How to Build a 36-Week

Character Education Curriculum

Support K-12 Social Emotional Learning through a Critical Thinking Lens

Inside:

36 Character Traits

36 Activities and Projects

Guidelines for Customization

All the Research Behind It

By Angela Ruark, M.A.

How to Build a 36-Week Character Education Curriculum

The Research Behind Character Education

Introduction
In the age of high-stakes testing and working with others, ethical motivation to
increasing academic expectations, the support these skills is necessary. Including
pressure placed on students, teachers, an ethics component makes social
and school leaders to perform is emotional learning meaningful (Burroughs
significant. For students, this added & Barkauskas, 2017). In addition, many of
pressure comes at a time during which the skills associated with social emotional
they are already experiencing the learning overlap with those of critical
pressures that come with childhood and thinking, and can be reinforced at the
adolescent development (Dumas, Ellis, same time. Research has shown that they
& Wolfe, 2012; Killen, Rutland, Abrams, positively influence one another and both
Mulvey, & Hitti, 2012). Academic progress serve to increase learning, achievement,
and achievement often suffers during college and career readiness, and other
these foundational years as it is impacted important twenty-first century skills (Arslan
by the emotional and social issues & Demirtas, 2016; Dymnicki, Samboldt, &
children and adolescents experience Kidron, 2013; Varela, Kelcey, Reyes, Gould,
as these areas often overlap (Suldo, & Sklar, 2013). By using critical thinking in
Gormley, DuPaul, & Anderson-Butcher, a character education program to support
2013). In efforts to address the needs social emotional learning, educators
of the whole child, educational goals can address the social and emotional
have incorporated ideas of social and needs of students while building higher-
emotional learning to create “learning level thinking skills. This type of program
environments that optimize the social, not only helps develop well-rounded
emotional, physical, intellectual, and individuals, but also helps improve
moral development of children” (Payton, learning, achievement, motivation, and
Wardlaw, Graczyk, Bloodowrth, Tompsett, behaviors toward themselves and others.
& Weissberg, 2000, p. 179). Because
social emotional learning pays close Social Emotional Learning
attention to how students view and treat
others, including themselves, to develop Social emotional learning is defined as
skills in relationships, problem solving and the “process through which children and

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How to Build a 36-Week Character Education Curriculum

adults acquire and effectively apply the elementary students while simultaneously
knowledge, attitudes, and skills necessary increasing their engagement (American
to understand and manage emotions, Psychological Association, 2010).
set and achieve positive goals, feel and
show empathy for others, establish and The five competencies of SEL—self-
maintain positive relationships, and make awareness, self-management, social
responsible decisions” (CASEL, 2017). awareness, relationship skills, and
The idea is that in learning to understand responsible decision making—are
and regulate their own emotions and supported from various theoretical
feelings, while being mindful of the impact vantage points (CASEL, 2017). Vygotsky’s
of their behavior, students will become Sociocultural theory recognizes that
better equipped to work individually zones of proximal development contain
and with others (Varela, Kelcey, Reyes, emotional elements, that these contribute
Gould, & Sklar, 2013; Zins & Elias, 2007). to learning, and that when a child has
The term social emotional learning (SEL) positive emotional functioning, school
was popularized in the 1990s, particularly performance improves (Miller, 2016).
with the formation of the Collaborative According to Maslow’s hierarchy of
for Academic, Social, and Emotional needs, security and safety must be in
Learning (CASEL) (CASEL, 2017). SEL place to be able to belong, fulfill needs
has implications for students, educators, of esteem, then finally reach the place
classrooms, and schools. Though it where an individual can achieve self-
is technically a non-academic area of awareness, and realize his or her potential
competency, research shows that it (Maslow, 1943). The competencies of SEL
positively impacts academic success in a can be described by the interpersonal
wide variety of situations. Gifted students and intrapersonal intelligences from
can benefit from SEL to help them interact Gardner’s Multiple Intelligences. These
with peers while learning to manage address the abilities to “detect and
and balance their academic needs respond appropriately to the moods,
and their need to fit in with others their motivations, and desires of others…[and
age (Clark, 2013). A study conducted at the ability to be] self-aware and in tune
twenty-four high-risk elementary schools with inner feelings, values, beliefs, and
showed increases in math, reading, and thinking processes” (Northern Illinois
writing skills at schools that implemented University, Faculty Development and
an SEL program. This occurred even Instructional Design Center, n.d., p. 1).
though those areas were not specifically The self-awareness competency of SEL
targeted (Schonfeld, et al., 2014). SEL has includes confidence, optimism, and
also been shown to improve the school self-efficacy (CASEL, 2017). These are
environment by decreasing aggression in grounded in Bandura’s Social Learning

