DOCUMENT RESUME TITLE - ERIC · DOCUMENT RESUME ED 475 617 SO 034 799 AUTHOR Walne, Marina;...
45
DOCUMENT RESUME ED 475 617 SO 034 799 AUTHOR Walne, Marina; Narvaez, Darcia; Lehr, Fran TITLE Helping Your Child Become a Responsible Citizen. Revised. INSTITUTION Department of Education, Washington, DC. Office of Intergovernmental and Interagency Affairs. PUB DATE 2003-02-00 NOTE 44p.; Original version entitled, "Helping Your Children Learn Responsible Behavior" (1993) was written by Edwin Delattre and Alice Delattre, see ED 360 098. AVAILABLE FROM ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877- 433 -7827 (Toll Free); Fax: 301-470-1244; e-mail: [email protected]; Web site: http://www.ed.gov/pubs/parents/ hyc.html. PUB TYPE Guides Non-Classroom (055) EDRS PRICE EDRS Price MF01/PCO2 Plus Postage. DESCRIPTORS *Citizen Participation; *Citizenship Education; *Citizenship Responsibility; Elementary Secondary Education; Parent Participation; *Parents as Teachers; Skill Development; *Values IDENTIFIERS *Character Development; Character Education; Family Activities; *No Child Left Behind Act 2001 ABSTRACT Parents generally want their children to grow up to be responsible citizens and free thinking individuals who learn to feel, think, and act with respect for themselves and for other people. This booklet provides information about the values and skills that make up character and good citizenship and what parents can do to help their children develop strong character.. The booklet suggests activities that parents and their school-aged children can do to put those values to work in their daily lives and tips for working with teachers and schools to ensure that they can act together to promote the basic values they want their children to learn and use. It also provides an extensive list of books and other resources with character-related themes that parents can read and discuss with their children to encourage character and citizenship development. The booklet is divided into eight sections: (1) "Introduction"; (2) "What Does Strong Character Mean?"; (3) "How Can We Help Children Learn about Character"; (4) "Activities"; (5) "Dealing with Media Pressures"; (6) "Working with Teachers and Schools to Build Character"; (7) "Resources"; and (8) "Bibliography" (n=16). (BT) Reproductions supplied by EDRS are the best that can be made from the original document.
Transcript of DOCUMENT RESUME TITLE - ERIC · DOCUMENT RESUME ED 475 617 SO 034 799 AUTHOR Walne, Marina;...
DOCUMENT RESUME
ED 475 617 SO 034 799
AUTHOR Walne, Marina; Narvaez, Darcia; Lehr, Fran
TITLE Helping Your Child Become a Responsible Citizen. Revised.
INSTITUTION Department of Education, Washington, DC. Office ofIntergovernmental and Interagency Affairs.
PUB DATE 2003-02-00NOTE 44p.; Original version entitled, "Helping Your Children Learn
Responsible Behavior" (1993) was written by Edwin Delattreand Alice Delattre, see ED 360 098.
AVAILABLE FROM ED Pubs, Education Publications Center, U.S. Department ofEducation, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433 -7827 (Toll Free); Fax: 301-470-1244; e-mail:[email protected]; Web site: http://www.ed.gov/pubs/parents/hyc.html.
PUB TYPE Guides Non-Classroom (055)EDRS PRICE EDRS Price MF01/PCO2 Plus Postage.DESCRIPTORS *Citizen Participation; *Citizenship Education; *Citizenship
Responsibility; Elementary Secondary Education; ParentParticipation; *Parents as Teachers; Skill Development;*Values
IDENTIFIERS *Character Development; Character Education; FamilyActivities; *No Child Left Behind Act 2001
ABSTRACT
Parents generally want their children to grow up to beresponsible citizens and free thinking individuals who learn to feel, think,and act with respect for themselves and for other people. This bookletprovides information about the values and skills that make up character andgood citizenship and what parents can do to help their children developstrong character.. The booklet suggests activities that parents and theirschool-aged children can do to put those values to work in their daily livesand tips for working with teachers and schools to ensure that they can acttogether to promote the basic values they want their children to learn anduse. It also provides an extensive list of books and other resources withcharacter-related themes that parents can read and discuss with theirchildren to encourage character and citizenship development. The booklet isdivided into eight sections: (1) "Introduction"; (2) "What Does StrongCharacter Mean?"; (3) "How Can We Help Children Learn about Character"; (4)
"Activities"; (5) "Dealing with Media Pressures"; (6) "Working with Teachersand Schools to Build Character"; (7) "Resources"; and (8)"Bibliography" (n=16). (BT)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
Your Ch '101
Com
mw
illy
Food
Dri
ve.
Res
pons
ib-B
ecom
e a
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itize
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o C
hild
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IND
U.S
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PA
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ED
UC
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Offi
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and
Impr
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ED
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RM
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his
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bee
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prod
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asre
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rson
or
orga
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it.
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essa
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RI p
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on o
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licy.
U.S
. Dep
artm
ent o
f Edu
catio
nR
od P
aige
Sec
reta
ry
Offi
ce o
f Int
ergo
vern
men
tal
and
Inte
rage
ncy
Affa
irsLa
urie
M. R
ich
Ass
ista
nt S
ecre
tary
John
McG
rath
Sen
ior
Dire
ctor
for
Com
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ervi
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and
Part
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hips
Firs
t pub
lishe
d in
Jun
e 19
93 u
nder
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iffer
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title
. Rev
ised
in F
ebru
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2003
.
Thi
s bo
okle
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in th
e pu
blic
dom
ain.
Aut
horiz
atio
n to
rep
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ce it
in w
hole
or
in p
art f
or e
duca
tiona
l pur
pose
s is
gra
nted
.W
hile
per
mis
sion
to r
eprin
t thi
s pu
blic
atio
nis
not
nec
essa
ry, t
he c
itatio
n sh
ould
be:
U.S
. Dep
artm
ent o
f Edu
catio
nO
ffice
of I
nter
gove
rnm
enta
l and
Inte
rage
ncy
Affa
irsH
elpi
ng Y
our
Chi
ld B
ecom
e a
Res
pons
ible
Citi
zen
Was
hing
ton,
D.C
., 20
03.
To
orde
r co
pies
of t
his
publ
icat
ion
in E
nglis
hor
Spa
nish
writ
e to
:
ED
Pub
sE
duca
tion
Pub
licat
ions
Cen
ter
U.S
. Dep
artm
ent o
f Edu
catio
nP
O. B
ox 1
398
.
Jess
up. M
D 2
0794
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8:
or fa
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ur r
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st to
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ubs@
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or c
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ur r
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ll-fr
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On
requ
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this
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licat
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is a
vaila
ble
inal
tern
ate
form
ats,
suc
h as
Bra
ille,
larg
e pr
int,
audi
otap
e, o
r co
mpu
ter
disk
ette
. For
mor
ein
form
atio
n, p
leas
e co
ntac
t the
Dep
artm
ent's
Alte
rnat
e F
orm
at C
ente
r at
(20
2) 2
60-9
895
or(2
02)
205-
8113
.
