2008 MAY S KEY TO CHARACTER Definitions: Elementary: Patriotism is love for or devotion to one s country. Secondary: Patriotism is support of the U.S. Constitution and love for the United States of America with zealous guarding of its authority and interests. Related Words: responsibility integrity allegiance devotion fairness partisanship nationalism leadership pride honor HOW TO BE PATRIOTIC AND A GOOD CITIZEN Ideas to make your school, your community, and the world a better place: Take responsibility for what goes on around you Participate in community service Help take care of the environment Be a good neighbor Treat other people with respect and dignity Follow the rules of your family, your school, and your society From www.goodcharacter.com Websites: http://www.achievement.org The Academy of Achievement strives to recognize contemporary individuals who serve as role models in an online Museum of Living History. There is an exhibit of each honoree located in one of five galleries: Arts, Public Service, Sports, Business, Science and Exploration. http://www.kidsandhistory.net This site has a wonderful Paul Revere Virtual Museum. http://www.supportamericasarmedforces.com/adopt.html This site has directions for sending cards, packages, etc. to show support for our troops. http://nationalmockelection.org This site gives guidelines for participating in the national mock presidential election on October 30, 2008; it includes PTA involvement. http://www.salutethetroops.org This is another website that gives many ideas for supporting our armed forces. Bulletin Boards: Trace the words, PATRIOTISM IN ACTION ; make a collage of patriotic acts on the bulletin board (soldiers, war, the President and his Cabinet, etc.) Trace the words, HALL OF PATRIOTIC HEROES ; have students cut out pictures out of magazines or newspaper clippings about the war and other patriotic acts, including current candidates and citizens voting. Trace the words, GREAT CITIZEN WHO SHOWED PATRIOTISM ; have students write about some of our Patriotic Heroes that they would like to know more about; students can elect to write about a relative or friend who received a metal of honor for serving his country. Trace the words, WHAT IS FREEDOM IN THE LAND OF THE FREE ; have students write a paper on what that statement means to them. After grading the papers, post them on the bulletin board under the topic. PATRIOTISM The greatest glory of a free-born people is to transmit that freedom to their children.
Parent Corner by Lynn Dean This is the season for patriotism. From Memorial Day in May to Veteran s Day in November, the calendar is sprinkled with red, white and blue. But do our kids really understand what it means to be free? Do they know the true meaning of Independence Day and the form of government we call democracy? Do they realize that young men (and women) throughout the past two centuries have fought and given their lives to protect our way of life? Do they understand that they might be expected to do the same? Here are some ideas to help your kids appreciate the past and honor those who have fought to preserve our way of life. 1. Talk about the historical significance of the holiday you are celebrating. On the fourth of July, discuss some of the reasons for the American Revolution. Why did the founding fathers want to break off from England? Did they know that the declaration was actually the beginning of the war, not the end? What do we remember on Memorial Day? Veteran s Day was originally designed to honor those who served in which war? 2. Revisit your family tree. Who in your family served in the armed forces? Did anyone serve during wartime? Did anyone pay the ultimate price of their life? Encourage your children to talk to family veterans. Have them ask questions about the time in which they served. What do they want your children to know about this country? 3. Discuss what it means to be free. Did they know that there are places where children can t choose what they want to do when they grow up? Are they aware that some people can t live where they want to, or worship God as they choose? 4. Vote. No other lesson will have a greater impact than seeing democracy in action. We can teach this lesson best by taking full advantage of our rights and responsibilities. We need to register to vote, study the issues and then cast our ballots. Take your kids with you when you vote. Don t choose the presidential election, but rather a small local one and pick a slow time after school. Then your kids can see the set-up, talk to the election personnel while you cast your ballot. 5. Buy a flag and fly it. Teach a reverence for the flag and what it stands for. Learn together how to care for your flag, when to take it down, and what to do when it is time to replace it. Talk about the symbolism of the flag: the stars represent the 50 states and the stripes represent the first thirteen states. Originally the stars appeared in a circle to represent that no one state was superior to another. Remind your children that people fought and died for our right to fly that flag and that many veterans feel that clothing and other items with the Stars and Stripes are inappropriate. 