”– Margaret Mead, cultural anthropologist (1901-1978)

“One of the signs of passing youth is the birth of a fellowship with other human beings as we take our place among them.”– Virginia Woolf, British novelist, essayist (1882-1941)

“Every true deed is a loving deed. All true deeds rise from contact with a beloved thing and flow into the universe. Any true deed brings, out of lived unity, unity into the world. Unity is not a property of the world, but its task. To form unity out of the world is our never-ending work.”– Martin Buber, philosopher (1878-1965)

you like it. Perhaps it relates to an experience you had. Maybe it reminds you of someone you know. Research the person who said or wrote it. What did you find out about that person’s character?

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Professional Development

CHARACTER COUNTS! professional development can significantly improve the climate of your school.

CHARACTER COUNTS! and the Six Pillars of Character can help you achieve social and emotional learning goals, improve academics, and focus your classroom management skills, no matter what character development program you currently use. If fully implemented, you could see measurable, significant improvement in misbehavior, school climate, and academic achievement. Here’s a sample of our data:

• 88% decrease in misbehavior and crime • 85% improvement in school climate• Significant improvement in academic achievement

Register for a three-day Character Development Seminar and you’ll be qualified to train others in your school – and you can even receive university credit.

Or you can arrange for an in-service expert to come right to your school. We’ll help you with specific needs like bullying, sportsmanship, curriculum integration, service learning, or an amazing introduction to CHARACTER COUNTS! as a program.

Learn more at www.CharacterCounts.org or call 800-711-2670.

Special thanks to:

Georgia Department of EducationNorth Carolina Department of Public Instruction

National Middle School AssociationAmerican School Counselor Association

Character Education PartnershipCenter for Media LiteracyCenter for Civic EducationDirectors Guild of America

Screen Actors Guild of AmericaWriters Guild of America

American Federation of Musicians of the United States and CanadaBuena Vista Pictures

Dimension FilmsDreamWorks

Lions Gate FilmsLucasfilm

MGMMiramax Films

New Line CinemaParamount Pictures

Pixar Animation StudiosTouchstone Pictures

Twentieth Century FoxUnited Artists

Universal PicturesWalden Media

Walt Disney PicturesWarner Bros.

The Weinstein Company

Visit us online at www.FilmClipsOnline.com

Film Clips produced by

Michael R. Rhodeswww.FilmClipsOnline.com

805-984-5907

Study Guide by

CHARACTER COUNTS!www.CharacterCounts.org

800-711-2670

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