Chi
ldre
n's
book
s an
d m
agaz
ines
are
men
tione
d in
this
boo
klet
as
exam
ples
and
are
onl
y a
few
of
man
y ap
prop
riate
chi
ldre
n's
book
s an
d pe
riodi
cals
.O
ther
mat
eria
ls m
entio
ned
are
prov
ided
as
reso
urce
s an
d ex
ampl
es fo
r th
e re
ader
'sco
nven
ienc
e. L
istin
g of
mat
eria
ls a
nd r
esou
rces
inth
is b
ook
shou
ld n
ot b
e co
nstr
ued
or in
terp
rete
d as
an e
ndor
sem
ent b
y th
e D
epar
tmen
t of a
ny p
rivat
eor
gani
zatio
n or
bus
ines
s lis
ted
here
in.
Bec
ome
a R
espo
nsib
le C
itize
n
With
act
iviti
es fo
r el
emen
tary
, mid
dle
and
high
sch
ool -
aged
chi
ldre
n
U.S
. Dep
artm
ent o
f E
duca
tion
Off
ice
of I
nter
gove
rnm
enta
l and
Int
erag
ency
Aff
airs
Fore
wor
d
'Inte
llige
nce
is n
ot e
noug
h. In
telli
genc
e pl
us c
hara
cter
,th
at is
the
goal
of t
rue
educ
atio
n."
Mar
tin L
uthe
r K
ing
Jr.
As
pare
nts,
we
all w
ant o
ur c
hild
ren
to g
row
up
to b
e re
spon
sibl
e ci
tizen
s an
dgo
od p
eopl
e. W
e w
ant t
hem
to le
arn
to fe
el, t
hink
and
act
with
res
pect
for
them
selv
es a
nd fo
r ot
her
peop
le. W
e w
ant t
hem
to p
ursu
e th
eir
own
wel
l-bei
ng,
whi
le a
lso
bein
g co
nsid
erat
e of
the
need
s an
d fe
elin
gs o
f oth
ers.
We
wan
t the
m
to r
ecog
nize
and
hon
or th
e de
moc
ratic
prin
cipl
es u
pon
whi
ch o
ur c
ount
ry w
asfo
unde
d. W
e w
ant t
hem
, in
shor
t, to
dev
elop
str
ong
char
acte
r.
The
cor
ners
tone
of t
he N
o C
hild
Lef
t Beh
ind
Act
of 2
001
is a
cade
mic
ach
ieve
men
t
and
prof
essi
onal
suc
cess
bui
lt up
on a
foun
datio
n of
mor
al s
tren
gth
and
civi
c
virt
ue. A
s S
ecre
tary
of E
duca
tion
Rod
Pai
ge h
as s
aid,
We
mus
t not
sim
ply
teac
h
child
ren
how
to c
ount
, we
mus
t tea
ch th
em w
hat c
ount
s."
And
the
payo
ffs fo
ren
cour
agin
g ou
r ch
ildre
n's
char
acte
r de
velo
pmen
t are
eno
rmou
s. R
esea
rch
has
show
n th
at c
hild
ren
who
gro
w u
p w
ith s
tron
g, p
ositi
ve v
alue
s ar
e ha
ppie
r an
ddo
bet
ter
in s
choo
l. T
hey
are
also
bet
ter
able
to b
alan
ce th
eir
pers
onal
wan
ts a
nd
need
s ag
ains
t tho
se o
f oth
ers
and
to m
ake
posi
tive
cont
ribut
ions
to s
ocie
ty.
On
the
othe
r ha
nd, i
f chi
ldre
n do
not
lear
n pr
oper
val
ues
and
beha
vior
whe
n
they
are
ver
y yo
ung,
pro
blem
s ca
n de
velo
p. T
hese
pro
blem
s'ca
n m
ushr
oom
with
serio
us c
onse
quen
ces
as c
hild
ren
grow
old
erdr
oppi
ng o
ut o
f sch
ool,
drug
use
,te
enag
e pr
egna
ncy,
vio
lent
crim
ethe
list
goe
s on
.
The
mos
t im
port
ant t
hing
we
can
do fo
r ou
r ch
ildre
n is
to h
elp
them
acq
uire
valu
es a
nd s
kills
that
they
can
rel
y on
thro
ugho
ut th
eir
lives
. In
doin
g so
, the
yw
ill h
ave
the
best
cha
nce
to le
ad g
ood
lives
as
indh
;idua
ls a
nd a
s ci
tizen
s of
thei
r
com
mun
ities
and
of A
mer
ica.
11
Hel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n
Con
tent
s
Intr
oduc
tion.
.
.1W
hat D
oes'
Str
ong
Cha
ract
er' M
ean?
Com
pass
ion
Sel
f-di
scip
line
Goo
d Ju
dgem
ent_
Cou
rage
___I
i1R
espo
nsib
ility
.15
How
Can
We
Hel
p C
hild
ren
Lear
n ab
out
Set
a G
ood
Exa
mpl
e_1
8'
Use
Lite
ratu
re..
Act
iviti
es ..
.
..22
.25
Get
ting
to K
now
Oth
ersf
rom
Nea
r an
d F
ar _
____
____
____
____
.___
____
____
26,1
Tel
ling
the
Tru
th_
.. _2
87T
hink
abo
ut It
.K
eep
"Dyi
ng._
3 r
The
re's
a M
onst
er in
My
Roo
m!.
Sta
nd U
p fo
r Y
ours
__el
f3.
81H
elpi
ng O
utM
ore
Tha
n C
hore
s....
..40
How
Can
1 B
e of
Ser
vice
?C
opin
g_A
re Y
ou M
y F
riend
"45 46
1Li
sten
to Y
our
Fee
lings
Sha
re a
Sto
ry_
Dea
ling
with
Med
ia P
ress
ures
Wor
king
with
Tea
cher
s an
d S
choo
ls to
Bui
ld C
hara
cter
..._.
.___
_
..46
_49
5
Boo
ks T
hat C
an S
uppo
rt C
hara
cter
Dev
elop
men
t53
1C
hild
ren'
s M
agaz
ines
__7
0B
ookl
ists
.71
1.
Bib
liogr
aphy
73
Ack
now
ledg
men
ts._
__75
Hel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n111
Our
Fou
ndin
g F
athe
rs u
nder
stoo
d th
at o
ur c
ount
ryw
ould
sur
vive
and
flou
rish
if ou
r na
tion
was
com
mitt
edto
goo
d ch
arac
ter
and
an u
nyie
ldin
g de
dica
tion
to li
bert
yan
d ju
stic
e fo
r al
l. T
hrou
ghou
t our
his
tory
, our
mos
tho
nora
ble
hero
es p
ract
iced
the
valu
es o
f har
d w
ork
and
hone
sty,
com
mitm
ent t
o ex
celle
nce
and
cour
age.
and
self-
disc
iplin
e an
d pe
rsev
eran
ce.T
oday
, as
we
wor
k to
pres
erve
pea
ce a
nd fr
eedo
m th
roug
hout
the
wor
ld, w
ear
e gu
ided
by
a na
tiona
l cha
ract
er th
at r
espe
cts
hum
andi
gnity
and
val
ues
ever
y lif
e.