6. Enjoy patriotic music together. Buy a tape or CD of John Phillips Sousa and make it part of your patriotic holiday celebrations. Learn the words to the Star Spangled Banner. Talk about Francis Scott Key and what events inspired him to write the song. 7. Attend parades commemorating patriotic holidays, or why not have your own parade in your neighborhood? Encourage all the kids to join in. Make bike, big wheel, or wagon floats and take a trip or two around the block. Play pots and pans instruments and carry the flag high. 8. Sprinkle lessons of American history into your child s life. Watch specials on PBS, the History Channel or the Discovery Channel that talk about people and events that have formed this country and our democracy. Read biographies of famous people throughout history. Since much of history focuses on men, talk about women s efforts as well. It is time now to help our children understand how democracy works and the rights and responsibilities that accompany our form of government. It is for the people and by the people and we the people need to participate to make it work. Star-Spangled Banner Written by Francis Scott Key during the War of 1812 Most of us as good citizens are familiar with the first verse of our national anthem, but few of us are familiar with the rest of the song or realize that it includes our motto. Oh, say can you see By the dawn s early light What so proudly we hailed By the twilight s last gleaming? Whose broad stripes and bright stars Through the perilous flight O er the ramparts we watched Were so gallantly streaming And the rocket s red glare, The bombs bursting in air Gave proof through the night That our flag was still there. Oh, say does that Star-Spangled banner yet wave O er the land of the free and the home of the brave? On the shore, dimly seen Through the mists of the deep, Where the foe s haughty host In dread silence reposes. What is that which the breeze O er the towering steep, As it fitfully blows, Half conceals, half discloses? Now it catches the gleam Of the morning s first beam, In full glory reflected Now shines on the stream: Tis the Star-Spangled banner! Oh long may it wave O er the land of the free and the home of the brave. And where is that band That so vauntingly swore That the havoc of war And the battle s confusion A home and a country Should leave us no more? Their blood has washed out Their foul footsteps pollution. No refuge could save The hireling and slave From the terror of flight, Or the gloom of the grave! And the Star-Spangled banner in triumph doth wave O er the land of the free and the home of the brave. O! Thus be it ever When free men shall stand Between their loved homes And the war s desolation; Blest with victory and peace, May the Heav n rescued land Praise the Power that hath made And preserved us a nation. Then conquer we must, When our cause it is just, And this be our motto: In God is our trust! And the Star-Spangled banner in triumph doth wave O er the land of the free and the home of the brave.
The Veterans Affairs website (http://www.va.gov/) has a VA Kids and a Teacher section with fun games, activities, and information about the flag and soldiers in a kid-friendly format. The activities are grouped for elementary and secondary students. The Teacher Section includes references for Memorial Day and Veterans Day as well as generic patriotic information that can be used in many activities. INDEPENDENT AND SMALL-GROUP ACTIVITIES Challenge students to use the Web or library resources to match each of the songs below with the 20th-century conflict that it is associated with: White Cliffs of Dover Tie a Yellow Ribbon Over There Where Have All the Flowers Gone? Answers: White Cliffs of Dover (WWII); Tie a Yellow Ribbon (Desert Storm); Over There (WWI); Where Have All the Flowers Gone? (Vietnam). Have students read the words of the Spruce Soldiers (http://www.swansongrp.com/picdocs/spruce.htm/). Then ask them to imagine they are soldiers far from home and to write letters describing their thoughts about serving their country. Students can use the resources found at the Women Veterans web page (http://coelacanth.aug.com/captbarb/) to create a graph showing the number of U.S. women who served during each conflict. Have students read General John A. Logan s Memorial Day Order that established the very first Decoration Day celebration (http://suvcw.org/logan.htm) and write an essay telling what Memorial Day means to them. Invite students to take part in a role play (http://www.archives.gov/exhibits/powers_of _persuasion_home.html) about a controversial Vietnam mural. Students can study the Powers of Persuasion Poster Art from World War II (http://www.archives.gov/exhibits/powers_of persuasion_home.html) to learn how propaganda was used to promote patriotism during WWII then create posters promoting peace. Ask each student to choose one of the women mentioned in the resources on the Women Veterans site (http:// coelacanth.aug.com/captbarb/), research her life, and write a biography about her. WHOLE-CLASS ACTIVITIES FOR MEMORIAL DAY Have students complete the sentence Patriotism is. Combine their responses in a class book with the same title. Arrange for students to interview veterans to learn about more recent wartime experiences. Contact the Department of Veterans Affairs (http://www.va.gov) for help in locating veterans. Display a large world map, and ask students to point out the places where Americans have fought and died. (This information is available on the American War Library Soldiers Killed web page (http://members.aol.com/usregistry/allwars.htm). Find out what Memorial Day events are scheduled in your area, and share with your class what you will do to celebrate the day. Ask students to explore Monuments to Women Warriors, Women in Military Service for America Memorial (http:// userpages.aug.com/captbarb/monuments.html) and Women Veterans (http://coelacanth.aug.com/captbarb/) and make a list of the ways in which women have served during wartime. Invite students to explore Vietnam Veterans Memorials Around the World (http://grunt.space.swri.edu/vietmems.htm) and design a Vietnam memorial for your city or town. Activities: 1. Give students a copy of a transcript of the Declaration. While students may recognize some of the quotations from the document, it is unlikely they understand it. Go through it line by line and help students to translate the document into modern English. 