And The Question Is?

Grades: 
6, 7, 8

The students will examine the role of discipline in their lives, in the lives of others and in a civil society.

Lesson Rating 
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Duration 
PrintOne 20-minute lesson
Objectives 

The learner will:

  • list examples of discipline.
  • determine the negative and positive aspects of discipline.
  • discuss if discipline applies to just children, or to adults also.
Materials 
  • Two blank mind maps or concept maps, consisting of a large central circle with rays extending outward, drawn on chart paper or in a display area. In the center circle of each mind-map write, "What is ________?" (Save the completed charts for the next lesson.)
  • A T-Chart for brainstorming positive and negative aspects of discipline (Save the completed chart for the next lesson.)
Home Connection 

Ask the students to talk with their parents/guardians about how they (the students) were disiciplined as small children and how their parents/guardians see the form of discipline changing as their students gets older.

Instructions

Print
  1. Anticipatory Set:

    Tell the students that they will be playing a "Jeopardy" style game -- you will supply the answers and they guess the question that goes in the center of the concept map (see Materials for the concept map directions).

    Read some of the"answers" found below (or develop ones that are more appropriate to your school/class). As you say each "answer," write it on one of the rays of the concept map. After each one is added, give the students the opportunity to guess the question that goes in the center of the concept map.

    Answers: time-out, in-school suspension, loss of allowance, being grounded, curfew time, scolding, loss of privelege (i.e.,participating on asports team), grade dropped, sent to principal, added responsibilities or jobs, writing "lines"

    Students may guess "What is punishment?" If so, through disucssion lead them to the bigger idea of "What is discipline?"

    Once the question is guessed, ask them to supply additional examples of "discipline" to add to the rays.

  2. Ask the students to share their feelings and opinions about discipline [training to act according to rules]. Challenge the students to brainstorm the positive and negative aspects of discipline, considering when and why discipline has been a good experience or a bad experience for them. Create a T-Chart labeled with a + and- sign. Ask a student volunteer to list the student responses under each sign.

  3. Teacher Note: Save this chart for the next lesson.

    Teacher: Is discipline only used for children and young people, or does discipline apply to adults also? If so, in what ways? How are adults disciplined? Allow time for discussion; list examples.

    Teacher: How is "discipline" an important part of a civil society and the common good?

    Teacher Note: During the discussion use terms such as civil society, civic responsibility, and common good, as appropriate.

  4. In the center circle of the second concept map, write the question: "What is self-discipline?" Tell the students that in the next lessons they will be exploring self-discipline [training of oneself, usually for improvement].

Cross Curriculum 

This character education mini-lesson is not intended to be a service learning lesson or to meet the K-12 Service-Learning Standards for Quality Practice. The character education units will be most effective when taught in conjunction with a student-designed service project that provides a real world setting in which students can develop and practice good character and leadership skills. For ideas and suggestions for organizing service events go to www.generationon.org.

Philanthropy Framework

  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark MS.3 Identify the philanthropic ideas embedded in a nation's founding documents.
    2. Standard DP 06. Role of Family in Philanthropy
      1. Benchmark MS.1 Identify how families contribute to the socialization of children.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 01. Self, citizenship, and society
      1. Benchmark MS.4 Describe the characteristics of someone who helps others.
    2. Standard PCS 05. Philanthropy and Government
      1. Benchmark MS.3 Identify the relationship between individual rights and community responsibilities.
  3. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark MS.4 Identify and describe the actions of how citizens act for the common good.
      2. Benchmark MS.5 Describe the responsibility students have to act in the civil society sector to improve the common good.