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How to Build a 36-Week Character Education Curriculum

Theory, which posits that self-efficacy (the been introduced (Facione, 1990; Gromley,
belief that an individual can accomplish 2017). Critical thinking has acquired
a desired goal set by oneself) and prominence as a vital twenty-first century
agency (the idea that an individual can skill that involves analyzing, questioning,
impact one’s surroundings), are vital for and evaluating problems, solutions, and
healthy cognitive development (Bandura, perspectives (Jenkins & Andenoro, 2016;
1997; Bandura, 2006; Miller, 2016). The Partnership for 21st Century Learning,
other competencies of SEL contain 2015). These higher-order thinking skills
similar elements. Self-management, involved in critical thinking help students
social awareness, relationship skills, and perform better and are vital for college
responsible decision-making relate to and career readiness (Barnett & Francis,
the observational learning facet of Social 2011; Lombardi, Kowitt, & Staples, 2014).
Learning theory in that by interaction
and observation, individuals learn how to In efforts to develop critical thinking
control their behaviors and interact with skills in students, educators focus on
one another to meet societal expectations teaching students to view a problem
and achieve acceptance (CASEL, 2017; from multiple perspectives and explain
Miller, 2016). why an answer is reasonable or why a
specific process makes sense (Butera et
As students gain proficiency in these al., 2014). Questions that promote critical
areas, the opportunity to improve the thinking are those that require reflection
school climate and culture is evident. and depth of thought. An important goal
A school culture where these traits are of incorporating critical thinking–based
prominent is the kind of culture needed questions is to solicit responses that
for critical thinking to grow and thrive, include justification for a solution or
since SEL and critical thinking are position. Further questions should prompt
interrelated. students to consider the implications of
their responses (Maina, Maina, & Hunt,
Critical Thinking 2016). By articulating potential implications,
students connect the problem or situation
Critical thinking traces its roots back to their own knowledge and experience,
to Socrates when he introduced his adding a crucial real-world application
methods of questioning, reasoning, and with relevance. Research shows that
supporting arguments (Schneider, 2013). It when students understand how a concept
has endured over time as a vital element applies to them, they become more
of academic success, but has garnered engaged and retain what is learned to
increased attention in recent years as a much greater degree than otherwise
more rigorous educational standards have (Freeman & Wash, 2013).

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How to Build a 36-Week Character Education Curriculum

Character Education in a school community to understand,

care about and act on core ethical values
Critical thinking–based character such as respect, justice, civic virtue and
education uses the techniques involved citizenship, and responsibility for self and
in the critical thinking process to explore others. Upon such core values, we form
traits that align with the goals of SEL the attitudes and actions that are the
for individuals and school culture. By hallmark of safe, healthy and informed
incorporating this type of character communities that serve as the foundation
education, students and educators can of our society” (U.S. Department of
apply higher-order thinking in daily Education, 2005). Character education
classroom activities. This provides can have positive implications in the
an opportunity to create a culture in classroom as well as in the lives of
which character traits are thoughtfully students. Educational research shows
considered and applied to students’ that the inclusion of character education
lives. As these critical thinking skills are into the curriculum can reduce negative
practiced within character education, SEL classroom behaviors (Snyder, Acock,
goals can be achieved. Vuchinich, Beets, Eashburn, & Flay, 2013),
increase academic achievement, and
Character education that uses critical promote social emotional well-being
thinking assists in developing the (Bavarian et al., 2013). Further research
potential of the whole child. It helps indicates that character education is
students learn to positively interact with an important contributor to college and
others and constructively respond to life career readiness (Souder & Seider, 2013).
situations while building reasoning and
thinking skills and promoting deeper The insight gained and skills learned
understanding. Applying the principles from a critical thinking–based approach
of critical thinking to character education to character education can help students
affords students, teachers, and leaders take ownership in their personal character
opportunities to gain greater insight into development as well as lay a foundation
important character traits. Building up for academic and future career success as
these character traits offers benefits to critical thinkers. The suggested activities
individual students and the school culture that follow offer simple, yet effective means
while supporting SEL. to engage student thinking, promote
discussion and collaboration, encourage
The Department of Education defines creativity, and allow students to use a
character education as “a learning critical lens in applying the character traits
process that enables students and adults in the classroom and daily lives.

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How to Build a 36-Week Character Education Curriculum

Build Your Own Character Education Program

Customize a year-long character

education program for your classroom Adapt for Your
or school using these lists of suggested School and Classroom
traits and activities. Consider that an
effective character education program:
• Choose one character trait to focus on
each week.
• Focuses on character education as a school-
wide initiative that includes parents and • Incorporate character trait lessons into
the community daily classroom activities.