2. Read Memorial Day stories to the students in a way where you pause to let them come up with their own questions. 3. Show movies and documentaries on patriotism and significant American wars that the world witnessed. 4. Ask your Media Center Specialist to reserve available Memorial Day books which are written in easy language for students. There are, in fact, special Memorial Day books on the market for this purpose. 5. Tell the students about the significance of playing Taps on Memorial Day. The rhythm of the Taps should catch their fancy; at the same time helping them to understand its close association with the Memorial Day holiday. 6. Guide students in making the national flag with paper cutouts and red and blue ink. 7. Help students with special crafts on Memorial Day. Inspire them to decorate their houses with red, blue and white papers. 8. For older kids, make them write a short poem or paragraph on the holiday and declare prizes for the best writer. 9. Sing patriotic songs and teach a special song for Memorial Day. 10. List together any memorial or museums in the area. Allow any students who visited there describe their experience to the class. 11. Last but not the least, tell the kids to think about the brave soldiers souls and ask them to maintain quiet at 3 p.m. local time, observing the National Moment of Remembrance.
Subject Level Lesson Plans Stir Up a Character Analysis Recipe Find a Patriot Subjects: Language Arts, Literature, Social Science, Science, Math Grades: 3-12 Brief Description: What makes a character unique? This lesson challenges students to discover the right mix of ingredients (characteristics) in a real or fictional patriotic character. The characters chosen can relate to different subjects. Choose great men of history or great scientists that showed patriotism and made a great contribution to building a great nation. Recipe computations and character studies of entrepreneurs and great mathematicians are subject related in Math. Objectives: Students will analyze the qualities of a character. Keywords: character analysis, character traits, character, reading, comprehension, creative writing, concrete, abstract, critical thinking Materials Needed: several recipes or cookbooks a list of characters or historical persons with whom students are familiar The Lesson: Provide cookbooks or sample recipes for students to look through. Point out how some recipes include wording such as Sprinkle with 1 or 2 tablespoons powdered sugar and a dash of cinnamon Gradually add 2 tablespoons powdered sugar Stir in 1 tablespoon powdered sugar Pour in egg mixture, etc. Choose a person/character related to your subject with whom your students are familiar. The character can be a figure from history or a character from a piece of literature (fact or fiction) that the students recently read. Write the name of the character on the board or on a sheet of chart paper. Then brainstorm the personality/character traits of that person. Write those on the board or chart as the students share their thoughts. Then enlist the help of students to write a character recipe for that person. Include as many cooking terms as possible as you write about the character s concrete and abstract qualities. For example, the character might be described as having a cup of honesty, a dash of humor or a pinch of selfishness. Next, create a list of literary or historic characters with whom students are familiar. Do not share this list with students. Instead, write the names on cards and present each pair or small group of students with one of those cards. The students will work with their peers to create a character recipe for the character/person listed on the card. When students complete their recipes, provide time for them to share the recipes with their classmates. See if the classmates can guess the character/person based on the recipe. Mount the students recipes on a bulletin board for display. Students might create tent cards with their recipes on the top and the character/ person s name under the flap. That way, readers of the recipes can guess at the name of the character/person, then flip up the flap to see if they are correct or not. Assessment: Do students recipes indicate a good grasp of the characteristics/qualities of the historic figure or literary character? Submitted By: Mary Pat Mahoney, Holy Trinity Catholic School in Grapevine, Texas Source: Education World 2005 (modified) FCAT Practice Five separate philosophies regarding patriotism are shared below. Discuss all five of them in class providing students with a written copy. After discussing each scenario ask students to think about what they personally believe and who they agreed with in each case. Assign students to write a paragraph