Pre
side
nt G
eorg
e W
Bus
h
ivH
elpi
ng Y
our
Chi
ld B
ecom
e a
Res
pons
ible
Citi
zen
Intr
oduc
tion
Just
as
child
ren
mus
t be
taug
ht to
tie
thei
r sh
oes,
rea
d an
d w
rite,
sol
veM
ath
prob
lem
s, a
nd u
nder
stan
d sc
ienc
e co
ncep
ts a
nd e
vent
s in
his
tory
, so
mus
t the
y be
gui
ded
in d
evel
opin
g th
e qu
aliti
es o
f cha
ract
er th
at a
reva
lued
by
thei
r fa
mili
es a
nd b
y th
e co
mm
uniti
es in
whi
ch th
ey li
ve. I
t is
only
thro
ugh
guid
ance
and
mod
elin
g by
car
ing
adul
ts th
at c
hild
ren
lear
nto
be
hone
st a
nd th
ough
tful,-
to s
tand
up
for
thei
r pr
inci
ples
, to
care
abo
utot
hers
, to
act r
espo
nsib
ly a
nd to
mak
e so
und
mor
al c
hoic
es.
Thi
s bo
okle
t pro
vide
s in
form
atio
n ab
out t
he v
alue
s an
d sk
ills
that
mak
eup
cha
ract
er a
nd g
ood
citiz
ensh
ip a
nd w
hat y
ou c
an d
o to
hel
p yo
urch
ild d
evel
op s
tron
g ch
arac
ter.
It s
ugge
sts
activ
ities
that
you
and
you
rsc
hool
-age
d ch
ildre
n ca
n do
to p
ut th
ose
valu
es to
wor
k in
you
r da
ily li
ves
and
tips
for
wor
king
with
teac
hers
and
sch
ools
to e
nsur
e th
at y
ou a
ctto
geth
er to
pro
mot
e th
e ba
sic
valu
es'th
at y
ou w
ant y
our
child
to le
arn
and
use.
Fin
ally
, the
boo
klet
pro
vide
s an
ext
ensi
ve li
st o
f boo
ks a
nd o
ther
reso
urce
s w
ith c
hara
cter
-rel
ated
them
es th
at y
ou c
an r
ead
and
disc
uss
with
you
r ch
ild to
enc
oura
ge c
hara
cter
and
citi
zens
hip
deve
lopm
ent.
Be
assu
red
that
the
qual
ities
of c
hara
cter
dis
cuss
ed in
this
boo
klet
are
univ
ersa
lly r
ecog
nize
d by
peo
ple
of m
any
relig
ions
and
cul
ture
s, a
nd th
ein
form
atio
n co
ntai
ned
in th
e bo
okle
t can
be
used
by
pare
nts
from
man
ydi
ffere
nt b
ackg
roun
ds a
nd w
ith d
iffer
ent b
elie
fs.
Hel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
nV
Wha
t Doe
s "S
tron
g C
hara
cter
" M
ean?
Cha
ract
er is
a s
et o
f qua
litie
s, o
r va
lues
, tha
t sha
pe o
ur th
ough
ts, a
ctio
ns,
reac
tions
and
feel
ings
. Peo
ple
with
str
ong
char
acte
r
* sh
ow c
ompa
ssio
n,
* ar
e ho
nest
and
fair,
* di
spla
y se
lf-di
scip
line
in s
ettin
g an
d m
eetin
g go
als,
* m
ake
good
judg
men
ts,
* sh
ow r
espe
ct to
oth
ers.
* sh
ow c
oura
ge in
sta
ndin
g up
for
belie
fs,
* ha
ve a
str
ong
sens
e of
res
pons
ibili
ty,
* ar
e go
od c
itize
ns w
ho a
re c
once
rned
for
thei
r co
mm
unity
, and
* m
aint
ain
self-
resp
ect.
Com
pass
ion
Com
pass
ion,
or
empa
thy,
mea
ns id
entif
ying
with
and
bei
ng c
once
rned
abo
ut o
ther
peop
le's
feel
ings
and
nee
ds. I
t pro
vide
s th
e em
otio
nal r
oot f
or c
arin
gab
out o
ther
peo
ple.
It a
llow
s us
to b
e un
ders
tand
ing
and
tole
rant
of
diffe
rent
poi
nts
of v
iew
s an
d be
liefs
, it m
akes
us
awar
e of
the
suffe
ring
ofot
hers
, and
it a
llow
s us
to e
mpa
thiz
e w
ith th
em o
r to
feel
thei
r su
fferin
gas
our
ow
n. C
ompa
ssio
n al
so a
llow
s us
to fe
el jo
y an
d ex
cite
men
trat
her
than
ang
er a
nd d
espa
irat o
ther
peo
ple'
s su
cces
ses
and
achi
evem
ents
.
1H
elpi
ng Y
our
Chi
ld B
ecom
e a
Res
pons
ible
Citi
zen
Bab
ies
may
beg
in to
cry
whe
n th
ey h
ear
othe
r so
unds
of c
ryin
g, a
nd c
ooan
d la
ugh
whe
n th
ey h
ear
othe
rs m
akin
g ha
ppy
soun
ds. B
y th
e ag
e of
thre
e, m
any
child
ren
will
mak
e an
effo
rt to
hug
or
com
fort
ano
ther
chi
ldor
a p
aren
t who
see
ms
upse
t. A
s ch
ildre
n gr
ow, c
ompa
ssio
n ca
n gu
ide
thei
r ac
tions
and
beh
avio
rs in
pos
itive
way
s. T
hey
unde
rsta
nd th
at b
ydo
ing
som
ethi
ng w
rong
, the
y ca
use
othe
rs p
ain
or u
nhap
pine
ss.
We
can
prom
ote
com
pass
ion
by h
elpi
ng o
ur c
hild
ren
to th
ink
abou
t how
othe
rs fe
el. F
or e
xam
ple,
if y
our
child
say
s or
doe
s so
met
hing
hur
tful t
oan
othe
r ch
ild, h
elp
him
* to
focu
s hi
s at
tent
ion
on th
e fe
elin
gs o
f his
vic
timby
say
ing,
for
exam
ple,
"H
ow d
o yo
u th
ink
Zac
k fe
els?
Wou
ld y
ou li
ke to
feel
like
that
?" C
hild
ren
deve
lop
com
pass
ion
by p
ract
icin
g ac
ts o
f car
ing
and
kind
ness
tow
ards
oth
ers.
As
adul
ts, w
e ne
ed to
em
phas
ize
the
impo
rtan
ce o
f hel
ping
oth
ers,
giv
ing
othe
rs th
e be
nefit
of t
he d
oubt
and
bein
g op
en to
diff
eren
ces.
-Wha
t You
Can
Do
* T
alk
abou
t the
poi
nt o
f vie
w o
f oth
ers
as y
ou w
atch
TV
, rea
d bo
oks
or d
iscu
ss o
ther
peo
ple
with
you
r ch
ild. F
or e
xam
ple,
ask
, "W
hat d
oyo
u th
ink
that
cha
ract
er is
feel
ing
and
thin
king
?"
* S
how
car
e to
war
d ot
hers
, suc
h as
doi
ng e
rran
ds fo
r si
ck n
eigh
bors
or
open
ing
door
s fo
r ot
hers
.
* G
ive
othe
rs th
e be
nefit
of t
he d
oubt
. If y
our
child
com
plai
ns th
at a
clas
smat
e de
liber
atel
y pu
shed
her
dow
n on
the
way
to lu
nch,
exp
lain
that
som
etim
es w
hen
peop
le a
re in
a h
urry
, the
y do
n't w
atch
whe
reth
ey're
goi
ngth
ey d
on't
mea
n to
pus
h or
hur
t any
one.
