Activity: Ethics in Action Crossword
Review the vocabulary words in the word puzzle and explore the definitions of character traits
through discussion and examples. Ask students if they can use any of these words in a sentence.
The website section Responsibility and Ethics provides definitions and sentences.
Key to Character Trait Puzzle
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Word Bank
Integrity
Respect
Cooperation
Innovation
Responsibility
Compassion
Generosity
Commitment
Tolerance
Leadership
Integrity in Action—Putting Ethics to Work
Objective: Expand students’ understanding of integrity and how it relates to decision-making.
Discussion: Refer to specific examples of structural integrity and lack thereof, such as a tall
building that stays intact during an earthquake, a rope with a frayed strand, a chain with a broken
link, or a house with a crumbling foundation. Ask students to come up with their own examples.
Relate structural integrity to ethical integrity—point out how it takes strength of character to
consistently demonstrate ethical integrity. This is because our personal integrity is challenged
regularly when we have to make decisions and/or respond to the words and actions of those
around us. Explain that every time we make a “good” or ethical decision or choice, we are
building or strengthening our personal integrity, making it more likely that we will make an
ethical choice the next time.
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Activity: Integrity Quiz
Discussion: Review the integrity quiz with students and ask what they chose for the best answer.
(Joyce walked back to the store, explained what happened, and returned the money.) Why would
the second answer not be a good idea? (It would be likely that Joyce would not get around to
returning to the store at a later date. She might feel badly about not doing it right away, and
want to avoid the uncomfortable interaction.) Ask students if what Joyce did was illegal. (No.)
Relay that being legal doesn’t necessarily make it ethical.
Ask students if they or anyone they know ever had a similar situation, where they were
undercharged or received too much change for something and had to give some money back.
How would they feel if something similar happened to them and they chose the ethical option?
(They would feel good because the cashier would be pleased at their honesty. Doing the right
thing feels good!)
Respect and Tolerance in Practice
Objective: Recognize diversity as a positive thing for how it enriches our lives, and illustrate the
value of respecting people with different backgrounds, beliefs, and traits. Make the connection
between respect, tolerance, acceptance, and cooperation.
Discussion: Discuss the movie The Blind Side, based on a true story about the Tuohy family who
took in homeless, young Michael Oher and supported him until he was selected in the first round
of the NFL draft by the Baltimore Ravens. Even if students do not watch the film, the rough
storyline illustrates the value of tolerance and respect. What were the benefits to Michael of the
Touhys’ acceptance of him into their family? (Benefits could include: He got a chance at an
education, and at developing his sports prowess. He got to experience kindness and acceptance
from the Tuohy family, something everyone deserves.) What were the benefits for the family?
(Benefits could include: They learned about life from another perspective through having
Michael live with them. They felt gratification over their act of kindness.)
Point out examples of positive behaviors that the family demonstrated. (Answers could include
respect, acceptance, tolerance, politeness, kindness, inclusion.)
Activity: Exploring Respect and Tolerance in Groups
Discussion: Ask students to volunteer sharing the group situations they wrote about, either in the
chart or the writing activity. Discuss how disrespectful or intolerant behavior can lead to a
breakdown in communication and cooperation. Ask students for examples of behaviors that
occur when people are disrespectful or intolerant. (Answers could include rudeness, bullying,
name-calling, exclusion.) Then ask them for examples of behaviors that occur when people are
respectful, accepting and tolerant. (Answers could include politeness, kindness, inclusion.)
Cooperation & Commitment
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Objective: To develop the understanding that cooperation and commitment are two key aspects
needed from individuals participating in a group.
Discussion: Discuss the importance of cooperation and commitment and how without these it is
difficult to achieve shared goals. Discuss how kindness, politeness, and inclusion build a sense of
community (referenced in next section, Compassion & Community). Help students recognize the
importance of taking responsibility for their own behavior for the benefit of the whole group.
Ask students if they have ever participated in a group in which one of the members was being
uncooperative. (Examples could include a family meeting, sports team, band rehearsal, or
classroom.) What did that feel like? Then see if any students have ever put their own needs after
the needs of a group they were participating in. What did that feel like?
Activity: Exploring Cooperation & Commitment in Groups
Discussion: Even when a group is cooperative and committed the outcome may not be what is
expected. Explain that the sole purpose of a community effort is not just to “win” or be
successful, although of course that’s important. Ask students what value they have derived
personally from participating in a community endeavor besides the common goal of winning or
succeeding. (Answers could include a sense of belonging, fun, sharing, offering and receiving
respect and generosity.)