or essay persuading others to agree with them or an explanation of their viewpoint. Case 1: Case 2: Case 3: Case 4: Case 5: Case 5: What do you believe? Tiffany always speaks out when the country takes a wrong position. She believes it is her duty as a citizen to protest and lobby for change. She frequently participates in demonstrations. Terry believes that patriotism is like family loyalty, that citizens should never criticize their country in public. Good citizens support candidates who represent their ideas by voting, but never carry signs in protest. Negative demonstrations are publicized by the media and weaken the reputation of our country. Whose side are you on? Don believes that patriotism requires us to focus on problems that directly affect the U.S., e.g. crime, pollution, poverty. He opposes foreign aid and interference in the problems of other countries unless U.S. interests or citizens are in jeopardy. Allison believes that patriotism requires us to help others and to protect human rights. Poverty and abuse in other countries affects us here in the U.S. She supports the No man is an island philosophy. Who is right? Kim believes patriotic citizens always vote, even when they do not like the candidates. She votes on all issues/ candidates even when she doesn t fully understand their philosophies. Tom believes it is unpatriotic to vote for candidates he doesn t respect. He votes only on issues and candidates he supports. If he cannot support a candidate/issue, he doesn t vote that section of the ballot. Sometimes he doesn t vote at all. Source: Grossmont Union High District Vol. 20 # 3
Ice Cream Author Unknown Last week I took my children to a restaurant. My six-year-old son asked if he could say grace. As we bowed our heads he said, God is good. God is great. Thank You for the food, and I would even thank you more if Mom gets us ice cream for dessert. And Liberty and justice for all. Amen! Along with the laughter from the other customers nearby, I heard a woman remark, That s what s wrong with this country. Kids today don t even know how to pray. Asking God for ice-cream. Why, I never! Hearing this, my son burst into tears and asked me, Did I do it wrong? Is God mad at me? As I held him and assured him that he had done a terrific job and God was certainly not mad at him, an elderly gentleman approached the table. He winked at my son and said, I happen to know that He thought that was a great prayer. Really? my son asked. Cross my heart. Then in a theatrical whisper he added, indicating the woman whose remark had started this whole thing, Too bad she never asks God for ice cream. A little ice cream is good for the soul sometimes. Naturally, I bought my kids ice cream at the end of the meal. My son stared at his for a moment and then did something I will remember the rest of my life. He picked up his sundae and without a word walked over and placed it in front of the woman. With a big smile he told her, Here, this is for you. Ice cream is good for the soul sometimes, and my soul is good already. Source: www.friendsacrossamerica.com/ inspire4.html If At First You Don t Succeed Author Unknown Failure doesn t mean You are a failure, It means You have not succeeded. Failure doesn t mean You accomplished nothing, It means You have learned something. Failure doesn t mean You have been a fool, It means You had a lot of faith. Failure doesn t mean You don t have it, It means You were willing to try. Failure doesn t mean You are inferior, It means You are not perfect. Failure doesn t mean You ve wasted your life, It means You have a reason to start afresh. Failure doesn t mean You should give up, It means You must try harder. Failure doesn t mean You ll never make it, It means It will take a little longer. Failure doesn t mean God has abandoned you, It means God has a better way for you. All persons, no matter how big, make mistakes. But history teaches us that big people who become great patriots refuse to falter because of their mistakes. Henry Ford forgot to put a reverse gear in his first automobile. Edison once spent over two million dollars on an invention which proved of little value. The person who makes no mistakes lacks boldness and the spirit of adventure. They are the ones who never try anything new; they are the brake on the wheel of progress. Remember, a mistake becomes an error only when nothing is done to correct it. Source: www.friendsacrossamerica.com/failure.html Gettysburg Address On November 1863, a part of the battlefield of Gettysburg was set aside as a cemetery, where monuments to the soldiers who fell there might be set up. The main oration was delivered by Edward Everett, at the conclusion of which Lincoln dedicated the field in this most eloquent of his utterances. from American Historical Documents. FOURSCORE and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field as a final resting-place for those who here gave their lives that the nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we cannot dedicate we cannot consecrate we cannot hallow this ground. The brave men, living and dead, who struggled here have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember, what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion that we here highly resolve that these dead shall not have died in vain that this nation, under God, shall have a new birth of freedom and that government of the people, by the people, for the people, shall not perish from the earth.