Ple
ase
note
: In
this
boo
klet
, we
refe
r to
a c
hild
as
"hin
t" in
som
e pl
aces
and
'her
' in
othe
rs. W
e do
this
to m
ake
the
book
let
easi
er to
rea
d. P
leas
e un
ders
tand
. how
ever
, tha
t eve
ry p
oint
that
we
mak
e is
the
sam
e fo
r bo
ys a
nd g
irls.
Hel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n2
* B
e op
en to
diff
eren
ces.
If y
our
child
say
s "O
ur n
ew n
eigh
bors
dre
ssfu
nny,
" ex
plai
n th
at p
eopl
e of
ten
wea
r cl
othe
s th
at r
efle
ct th
eir
cultu
res
or n
ativ
e co
untr
ies.
Dad
dy, w
hy is
Gra
ndm
a cr
ying
?S
he's
ver
y sa
d. O
ne o
f her
frie
nds
just
die
d. C
ome
sit w
ith m
e.D
o yo
u re
mem
ber
how
you
felt
whe
n yo
ur g
erbi
l, W
hisk
ers,
died
?
I fel
t sad
and
lone
ly.
Wel
l im
agin
e ho
w m
uch
wor
se G
rand
ma
mus
t fee
l los
ing
afr
iend
. May
be y
ou c
an th
ink
of a
way
to h
elp
her.
I cou
ld g
ive
her
a hu
g...
Tha
t's a
gre
at id
ea!
Hon
esty
and
Fai
rnes
sS
impl
y pu
t, ho
nest
y m
eans
bei
ng tr
uthf
ul w
ith o
urse
lves
and
with
oth
ers.
It m
eans
car
ing
enou
gh a
bout
oth
ers
not t
o m
isle
ad th
em fo
r pe
rson
albe
nefit
. It m
eans
faci
ng u
p to
our
mis
take
s, e
ven
whe
n w
e ha
ve to
adm
itth
em to
oth
ers
or w
hen
they
may
get
its
into
trou
ble.
Fai
rnes
s m
eans
act
ing
in a
just
way
and
mak
ing
deci
sion
s, e
spec
ially
impo
rtan
t one
s, o
n th
e ba
sis
of e
vide
nce
rath
er th
an p
reju
dice
. It m
eans
"pla
ying
by
the
rule
s" a
nd s
tand
ing
up fo
r th
e rig
ht o
f eve
ryon
e to
be
trea
ted
equa
lly a
nd h
ones
tly.
3I l
elpi
ng Y
our
Chi
ld B
ecom
e a
Res
pons
ible
CR
izen
To
unde
rsta
nd th
e im
port
ance
of b
eing
hon
est a
nd fa
ir, c
hild
ren
need
tole
arn
that
livi
ng to
geth
er in
a fa
mily
, com
mun
ity o
r ev
en a
nat
ion
depe
nds
on m
utua
l tru
st. W
ithou
t hon
esty
and
fairn
ess,
trus
ting
each
othe
r be
com
es v
ery
diffi
cult,
and
fam
ilies
and
soci
etie
s.fa
ll ap
art.
-Wor
ds o
f cau
tion:
The
re is
abi
g di
ffere
nce
betw
een
bein
gdi
shon
estly
ing
or c
heat
ing
and
"mak
ing
thin
gs u
p,"
asch
ildre
n O
ften
do in
fant
asy
play
. If c
hild
ren
are
taug
htth
at n
ot te
lling
the
trut
h is
"a
bad
thin
g,"
som
e yo
ung
child
ren
mig
ht a
ssum
e th
at it
is a
lso
a ba
d th
ing
to p
rete
ndto
be
a pr
ince
ss o
r an
ast
rona
ut. A
lthou
gh y
ou s
houl
d di
scou
rage
you
rch
ild fr
om d
elib
erat
ely
lyin
g an
d ch
eatin
g, y
ou s
houl
d al
so le
t him
kno
wth
at it
is fi
ne to
rol
e pl
ay a
nd p
rete
nd.
Wha
t You
Can
Do
* B
e a
mod
el o
f hon
est r
elat
ions
with
oth
ers.
* D
iscu
ss w
ith y
our
child
wha
t hon
esty
is a
nd is
not
. Poi
nt o
ut, f
orex
ampl
e, th
at b
eing
hon
est d
oesn
't m
ean
telli
ng s
omeo
ne y
ou th
ink
he lo
oks
ugly
. Kin
dnes
s go
es a
long
with
hon
esty
.
Dad
, Why
can
't I c
hoos
e w
hat v
ideo
to w
atch
? It
is
not f
air
that
Ram
on g
ets
to p
ick?
Yes
, it i
s fa
il', b
ecau
se y
ou g
ot to
pic
k th
e vi
deo
we
wat
ched
last
nig
ht. N
ow it
is R
amon
's tu
rn.
Hel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n4
* D
iscu
ss fa
irnes
s.(c
hanc
es a
re th
at y
our
child
will
brin
g it
up)
indi
ffere
nt s
ituat
ions
. For
exa
mpl
e, h
ow d
o w
e sh
ow fa
irnes
s in
our
fam
ily?
Wha
t doe
s fa
irnes
s m
ean
to th
e co
mm
unity
? W
hat w
ere
stan
dard
s of
fairn
ess
in th
e pa
st?
* T
alk
abou
t how
you
try
to b
e fa
ir in
you
r lif
e an
d w
ork.
Wha
t iss
ues
of ju
stic
e ha
ve y
ou w
rest
led
with
? Y
our
adol
esce
nt W
ill b
e pa
rtic
u-la
rly in
tere
sted
in ta
lkin
g w
ith y
ou a
bout
thes
e th
ings
.
Mom
, why
did
you
tell
the
cash
ier
that
she
'dgi
ven
you
too
muc
h ch
ange
? It
was
her
mis
take
, so
why
did
n't y
ou ju
st k
eep
it.B
ecau
se th
e m
oney
was
nt m
ine,
and
it w
ould
have
bee
n di
shon
est f
or m
e to
kee
p it.
Self
-dis
cipl
ine
Sel
f-di
scip
line
is th
e ab
ility
to s
et a
rea
listic
goa
l or
mak
e a
plan
then
stic
kw
ith it
. It i
s th
e ab
ility
to r
esis
t doi
ng th
ings
that
can
hur
t oth
ers
orou
rsel
ves.
It in
volv
es k
eepi
ng p
rom
ises
and
follo
win
g th
roug
h on
com
mitm
ents
. It i
s th
e fo
unda
tion
of m
any
othe
r qu
aliti
es o
f cha
ract
er.
Ofte
n se
lf-di
scip
line
requ
ires
pers
iste
nce
and
stic
king
to lo
ng-t
erm
com
mitm
ents
putti
ng o
ff im
med
iate
ple
asur
e fo
r la
ter
fulfi
llmen
tit a
lso
incl
udes
dea
ling
effe
ctiv
ely
with
em
otio
ns, s
uch
as a
nger
and
env
y, a
ndde
velo
ping
pat
ienc
e.
as5
I lel
ping
You
r C
hild
Bec
ome
d R
espo
nsib
le C
itize
n
Lear
ning
sel
f-di
scip
line
help
s ch
ildre
n re
gula
te th
eir
beha
vior
and
giv
esth
em th
e w
illpo
wer
to m
ake
good
dec
isio
ns a
nd c
hoic
es. O
n th
e ot
her
hand
, the
failu
re to
dev
elop
sel
f-di
scip
line
leav
es c
hild
ren
wid
e op
en to
dest
ruct
ive
beha
vior
. With
out t
he a
bilit
y to
con
trol
or
eval
uate
th6r
impu
lses
, the
y of
ten
dive
hea
dlon
g in
to h
arm
ful s
ituat
ions
.