• Allocates time and resources for training and • Partner with other teachers to
planning for school faculty and staff to develop promote grade-level and school-wide
an integrated character education plan collaboration.
• Include the weekly character trait in
• Extends into extra-curricular events and seeks school functions, such as assemblies,
support from local businesses, government, concerts, and pep-rallies.
media, and community members

36 Character Traits to Teach Students

This list contains suggested traits from which teachers and school leaders may choose to
meet the needs of their students and educational programs. There are many other traits
not on this list that may also be part of a character education program. Depending on the
allotted focus time per trait, not all traits will be used and some may be used in combination.

1. Accountability 10. Discipline 19. Genuineness 28. Love

2. Bravery 11. Encouragement 20. Gratitude 29. Perseverance
3. Care 12. Empathy 21. Hard Work 30. Politeness
4. Collaboration 13. Enthusiasm 22. Honesty 31. Productivity
5. Commitment 14. Ethicality 23. Honorableness 32. Responsibility
6. Compassion 15. Fairness 24. Integrity 33. Serving others
7. Creativity 16. Faithfulness 25. Intentionality 34. Sincerity
8. Dedication 17. Friendliness 26. Joy 35. Trustworthiness
9. Determination 18. Generosity 27. Kindness 36. Willingness

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How to Build a 36-Week Character Education Curriculum

36 Suggested Activities and Projects

Suggested activities can be adapted for various grade levels and address multiple learning
styles and preferences. These activities may encompass one or more character traits.
Individual and small group activities are included and may be modified to meet individual
student needs. The time frame and duration of each activity can be customized to meet the
educational goals and standards of each school, grade-level, and classroom.

Blog About It Mini-Documentaries

Each student writes a blog post that uses his or her own Students work in small groups to create 5-minute “mini-
words to define and describe the character trait and documentaries” that are educational in nature to teach
includes examples of how the character trait can be the meaning of and the importance of the character trait.
demonstrated. Blog posts may be posted online on a These may be recorded or presented in-person in front
teacher-created blog, or on paper as part of a wall mural of a class.
in the classroom or school.

Acrostic
Just Tweet It
Students use each letter of the character trait to form
Each student composes a 140-character “tweet” with a word or phrase that relates to or demonstrates
advice on how to exhibit the character trait in and out the character trait. Students create posters or digital
of class. “Tweets” may be posted digitally with teacher displays of their acrostics. These may be displayed and
discretion, as part of a slide show to display in class, or presented in the classroom or around the school.
as sticky notes posted on the classroom door.

Live Action Demos

Poster Campaign
Students work with partners or in small groups to create
Students work in small groups to create a poster live action demonstrations of the character trait. Students
campaign to raise awareness for the designated present their demonstrations to the class.
character trait. Posters define and describe the
character trait and explain its importance. Posters may
be displayed in the classroom or around the school.

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How to Build a 36-Week Character Education Curriculum

Literary Character Character Experiment

Each student chooses a literary character* who Students work in small groups to design an experiment
exemplifies the character trait. Students write a short that observes and records the results of exemplifying
essay describing how the literary character exhibits the the character trait in real life. For example, groups
trait using specific examples from the text. The essays select one or two members to perform random acts of
may be shared with the class, and displayed, if desired. kindness while the other students observe and record
responses from the recipients. After the experiment,
*Option: The teacher may provide a list of literary texts from students organize and report their findings. Students
which students choose their literary characters. This can answer probing questions such as:
support current instructional goals
and objectives. • What do the results of your experiment tell you about the
impact of exhibiting this character trait? Explain.
• What would happen if this character trait was
Historical Figure demonstrated daily in our school? Why?

Students work individually or with partners to select a

historical figure* who exemplifies the character trait. Survey
Students create a presentation (poster, tri-fold board,
or multi-media) or compose an essay that explains how Students work in small groups to conduct a survey
the chosen historical figure demonstrates the character explaining what the character trait means to students.
trait, citing specific examples. Groups create 1–3 multiple-choice questions to poll
other students. The findings of the survey may be
*Option: To support current instruction, the teacher may presented in charts, graphs, or dot plots.
select a specific historical event or time period from which
students choose historical figures.
Act on It

Someone You Know The teacher and students discuss the character trait and
its meaning. Students write an essay or journal response
Students work individually or with partners to select to the prompt: Now that you know about this character trait,
someone they know who personifies this character trait. what are you going to do about it?
Students design posters or multi-media presentations
that introduce their chosen individual* and explain, with
examples, how this person demonstrates the given Character Tale
character trait. Students present their work to the class.
Students write a story in which the main character or
*Option: In addition, students create character awards to be characters embodies this trait. The story should include
presented to the chosen individuals. the consequences of the main character or characters
demonstrating the trait.