Missed Opportunities ~~By Nick Lazaris~~ A Cup of Chicken Soup for the Soul I offered to watch my 3-year-old daughter, Ramanda, so that my wife could go out with a friend. I was getting some work done while Ramanda appeared to be having a good time in the other room. No problem, I figured. But then it got a little too quiet and I yelled out, What are you doing Ramanda? No response. I repeated my question and heard her say, Oh nothing. Nothing? What does nothing mean? I got up from my desk and ran out into the living room, whereupon I saw her take off down the hall. I chased her up the stairs and watched her as her little behind made a hard left into the bedroom. I was gaining on her! She took off for the bathroom. Bad move, I had her cornered. I told her to turn around. She refused. I pulled out my big, mean, authoritative Daddy voice, Young lady, I said turn around! Slowly, she turned toward me. In her hand was what was left of my wife s new lipstick. And every square inch of her face was covered with bright red (except her lips of course)! As she looked up at me with fearful eyes, lips trembling, I heard every voice that had been shouted to me as a child How could you. You should know better than that How many times have you been told What a bad thing to do It was just a matter of my picking out which old message I was going to use on her so that she would know what a bad girl she had been. But before I could let loose, I looked down at the sweatshirt my wife had put on her only an hour before. In big letters it said, I M A PERFECT LITTLE ANGEL! I looked back up into her tearful eyes and, instead of seeing a bad girl who didn t listen; I saw a child of God a perfect little angel full of worth, value and a wonderful spontaneity that I had come dangerously close to shaming out of her. Sweetheart, you look beautiful! Let s take a picture so Mommy can see how special you look. I took the picture and thanked God that I didn t miss the opportunity to reaffirm what a perfect little angel He had given me. Moral: As we become better people, we make a better nation. Poetry Corner: A Memorial Day Poem Memorial Day By Michelle R. Christman, USMC from 87-91, Desert Storm Veteran Also the Commander of Royersford VFW, PA As we stand here looking At the flags upon these graves Know these flags represent A few of the true American brave I m sure that they would do it If it were me or you To show we did not die in vain But for the red, white and blue. No matter which war was fought On the day that they died I stand here looking at these flags Filled with American pride. They fought for their Country As man has through all of time Except that these soldiers lying here Fought for your country and mine Let s pass on to our children And to those who never knew What these soldiers died for It s the least we can do So as the bugler plays out Taps With its sweet and eerie sound Pray for these soldiers lying here In this sacred, hallowed ground. As we all are gathered here To pay them our respect Let s pass this word to others It s what they would expect Let s not forget their families Great pain they had to bear Losing a son, father or husband They need to know we still care Take home with you a sense of pride You were here Memorial Day. Celebrating the way Americans should On this solemnest of days.
Suggested Reading List TAINO: Guanin s Story. Edwin Fontanez, Exit Studio, 1996, Latino-Puerto Rican, male, historical fiction, illustrations. This charming story-on-video and activity book describes the daily lives of Puerto Rico s indigenous people before the arrival of Spanish explorers. Beautifully illustrated, it highlights the dignity of this forgotten culture. Extensive notes for teachers and parents. Grades K-5. Uncegila s Seventh Spot. Jill Rubalcaba, Clarion Books, 1995, Native American, male, fiction, illustrations. This Native American folktale is poetically retold by the author. The story s adventure element is sure to appeal to young readers. Grades K-4. Scrub Dog of Alaska. Walt Morey, Blue heron Publishing, Inc., 1989, Native American, Male, Fiction. Half-Indian David Martin saves Scrub, part-wolf pup, from cruel sled-dog trainer Smiley Jackson. Dave cares for Scrub as he grows into a magnificent lead dog and Smiley returns to claim him. While Scrub races in the Alaskan sled-dog circuit, Dave faces prejudice in Anchorage while he tries to reunite with Scrub. Grades 4-9. ROOTS OF PEACE, SEEDS OF HOPE: A Journey for Peacemakers. Maggie Steincrohn Davis. Heartsong Books, 1994, Native American, N/A, non-fiction, Illustrations by Maggie Steincrohn Davis. This unique, highly