Wha
t You
Can
Do
* T
alk
with
you
r ch
ild a
bdut
set
ting
reac
habl
e go
als.
For
exa
mpl
e, h
elp
him
bre
ak b
ig ta
sks
into
littl
e ta
sks
that
can
.be
acco
mpl
ishe
d on
e at
atim
e. H
dve
the
child
pic
k a
task
and
set
a d
eadl
ine
for
com
plet
ing
it.W
hen
the
dead
line
has
pass
ed, c
heck
toge
ther
to s
ee if
the
task
was
com
plet
ed.
Hel
p yo
ur c
hild
bui
ld a
sen
se o
f her
com
pete
nce.
To
do th
is, s
hene
eds
expe
rienc
es o
f suc
cess
, no
mat
ter
how
sm
all.
Thi
s bu
ilds
conf
iden
ce a
nd e
ffort
for
the
next
tim
e. K
eep
mak
ing
the
task
s ju
st a
little
mor
e ch
alle
ngin
g bu
t doa
ble.
Who
just
cal
led?
It w
as T
yler
, Dad
. He
wan
ted
me
to g
o
with
him
to th
e vi
deo
stor
e to
che
ck o
utth
e ne
w D
VD
s.
Wha
t did
you
tell
him
?I s
aid
I cou
ldn'
t, be
caus
e yo
u an
d I n
eed
to
wor
k on
my
scie
nce
proj
ect f
or s
choo
l.
Iielp
int,
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n6
CD
Goo
d Ju
dgem
ent
Chi
ldre
n de
velo
p st
rong
char
acte
r by
lear
ning
to th
ink
abou
t and
mak
e so
und
judg
men
ts a
bout
wha
t is
right
or
wro
ng, g
ood
or b
ad.
The
se a
re n
ot a
lway
s ea
sydi
stin
ctio
ns fo
r ad
ults
tom
ake,
muc
h le
ss c
hild
ren.
For
exa
mpl
e, it
can
be
diffi
cult
for
a ch
ild to
'reco
gniz
e th
e di
ffere
nce
betw
een
actin
g br
avel
y an
d ac
ting
reck
less
ly. A
s pa
rent
s, w
e ca
n he
lp b
ysh
owin
g, th
roug
h w
hat w
e do
as
wel
l as
wha
t we
say,
that
it is
impo
rtan
tin
suc
h si
tuat
ions
to th
ink
care
fully
and
hon
estly
abo
ut w
hat s
houl
d be
done
, car
eful
ly w
eigh
ing
how
oth
ers
will
be
affe
cted
by
wha
t we
do.
Som
etim
es w
e ge
t int
o tr
oubl
e be
caus
e w
e "ju
st d
idn'
t thi
nk: W
e le
t our
emot
ions
lead
us
to a
ctio
ns th
at w
e re
gret
late
r. M
akin
g go
od ju
dgm
ents
requ
ires
skill
s in
mon
itorin
g im
puls
es, u
sing
rea
soni
ng to
sor
t thr
ough
feel
ings
and
fact
s, a
nd th
inki
ng a
bout
the
cons
eque
nces
of o
ur a
ctio
ns.
You
r ch
ild's
abi
lity
to th
ink
and
mak
e so
und
judg
men
ts w
ill im
prov
e as
she
mat
ures
. With
age
, how
ever
, it a
lso
may
bec
ome
easi
er fo
r he
r to
try
toju
stify
and
mak
e ex
cuse
s fo
r se
lfish
or
reck
less
beh
avio
r. H
owev
er, i
f you
have
hel
ped
her
deve
lop
stro
ng h
abits
of h
ones
ty, c
oura
ge, r
espo
nsib
ility
and
self-
resp
ect,
your
chi
ld w
ill h
ave
the
abili
ty to
see
the
flaw
s in
her
reas
onin
g an
d be
abl
e to
com
e to
the
right
con
clus
ion
abou
t wha
t to
do.
7I l
elpi
ng Y
our
Chi
ld B
ecom
e a
Res
pons
ible
Citi
zen
Wha
t You
Can
Do
* T
each
you
r ch
ild to
sto
p an
d th
ink
befo
re a
ctin
g on
impu
lse.
* T
each
you
r ch
ild to
tell
fact
from
feel
ing.
Let
him
kno
w th
at ju
stbe
caus
e he
feel
s st
rong
ly a
bout
som
ethi
ngsu
ch a
s hi
tting
som
eone
who
mad
e hi
m a
ngry
doe
sn't
mea
n it'
sth
e rig
ht th
ing
to d
o
* E
ncou
rage
you
r ch
ild to
thin
k ab
out t
heco
nseq
uenc
es o
f her
dec
isio
ns. T
ell h
erlit
tle s
torie
s ab
out s
ituat
ions
she
mig
htfa
ce a
nd ta
lk a
bout
act
ions
she
mig
ht ta
ke,
who
mig
ht b
e af
fect
ed b
y he
r ac
tions
,w
hat m
ight
hap
pen
beca
use
of h
er a
ctio
nsan
d w
hat t
he b
est a
ctio
n m
ight
be.
* W
hen
your
chi
ld h
as a
pro
blem
with
a'ru
le, b
rain
stor
m to
geth
er a
list
of p
ossi
ble
reas
ons
for
the
rule
. Thi
s le
ads
to g
reat
erun
ders
tand
ing.
* R
emin
d yo
ur c
hild
to p
ay a
ttent
ion
to th
e ru
les
or c
odes
that
app
lyin
eac
h si
tuat
ion.
For
exa
mpl
e, th
e ru
les
for
beha
ving
in c
hurc
h ar
edi
ffere
nt fr
om th
ose
for
a fo
otba
ll ga
me.
1 go
t rea
lly m
ad b
ecau
se J
ohn
wou
ldn'
t tal
k to
me.
Wha
t wer
e yo
u do
ing
at th
e tim
e?W
e w
ere
in li
ne fo
r lu
nch.
Wel
l, w
hat's
the
rule
abo
ut w
aitin
g in
line
?Y
ou a
ren'
t sup
pose
d to
talk
.T
hen
John
was
doi
ng th
e rig
ht th
ing,
was
n't h
e?
I lel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n8
Res
pect
for
Oth
ers
Res
pect
for
othe
rs is
bas
ed o
n se
lf-re
spec
t and
is s
umm
ed u
p in
the
Gol
den
Rul
e: D
o un
to o
ther
s as
you
wou
ld h
ave
othe
rs d
o un
to y
ou. I
t is
the
valu
e th
at m
akes
the
wor
ld a
mor
e de
cent
and
civ
ilize
d pl
ace.
Peo
ple
show
res
pect
in m
any
way
s. T
hey
spea
k an
d ac
t civ
illya
void
ing
insu
lts, c
ruel
rem
arks
and
rud
e or
cru
de la
ngua
ge. T
hey
are
cour
teou
san
d co
nsid
erat
e of
oth
ers,
incl
udin
g fa
mily
mem
bers
and
frie
nds,
and
car
eab
out t
heir
right
s, b
elie
fs a
nd w
ell-b
eing
. The
y tr
eat o
ther
s fa
irly
and
asin
divi
dual
s, r
egar
dles
s of
rac
e, s
ex, a
ge o
r et
hnic
gro
up. T
hey
disp
lay
tole
ranc
e fo
r pe
ople
who
do
not s
hare
thei
r pe
rson
al b
elie
fs a
nd li
kess
olo
ng a
s th
ose
peop
le d
o no
t har
m o
ther
s.