Point out that the way people react when they meet an outcome they do not expect or desire
(such as losing in a competition) is a reflection of their character. (People with a mature
character have learned how to respect strengths and weaknesses in themselves and others.) Ask
students if they’ve ever participated on a sports team that lost a close game, or perhaps that lost
really badly. How did the team act? Explain that it takes time and experience to learn how to lose
“gracefully,” but that ultimately good sportsmanship means offering good will towards one’s
winning opponents as well as one’s losing teammates.
Compassion & Community
Objective: Understand the broader definition of community, and the personal qualities that help
build strong community such as cooperation, commitment, compassion, and respect.
Discussion: Discuss the many forms and functions of communities. Ask students if they
participate in any communities where they have seen the positive impacts of giving and sharing.
Have students been on the receiving or giving end of these traits, or both? What would it feel like
if these were not accepted values of the community, if people didn’t give and share in groups?
Activity: Compassion and Community—What Do You Think?
Discussion: It takes more than cooperation to build a strong community. Help students draw the
connection between compassion and community. Explain that one must first understand and
have compassion for others in order to help address their needs and injustices. Ask students if
they know the definition of the word compassion (feeling sympathy for and a desire to help those
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in need). Ask students to give examples of compassionate acts, or to explain a time they felt
compassion for someone. Discuss how belonging to a community sometimes requires taking
action to right a wrong or to put the needs of others ahead of your own, and that this takes
compassion.
Going Further: As a group, choose a community service project to do with your class as a way
to bring this lesson into reality.
Taking Responsibility
Objective: To convey to students that being responsible involves a variety of character traits that
demonstrate awareness of and concern for others and for one’s environment.
Discussion: Discuss the broad scope of responsibility. As a class or in small groups, go through
the bulleted list and discuss why each of the bulleted points is included as part of “being
responsible.” Have students talk about any points that they did not previously associate with
acting responsibly. Ask students if being responsible sounds similar to what they understand so
far about being ethical. (Yes, many of the qualities listed on this page are similar to those listed
in the crossword puzzle in the Understanding Ethics section.)
Activity: Responsibility and Ethics
Discussion: Discuss with students that money and popularity can easily come and go, but that
one’s character leaves a lasting impression. Remind them that the long-term benefits of doing the
right thing should always outweigh short-term goals.
Invite students to think of some actions with short-term benefits besides money and popularity
that they might be tempted to pursue, and which might tempt them to forget the long-term
benefits of acting responsibly and ethically. (Answers could include: eating all of their candy or
ice cream themselves instead of sharing with a younger sibling; cheating on a test to get a good
grade; not passing the ball to a well positioned teammate in order to make the goal oneself;
spreading mean gossip about a classmate in order to feel accepted by the “in” crowd.)
Have students share which long-term benefits they circled on the worksheet as being of value to
them, and have them explain why. Which type of individual listed (coach, parent, or beauty
pageant contestant) do they think would need to act the most responsibly? Point out that,
interestingly, one needn’t necessarily act responsibly in order to have a lot of money, or to be
popular. (Although certainly there are responsible people who do have money and who are
popular.) Ask students why they think that is.
Going Further: Have students read the quotes aloud to the class. Assign as homework to find a
quote they like that illustrates some aspect of responsibility or ethics. Have students share these
with the class.
Leadership and Innovation—The Power of You
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Objective: To recognize and define the qualities of people whom we consider as role models or
leaders.
Discussion: Go through the list of character traits on the site and discuss each question together
as a class. Ask students which they think are the most important qualities in a leader, and why.
Activity: Leadership
Discussion: Have students break into small groups and discuss with each other the leader they
selected, why they respect this person, and his or her leadership qualities.
Assist students in understanding the definition of critical—both its positive and negative
connotations. Have students write the word “constructive” beside the word “criticism” within the
arrow in the diagram. Explain how constructive criticism can lead to people coming up with new
ideas, and putting those ideas into action (innovation). Discuss some examples of this cycle. For
example, if you look at a large stereo system, the criticism of it would be that it is not portable;
the idea for how to improve it would be to make it smaller and portable; the innovation would be
the portable boom box. Discuss how the continuation of this process has led to the creation of
MP3 players. See if the class can come up with another example or two of something that needs
or needed improving, and take it through the three steps.
Codes of Conduct
Objective: To understand the importance of rules and codes of conduct in helping us stay
ethical, and to recognize that ethical behavior extends beyond merely following rules.