praised, exquisitely simple book expresses the essence of Native-non-Native relations in this country and is a call for peacemakers. This book is written in the spirit of Albert Schweitzer s principle of Reverence for Life and should be known and understood by all persons, of whatever race. Grades 3-12. Desert Exile, Yoshiko Uchida. University of Washington Press, 1982, Japanese-American, female, autobiography; Internment Literature. Follows the war internment of a Japanese-American family. True story, quick read. Grades 6-12. Itsuke, Joy Kogawa, Anchor Books, 1992, Asian-American (actually Canadian), female, fiction Internment Literature. Follows the life of a Japanese-Canadian woman and the group she belongs to who are fighting for compensation from the Canadian government for internment of Canadian citizens of Japanese decent during WWII. Grades 9-12. Honor and Duty, Gus Lee, Ivy Books, 1994, Chinese-American, male, fiction. The follow-up to Lee s first book China Boy, follows Kai Ting through his ordeals at West Point as the only Chinese-American in the school. Only caution, the book is long. Grades 9-12. The Clay Marble. Minfong Ho, Farrar, Straus & Giroux., 1991, Asian-American (Cambodian), many, fiction. As a family flees the advance of Khmer Rouge soldiers in Cambodia, they become separated in the chaos. Grade 6-12. Year of Impossible Goodbyes. Sook Nyul Choi, Houghton Mifflin, 1991, Korean, female, fiction. Sookan and her family survive the Japanese occupation of Korea, only to face overwhelming hardship at the hands of the Communist government which follows. This is the story of their escape to the South and everything that they must leave behind. Grades 6-12. Echoes of the White Giraffe. Sook Nyul Choi, Houghton Mifflin, 1993. Asian American (Korean), female, fiction. As Sookan adjusts to life in the refugee village in Pusan, she clings to her hope that the Civil War will end and her family will be reunited in Soul. Sequel to Year of Impossible Goodbyes. Grades 6-12. Goodbye Vietnam. Gloria Whelan, Random House, 1992, Asian American (Vietnamese), many, fiction. The seemingly-impossible dream of escaping Vietnam for Hong Kong and freedom challenges a refugee family s courage and perseverance. Grades 6-12. To Destroy You Is No Loss. JoAn Criddle, East/West Bridge Publishing House, 1987, Cambodian, Cambodian American, Female, non-fiction: biography/oral History, photographs. This book follows one prominent Cambodian family s struggle to survive four years of unprecedented brutality and wanton destruction during Pol Pot s communist Khmer Rouge regime. Featuring fifteen year-old Teeda, it is the true story of the four generation Butt family s efforts to stay alive, and their eventual terror-filled escape attempts from a war ravaged, famine riddled nation. Grades 6-12. The Forty-Third War. Louise Moeri, Houghton Mifflin Company, 1989, Latino/Latina, male, fiction. When twelve-year-old Uno Ramirez is forced to serve in a revolutionary army, he must find the courage to survive. Grades 6-12. Sunshine State Standards PreK- 2 HE.B.3.1.5 Listens attentively (e.g., does not talks while others are talking). HE.B.3.1.7 Knows various ways in which to resolve conflict using positive behavior. HE.B.3.1.8 Identifies healthy ways to handle feelings. HE.C.1.1.1 Identifies health problems that require the help of a trusted adult (e.g., child abuse). Grades 3-5 HE.B.1.2.5 Knows strategies for avoiding threatening or abusive situations. HE.B.3.2.3 Knows nonviolent, positive behaviors for resolving conflict (e.g., peer mediation). HE.B.3.2.4 Knows various ways to communicate care, consideration, and acceptance of self and others (e.g., by cooperating). HE.B.3.2.7 Knows the difference between negative and positive behaviors used in conflict situations (e.g., talking vs. hitting, passivity vs. action). Grades 6-8 HE.B.3.3.1 Knows effective verbal and nonverbal communication skills. HE.B.3.3.2 Knows various ways to communicate care, consideration, and acceptance of self and others. HE.C.2.3.3 Recognizes that there are barriers to the effective communication of feelings and opinions on health issues when advocating healthy living. HE.C.2.3.4 Knows how to influence others to make positive choices. Grades 9-12 HE.B.1.4.1 Understands the role of individual responsibility regarding personal risky behaviors. HE.B.2.4.2 Understands the role of governmental agencies in regulating advertising claims related to health. HE.B.3.4.1 Understands the relationship between verbal and nonverbal communication. HE.B.3.4.2 Knows techniques for communicating care, consideration, and respect of self and others.