Res
earc
h in
dica
tes
that
chi
ldre
n le
arn
to r
espe
ct o
ther
s w
hen
they
are
trea
ted
with
res
pect
them
selv
es. C
onst
ant c
ritic
ism
of a
chi
ld, n
egat
ive
com
men
ts a
bout
him
and
failu
re to
pra
ise
his
achi
evem
ents
can
lead
the
child
to b
edi
sres
pect
ful t
o ot
hers
. Tre
atin
g ch
ildre
nw
ith r
espe
ct p
ays
larg
e di
vide
nds
both
to fa
mili
es a
nd to
soc
ietie
s as
a w
hole
.
9H
elpi
ng Y
our
Chi
ld B
ecom
e a
Res
pons
ible
Citi
zen
Wha
t You
Can
Do
* P
ract
ice
resp
ectfu
l way
s of
com
mun
icat
ing.
Sho
w y
our
child
how
tota
lk to
oth
ers
with
res
pect
.
* H
elp
your
chi
ld to
res
olve
con
flict
s no
nvio
lent
ly. W
hen
faci
ng a
conf
lict,
enco
urag
e yo
ur c
hild
to d
o th
e fo
llow
ing:
(I)
Fin
d ou
t wha
tth
e co
nflic
t is.
For
exa
mpl
e, if
you
r ch
ild is
ang
ry b
ecau
se h
is li
ttle
brot
her
barg
es in
to h
is r
oom
with
out k
nock
ing,
hel
p hi
m to
exp
lain
the
conf
lict b
y us
ing
an "
I" s
tate
men
t, su
ch a
s "I
feel
ang
ry w
hen
you
com
e in
to m
y ro
om w
ithou
t kno
ckin
g."
(2)
Nex
t, su
gges
tdi
ffere
nt w
ays
he m
ight
res
olve
the
conf
lict.
He
coul
d sa
y to
his
brot
her,
"I k
now
I ca
n't a
lway
s he
ar w
hen
I'm li
sten
ing
to m
usic
, so
you
knoc
k re
ally
loud
five
tim
esif
I don
't an
swer
, the
n op
en th
edo
or."
Or,
"If
I don
't an
swer
you
r kn
ock,
slid
e a
note
und
er th
edo
or."
Or,
"Le
t's u
se o
ur w
alki
e ta
lkie
s."
(3)
The
n ha
ve y
our
child
agre
e on
one
of t
he c
hoic
es. (
4) F
inal
ly, h
ave
him
mak
e a
plan
toch
eck
whe
ther
the
solu
tion
is w
orki
ng.
* T
each
you
r ch
ild to
res
pect
the
valu
ed tr
aditi
ons
of y
our
herit
age.
Tal
k ab
out f
amily
cus
tom
s fo
r sh
owin
g re
spec
t, fo
r ho
norin
g el
ders
and
for
help
ing
the
com
mun
ity. E
ncou
rage
her
to d
o th
ese
thin
gs.
Kay
lee,
is th
at m
y ne
w s
wea
ter
you'
re w
earin
g.Y
eah,
Mor
n. W
hat's
wro
ng?
Doe
sn't
it lo
ok O
K w
ith
this
ski
rt?
How
it lo
oks
on y
ou is
n't t
he p
.oin
t. Y
ou d
idn'
t ask
me
ifyou
cou
ld b
orro
w th
at s
wea
ter,
did
you
?N
o, M
om. I
gO
ess
I tho
ught
you
wou
ldn'
t min
d.
Wel
l, I d
o m
ind
that
you
did
n't a
sk fi
rst.T
hat's
not
very
res
pect
ful,
is it
?
Hel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
U iz
en-t
ore
Sel
f-re
spec
tS
elf-
resp
ect m
eans
taki
ng s
atis
fact
ion
in a
ppro
pria
te b
ehav
ior
and
hard
-w
on a
ccom
plis
hmen
ts. P
eopl
e w
ith s
elf-
resp
ect a
lso
resp
ect o
ther
s. T
hey
do n
ot n
eed
to d
ispa
rage
oth
ers
or b
uild
them
selv
es u
p by
bra
ggin
g or
exag
gera
ting
thei
r ab
ilitie
s or
tale
nts.
The
y do
not
nee
d lo
ts o
f mon
ey o
rpo
wer
to fe
el g
ood
abou
t the
mse
lves
..
Peo
ple
who
res
pect
them
selv
esvi
ew s
elfis
hnes
s, lo
ss o
f sel
f-di
scip
line,
rec
kles
snes
s,co
war
dice
and
dis
hone
sty
asw
rong
and
Unw
orth
y of
them
.T
hey
have
inne
r st
reng
th a
nd a
reun
will
ing
to le
t oth
ers
use
orm
anip
ulat
e th
em. T
hey
know
that
sho
win
g pa
tienc
e or
tole
ranc
e do
es n
ot m
ean
allo
win
g ot
hers
to m
istr
eat t
hem
.
Peo
ple
with
sel
f-re
spec
t do
not c
rum
ble
whe
n th
ey fa
il. T
hey
acce
ptm
ista
kes
as a
par
t of l
ife. A
s w
e he
lp o
ur c
hild
ren
set h
igh
stan
dard
s fo
rth
emse
lves
, we
also
nee
d to
let t
hem
kno
w th
at fa
ilure
is n
oem
barr
assm
ent w
hen
they
hav
e do
ne th
eir
best
.
Tea
chin
g ch
ildre
n se
lf-re
spec
t, ho
wev
er, d
oes
not m
ean
com
plim
entin
gev
eryt
hing
they
do.
The
y al
so n
eed
hone
st c
ritic
ism
from
tim
e to
tim
e.W
hen
we
do c
ritic
ize,
we
shou
ld fo
cus
on th
ings
they
hav
e do
ne, n
ot o
nth
em p
erso
nally
.
11H
elpi
ng Y
our
Chi
ld B
ecom
e a
Res
pons
ible
Citi
zen
Wha
t You
Can
1)0
* E
ncou
rage
you
r ch
ild to
bui
ld a
pos
itive
iden
tity
that
focu
ses
on h
erin
tegr
ity a
nd ta
lent
s.
Em
phas
ize
that
cha
ract
er is
bui
lt up
on th
e de
cisi
ons
and
actio
ns a
pers
on ta
kes
each
day
.
* W
ork
with
you
r ch
ild to
hel
p hi
m r
each
his
full
pote
ntia
l by
enco
urag
ing
him
to d
evel
op h
is ta
lent
s, s
et r
each
able
goa
ls a
ndho
nor
him
self
as a
uni
que
pers
on.
* T
each
you
r ch
ild h
ow to
cho
ose
good
val
ues.
Hel
p he
r re
ason
abo
utw
hat.
are
wor
thy
goal
s an
d w
hat a
re p
rope
r m
eans
to r
each
thos
ego
als.
IA/h
y so
dow
n, C
harli
e?
We
lost
the
gam
e.D
id y
ou p
lay
a go
od g
ame?