Discussion: Discuss the importance of having a reference—or code of conduct—when you need
to make an ethical choice. Help students identify people they can go to when they need guidance,
when there is no specific reference for them to follow. Discuss how, while rules and regulations
are based on acceptable behaviors, they cannot include all behaviors or situations. Ask students
to give feedback on how they think a group or community code of conduct can help protect its
members and ensure a cooperative environment. (If there are consequences for disrespectful or
harmful behaviors spelled out, this can deter individuals from committing harmful or
disrespectful acts.).
Think About It: If you don’t already have one, help students create their own classroom code of
conduct, which should include the consequences for breaking the rules. If you do have one,
review it together as a class, and discuss how each item on the list relates to the concepts
discussed in this website.
Ethical Decision-Making
Objective: To learn how to practice ethical decision-making by analyzing facts and
circumstances. This might include distinguishing appropriate from inappropriate actions and
assessing how a decision affects others.
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Discussion: Using the sample given, assist students in analyzing the situation, outlining options
and coming to an ethical decision. Discuss how the consequences of their decision may benefit
others more than themselves. (i.e. if Grace doesn’t cover for Sylvie, Sylvie stays safe by staying
home from the concert, and her parents are happy, but Grace risks losing Sylvie’s friendship).
Activity: Ethical Decision-Making—Try Your Hand
Discussion: Invite students to share their answers to the examples, and ask other students to give
their own feedback to these. This could engender some lively discussion. Afterwards, point out
to students that they have just been hard at work practicing their ethical decision-making!
Going Further: Have students break into small groups and share the results of their interviews.
Then, as a whole class, discuss some of the main points that make ethical decision-making
challenging. How does one feel when one has made the right choice?
Literature Connections
The following books can be read in tandem with this website as they illustrate characteristics discussed
in the various sections and activities:
Title
Be Good to Eddie Lee
Big Al
Miss Nelson is Missing
A Chair for My Mother
The Pinballs
Lily’s Crossing
The Indian in the Cupboard
The Winter Room
The Giver
On My Honor
The Arm of the Starfish
Anne of Green Gables
The Sacrifice
Alexander and the Terrible, Horrible,
No Good, Very Bad Day
Annie Bananie and the
People’s Court
Author
Virginia Fleming
Andrew Clements
Harry Allard
Vera B. Williams
Betsy Byars
Patricia Reilly Giff
Lynne Reid Banks
Gary Paulsen
Lois Lowry
Marion Dane Bauer
Madeleine L’Engle
L.M. Montgomery
Katherine Benner Duble
Judith Viorst
Character trait
compassion
respect
cooperation
cooperation
respect, responsibility, caring
integrity, honesty
respect, dignity, tolerance
personal identity, integrity
leadership, fairness
peer pressures, responsibility
integrity, innovation
perseverance, responsibility
honesty
perseverance
Leah Komaiko
honesty, fairness
Social Studies Connections
To bring character education into the social studies classroom, begin by defining citizenship and
discussing the differences between an ordinary citizen and a model citizen. Use the character traits
provided in the Ethics in Action crossword puzzle to describe the latter. Provide examples of both
citizens and model citizens. (A citizen would be simply an ordinary person looking out for themselves,
who doesn’t go out of their way to practice honesty, generosity, cooperation, or tolerance when it is
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inconvenient for them. A model citizen would do these things, however, and might in addition volunteer
for a non-profit service organization such as one that helps homeless, elderly, disabled, or sick people;
one that helps animals, the schools or the environment;, or one that promotes the rights of a specific
group. A model citizen might lead or participate on the board of one of these organizations. He/she
would be publicly admire and known for his/her good work on behalf of others.)
Exercise: Journal Writing
Ask students to journal about prominent individuals in history whom they think would have been model
citizens. Have them make two entries, focusing on the character traits provided on Page 1 of the lesson
materials:
1. Students compare/contrast one of the individuals in the chart with another famous individual.
2. Students compare/contrast one of the individuals in the chart below with themselves.
The following names are provided as an example; the list can be expanded or changed to include
individuals in history whom you have covered in your students’ social studies lessons.
Prominent individuals in history
Abner Doubleday
Eddie Rickenbacker
John Audubon
Martin Luther King Jr.
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Abraham Lincoln
Frederick Douglas
Juliette Low
Paul Revere
Cesar Chavez
Harriet Tubman
Lizzie Stanton
Sam Adams
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