Patriotism Quotations Presidential Quotes Week 1 by President George W. Bush America will never seek a permission slip to defend the security of our country. Grief and tragedy and hatred are only for a time. Goodness, remembrance and love have no end. Whether we bring our enemies to justice or justice to our enemies, justice will be done. Our security is assured by our perseverance and by our sure belief in the success of liberty. I respect every soldier, from every country, who serves beside us in the hard work of history. America is grateful, and America will not forget. Week 2 by President William J. Clinton There is nothing wrong with America that cannot be cured by what is right with America. It takes a long time to turn a big country around. Just be of good cheer and keep working on it. Let us all take more responsibility, not only for ourselves and our families but for our communities and our country. The new rage is to say that the government is the cause of all our problems, and if only we had no government, we d have no problems. I can tell you that contradicts evidence, history, and common sense. We must teach our children to resolve their conflicts with words, not weapons. Week 3 by President Calvin Coolidge Don t expect to build up the weak by pulling down the strong. Prosperity is only an instrument to be used, not a deity to be worshipped. We identify the flag with almost everything we hold dear on earth, peace, security, liberty, our family, our friends, our home But when we look at our flag and behold it emblazoned with all our right, we must remember that it is equally a symbol of our duties. Every glory that we associate with it is the result of duty done. Patriotism is easy to understand in America; it means looking out for yourself by looking out for your country. The issues of the world must be met and met squarely. The forces of evil do not distain preparation, they are always prepared and always preparing The welfare of America, the cause of civilization will forever require the contribution, of some part of the life, of all our citizens, to the natural, the necessary, and the inevitable demand for the defense of the right and the truth. Week 4 by President John F. Kennedy Let every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe, to assure the survival and success of liberty. Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our nations The American, by nature, is optimistic. He is experimental, an inventor and a builder who builds best when called upon to build greatly. We stand for freedom. That is our conviction for ourselves; that is our only commitment to others. Mankind must put an end to war or war will put an end to mankind. Martin Luther King Day January 21, 2008 President s Day February 18, 2008 Memorial Day May 26, 2008 Flag Day June 14, 2008 Independence Day July 4, 2008 Labor Day September 1, 2008 Patriot Day/Citizenship Day September 11, 2008 Columbus Day October 12, 2008 (observed on the 13th) United Nations Day October 24, 2008 Election Day November 4, 2008 Veterans Day November 11, 2008 Patriotic Holidays - 2008 Calendar These are days on which the meaning of being an American becomes clear; days which draw us together, which make us proud to be an American. Memorial Day, which is observed on the last Monday in May, occurs this year on May 25. Originally called Decoration Day, this day of remembrance of those who have died in our nation s service began in 1868, when flowers were placed on the graves of Union and Confederate Soldiers. Observance of Memorial Day is one of America s noblest traditions. At its core lies the most basic of the beliefs on which our Nation was founded: that freedom is so precious it is worth the price of our lives to preserve it. Holidays are observed on the closest Monday when the date is on the weekend. On June 14th, Flag Day, we mark the birthday of the Stars and Stripes, the national flag of the United States, which the Continental Congress adopted in 1777. Flag Day was first celebrated in 1877 and became official in 1949, when President Harry Truman signed legislation making it a day of national observance. Last year, President Clinton stated, Let us do all we can to teach younger generations the significance of our Flag. Its 13 red and white stripes represent not only the original colonies, but also the courage and purity of our Nation, while its 50 stars stand for the separate but united states of our Union. Let us pledge allegiance to this flag to declare our patriotism and raise its colors high to express our pride and respect for the American way of life. With the signing of The Declaration of Independence on July 4, 1776, we declared our independence from England. Drafted by Thomas Jefferson, the Declaration is the nation s most cherished symbol of liberty. Here, in exalted and unforgettable phrases, Jefferson expressed the convictions in the minds and hearts of the American people. That day saw the beginning of a journey that has brought us through struggles and adversity to become the proud and strong nation we are today. On the Fourth of July we remember who we are, where we ve come from and what we ve accomplished as a people up to the vision of the founders of our nation. Source: Miami Dade Public Schools www.patriotism.org