Yea
h, w
e pl
ayed
our
har
dest
.T
here
's n
o sh
ame
in lo
sing
a g
ame
whe
n yo
u've
play
ed y
our
best
and
the
othe
r te
am ju
st p
laye
dbe
tter.
Hol
d yo
ur h
ead
high
, son
!
Hel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n12
t,==
.3*
IN)
Cou
rage
Cou
rage
is th
e ab
ility
to o
verc
ome
fear
in o
rder
to d
o w
hat i
s rig
ht, e
ven
ifit
is d
iffic
ult o
r ris
ky. C
oura
ge c
an m
ean
faci
ng p
hysi
cal d
ange
rs, b
ut it
also
can
mea
n st
andi
ng u
p fo
r be
liefs
and
mak
ing
hard
dec
isio
ns o
n th
eba
sis
of e
vide
nce
rath
er th
an o
n w
hat i
s th
e ea
sy o
r po
pula
r th
ing
to d
o. It
mea
ns b
eing
nei
ther
rec
kles
s no
r co
war
dly
but f
acin
g up
to o
ur d
utie
s an
d
resp
onsi
bilit
ies.
Cou
rage
, how
ever
, doe
s no
t mea
n ne
ver
bein
g af
raid
; and
chi
ldre
n sh
ould
be to
ld th
at th
ere
are
times
whe
n it
is a
ll rig
ht to
be
frig
hten
ed a
nd to
run
away
from
dan
ger.
But
they
als
o ne
ed to
lear
n ho
w to
face
and
ove
rcom
eso
me
fear
s, s
uch
as a
fear
of t
he d
ark.
Wha
t You
Can
Do
* C
oach
you
r ch
ild o
n ho
w to
be
brav
e.P
rais
e hi
m w
hen
he a
cts
cour
ageo
usly
(but
nev
er r
idic
ule
him
for
any
reas
onrid
icul
e ca
n ha
velo
ng-la
stin
g ef
fect
s on
ach
ild's
sel
f-co
nfid
ence
).
* D
iscu
ss w
ith y
our
child
how
to s
ay n
o. S
omet
imes
child
ren
don'
t kno
w h
ow to
say
no to
pee
rs w
ho a
sk
them
to d
o da
nger
ous
or
13H
elpi
ng Y
our
Chi
ld B
ecom
e a
Res
pons
ible
Citi
zen
risky
thin
gs. A
fter
iden
tifyi
ng w
ays
that
she
mig
ht b
e te
mpt
ed, t
each
your
chi
ld a
thre
e-st
ep p
roce
ss fo
r se
lf-pr
otec
tion:
1. A
pply
the
"tro
uble
" ru
le: W
ill th
is a
ctio
n br
eak
a la
w o
r ru
le?
2. M
ake
a go
od d
ecis
iont
hink
car
eful
ly a
bout
the
risks
or
poss
ible
cons
eque
nces
.3.
Act
fast
to a
void
trou
ble,
usi
ng o
ptio
ns s
uch
as th
e fo
llow
ing:
Say
no!
Leav
e.M
ake
a jo
keS
ugge
st s
omet
hing
bet
ter
to d
o.M
ake
an e
xcus
e su
ch a
s, "
My
dad
will
get
rea
lly m
ad."
Act
sho
cked
.
Mom
, som
e of
the
kids
wer
e sm
okin
g af
ter
scho
olto
day.
One
of
them
off
ered
me
a ci
gare
tte.
Wha
t did
you
do?
I sa
id n
o.T
hen
wha
t hap
pene
d.E
very
body
laug
hed
at m
e an
d ca
lled
me
a ba
by.
So th
en w
hat d
id y
ou d
o?I
just
wal
ked
away
.G
ood
tot-
you!
Tha
t too
k a
lot o
f co
urag
e, a
nd I
'mpr
oud
of y
ou.
help
ing
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n
Res
pons
ibili
ty.
Bei
ng r
espo
nsib
le m
eans
bei
ng d
epen
dabl
e, k
eepi
ng p
rom
ises
and
hon
orin
gou
r co
mm
itmen
ts. I
t is
acce
ptin
g th
e co
nseq
uenc
es fo
r w
hat w
e sa
y an
ddo
. It a
lso
mea
ns d
evel
opin
g ou
r po
tent
ial.
Peo
ple
who
are
res
pons
ible
don
't m
ake
excu
ses
for
thei
r ac
tions
or
blam
eot
hers
whe
n th
ings
go
wro
ng. T
hey
thin
k th
ings
thro
ugh
and
use
good
judg
men
t bef
ore
they
take
act
ion.
The
y be
have
in w
ays
that
enc
oura
geot
hers
to tr
ust t
hem
.
Peo
ple
who
are
res
pons
ible
take
cha
rge
of th
eir
lives
. The
y m
ake
plan
san
d se
t goa
ls fo
r nu
rtur
ing
thei
r ta
lent
s an
d sk
ills.
The
y ar
e re
silie
nt in
findi
ng w
ays
to o
verc
ome
adve
rsity
. The
y m
ake
deci
sion
s, ta
king
into
acco
unt o
blig
atio
ns to
fam
ily a
nd c
omm
unity
.
Chi
ldre
n ne
ed to
lear
n th
at b
eing
par
t of a
fam
ily a
nd a
com
mun
ityin
volv
es a
ccep
ting
resp
oosi
bilit
ies.
Whe
n ea
ch o
f us
acts
res
pons
ibly
, our
fam
ilies
and
com
mun
ities
will
be
stro
nger
.
I'm g
oing
to M
at-t
ie's
hou
se, D
ad.
Hav
e yo
u w
alke
d th
e do
g?
No.
I'll
do th
at w
hen
I get
bac
k.C
asey
, wal
king
the
dog
is y
our
resp
onsi
bilit
y. In
this
hou
se,
mee
ting
our
resp
onsi
bilit
ies
com
es fi
rst.
Wal
k th
e do
g.
and
then
you
can
go
to M
at-t
ic's
.
15I l
elpi
ng Y
our
Chi
ld B
ecom
e a
Res
pons
ible
Citi
zen
Wha
t You
Can
Do
* M
ake
agre
emen
ts w
ith y
our
child
and
exp
ect h
im to
follo
w th
roug
h.
* W
hen
thin
gs g
o w
rong
, hel
p yo
ur c
hild
take
res
pons
ibili
ty fo
r he
rpa
rt a
nd m
ake
a pl
an to
do
thin
gs d
iffer
ently
nex
t tim
e.
* E
ncou
rage
you
r ch
ild to
find
out
mor
e ab
out t
he w
orld
and
how
his
actio
ns m
ay a
ffect
oth
ers
far
away
.
Citi
zens
hip
and
Pat
riotis
mC
itize
nshi
p re
quire
s do
ing
our
shar
e fo
r ou
r co
mm
unity
and
our
cou
ntry
.B
eing
a g
ood
citiz
en m
eans
car
ing
abou
t the
goo
d of
soc
iety
and
par
tici-
patin
g ac
tivel
y to
mak
e th
ings
bet
ter.
Res
earc
h re
veal
s th
at p
artic
ipat
ing
in c
omm
unity
ser
vice
pro
gram
s an
dle
arni
ng a
bout
the
impo
rtan
ce a
nd v
alue
of s
ervi
ng o
ther
s ca
n be
apo
wer
ful i
nflu
ence
on
posi
tive
char
acte
r de
velo
pmen
t.