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How to Build a 36-Week Character Education Curriculum

Imagine Caught Showing Character

What would the world be like if this character trait were Each student nominates a classmate who exemplifies the
nonexistent? Students work individually, with partners, chosen character trait. The nomination should include
or in small groups to brainstorm, discuss, and describe specific examples of how this student demonstrates the
how the world might be if the character trait was trait. The teacher posts nominations in the classroom
nonexistent or ceased to exist. Students present their or hallway.
ideas to the class for further discussion.

To Do List
Reflection
As a class, students brainstorm ways to bring the chosen
In personal journals, students write a reflection and character trait to life in the classroom. With guidance
self-evaluation on how they do or do not demonstrate from the teacher, students discuss and refine the ideas,
the chosen character trait. As part of the reflection, and create a “to do” list to post in class or in the hallway.
students identify some ideas for personal growth in
this area.
Imagine If

Art Students work in small groups to brainstorm an imaginary

chain reaction scenario about what could happen if
Students create works of art representing the chosen everyone exhibited this character trait. Groups share their
character trait. Paintings, drawings, sculptures, ideas with the class.
photography compositions, or music may be included
with teacher approval. Students display their work in an
art show. Community Service

Students work in small groups to generate ideas for

Exposition community service projects to put the chosen character
trait into action. Groups share their ideas with the class.
Each student composes an expository essay on the Guided by the teacher, the class chooses a project to
character trait. The essay should explain the meaning of implement. After the project is completed, students write
the character trait and how it may be exemplified. Three essays describing how the demonstrating the character
outside resources should be used and cited. trait in the community had a positive impact.

Application Newsworthy

Students work individually, with partners, or in small groups Students write letters to the editor of the local newspaper
to brainstorm ways to apply the chosen character trait in describing a specific trait, its importance, and how they
mathematics (or another specified subject). Students share plan to develop the character trait.
and discuss their ideas with the class.

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How to Build a 36-Week Character Education Curriculum

Movie Characters Breaking News

Students work in small groups to create a movie trailer Students work in small groups to produce and present a
for the focus character trait. The trailer should define live or recorded newscast that covers the focus character
and demonstrate the trait. Groups present their movie trait. The newscasts may be aired on a class or school
trailers at a classroom red-carpet style premier event. website.

Go Digital Etymology

As a class, start a school e-zine or webpage for Students research the etymology of the name of the
a chosen character trait with its description, its chosen character trait. Students write an essay or journal
importance, and tips on demonstrating the trait entry on the origins of the trait’s name, how it has or
in everyday life. The e-zine or webpage may be has not changed over time, and what the character trait
continued to include previous and subsequent traits. personally means.
Students contribute blog articles, artwork, and other
items to publish.
Game Night

Music Students work with partners or in small groups to create

a board game using a focus character trait and other
Students work individually, with partners, or in small focus character traits. Students include a set of rules
groups to create and perform a song or rap about a with their games. The class hosts a game event in which
specified trait. students play each other’s games.

Poetry Super Character

Students compose poems about a selected character Students create a superhero character that personifies
trait. The poems may be compiled to create a book a selected character trait. Students include a drawing or
(print or online). Students share their poems at a poetry digitally created image, and explain how the appearance
reading. and behavior of the cartoon character demonstrate the
character trait. Students display their superheroes in
the class.
Dictionary

Students compile a character trait dictionary. Students T-Shirt Campaign

create dictionary entries for each character trait that
include a definition, an example, and an illustration. The Conduct a class project to design a t-shirt that promotes
teacher compiles the entries into a class dictionary that a chosen character trait. The class selects one or more
can be displayed in the classroom. designs to be printed on t-shirts. The shirts may be worn
as a class.

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How to Build a 36-Week Character Education Curriculum

Recipe for Character Graffiti Wall

Students work individually or with partners to create The teacher designates a graffiti wall using butcher
a “recipe” for a chosen character trait. The recipe paper to cover a large wall space, either in the
includes a description of each ingredient and its classroom or in the hallway. Students create graffiti art
amount. The teacher may compile the recipes into a depicting the character trait. This may remain on the wall
classroom recipe book. to include other character traits, if desired.

Comic Strip Character

Students work with partners to design a comic strip that

demonstrates the chosen character trait. The comic strips
are displayed in the classroom or in the hallway.

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