Pat
riotis
m is
an
impo
rtan
t par
t of
good
citi
zens
hip.
Pat
riotis
m is
love
of
and
loya
lty to
our
cou
ntry
. It i
nvol
ves
hono
ring
the
dem
ocra
tic id
eals
on
whi
chth
e co
untr
y is
bas
ed a
nd e
xpec
ting
elec
ted
offic
ials
to d
o th
e sa
me,
res
pect
ing
and
obey
ing
itsla
ws
and
hono
ring
its fl
ag a
nd o
ther
sym
bols
. It
also
invo
lves
acc
eptin
g th
e re
spon
sibi
litie
s of
goo
dci
tizen
ship
, suc
h as
kee
ping
info
rmed
abo
ut n
atio
nal
issu
es, v
otin
g, v
olun
teer
ing
and
serv
ing
the
coun
try
intim
es o
f war
.
TC
OM
MU
NIr
rYP
RIV
ET
1<--
31
Hel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n16
Wha
t You
Can
Do
* T
ake
your
chi
ld -
with
you
whe
n yo
u vo
te. T
alk
to h
im a
bout
the
cand
idat
es, t
he o
ffice
s th
ey a
spire
toho
ld a
nd th
eir
posi
tions
on
key
issu
es.
* P
artic
ipat
e in
com
mun
ity-b
uild
ing
activ
ities
, suc
h as
cle
anin
g up
'par
ks a
nd a
ssis
ting
with
sch
ool a
ctiv
ities
.
* D
iscu
ss c
itize
nshi
p w
ith y
our
child
and
find
exa
mpl
es o
f wha
t goo
dci
tizen
s ha
ve d
one
for
thei
r co
mm
uniti
es.
Mom
, whe
re a
re y
ou g
oing
?I'm
goi
ng to
a m
eetin
g. P
eopl
e w
ho li
ve o
n th
isbl
ock
are
getti
ng to
geth
er to
pla
n ho
w w
e ca
ncl
ean
up th
at e
mpt
y lo
t dow
n th
e st
reet
and
turn
it in
to a
pla
ygro
und.
Tha
t wou
ld b
e gr
eat,
Mom
! But
I th
ough
t Aun
tie!'
was
com
ing
over
toni
ght.
She
's c
omin
g ov
er to
mor
row
nig
ht in
stea
d. S
heun
ders
tand
s it'
s im
port
ant t
hat I
be
at to
nigh
t'sm
eetin
g. A
pla
ygro
und
dow
n th
e st
reet
is ju
st w
hat
our
com
mun
ity a
nd o
ur fa
mily
nee
d, a
nd I
wan
t to
help
mak
e it
happ
en.
17H
elpi
ng Y
our
Chi
ld B
ecom
e a
Res
pons
ible
Citi
zen
How
Can
We
Hel
p C
hild
ren
Lea
rn a
bout
Cha
ract
er?
*
Chi
ldre
n le
arn
abou
t str
ong
char
acte
r w
hen
pare
nts
and
othe
r ad
ults
inth
eir
daily
live
s*
set a
goo
d ex
ampl
e th
roug
h th
eir
own
beha
vior
and
act
ions
,
* se
t and
com
mun
icat
e hi
gh s
tand
ards
and
cle
ar e
xpec
tatio
ns,
* co
ach
them
on
how
to b
e re
spon
sibl
e an
d ki
nd, a
nd
* us
e lit
erat
ure
to r
einf
orce
the
valu
es o
f str
ong
char
acte
r.
Seta
Goo
d E
xam
ple
We
are
alw
ays
teac
hing
our
chi
ldre
n so
met
hing
by
our
wor
ds a
nd o
ur a
ctio
ns. T
hey
lear
n fr
omse
eing
. The
y le
arn
from
hea
ring
and
from
over
hear
ing.
The
y le
arn
from
us,
from
eac
h ot
her,
from
oth
er a
dults
in th
e co
mm
unity
and
by
them
selv
es.
Chi
ldre
n sh
are
the
valu
es o
f the
ir pa
rent
s ab
out
the
mos
t im
port
ant t
hing
s in
life
. Our
prio
ritie
san
d pr
inci
ples
and
our
exa
mpl
es o
f goo
d be
havi
orca
n te
ach
our
child
ren
to ta
ke th
e hi
gh r
oad
whe
not
her
road
s lo
ok te
mpt
ing.
Rem
embe
r th
at c
hild
ren
do n
ot le
arn
the
valu
es th
at m
ake
up s
tron
gch
arac
ter
sim
ply
by b
eing
told
abo
ut th
eni.
The
y le
arn
by s
eein
g th
e pe
ople
arou
nd th
em a
ct o
n an
d up
hold
thos
e va
lues
in th
eir
daily
live
s. In
our
dai
lyliv
es, w
e ca
n sh
ow o
ur c
hild
ren
that
we
resp
ect o
ther
s. W
e ca
n sh
ow th
emou
r co
mpa
ssio
n an
d co
ncer
n w
hen
othe
rs a
re s
uffe
ring,
and
our
ow
nse
lf-di
scip
line,
cou
rage
and
hon
esty
as
we
mak
e di
fficu
lt de
cisi
ons.
How
we
cond
uct o
ur e
very
day
activ
ities
can
sho
w o
ur c
hild
ren
that
we
alw
ays
try
to d
o ou
r be
st to
ser
ve o
ur fa
mili
es, c
omm
uniti
es a
nd c
ount
ry.
Hel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n18
Cll
The
way
that
we
view
mon
ey a
nd m
ater
ial g
oods
als
o ca
n m
old
our
child
ren'
s ch
arac
ter.
If
we
see
our
self
-wor
th a
nd th
e w
orth
of
othe
rs in
term
s of
car
s, h
omes
, fur
nitu
re, n
ice
clot
hes
and
othe
r po
sses
sion
s, o
urch
ildre
n ar
e lik
ely
to d
evel
op th
ese
attit
udes
as
wel
l. O
f co
urse
, it i
sim
port
ant t
o m
eet o
ur c
hild
ren'
s ne
eds,
but
it is
als
o im
port
ant t
o he
lpth
em u
nder
stan
d th
e di
ffer
ence
bet
wee
n th
eir
need
s an
d th
eir
wan
ts. T
heex
pens
ive
jack
et th
at y
our
child
has
to h
ave
may
be
OK
if y
ou c
anaf
ford
it.
Fina
lly, w
e ne
ed to
be
cons
iste
nt in
uph
oldi
ng th
e va
lues
we
wan
t our
child
ren
to r
espe
ct a
nd n
ot p
rese
nt th
em w
ith c
onfl
ictin
g va
lues
. We
may
tell
our
child
ren
that
che
atin
g is
wro
ng, f
or e
xam
ple,
yet
bra
g to
ane
ighb
or a
bout
avo
idin
g pa
ying
taxe
s. W
e m
ay s
ay th
at r
uden
ess
toot
hers
is u
nacc
epta
ble,
yet
laug
h w
hen
we
see
that
beh
avio
r on
a f
avor
iteT
V s
how
.
Dad
dy, w
hy a
re y
ou le
avin
g th
at n
ote
on th
e ga
rbag
e ca
n?T
here
's b
roke
n gl
ass
insi
de, M
atth
ew, a
nd I
don'
t wan
t the
garb
age
colle
ctor
s to
get
hur
t. I'm
war
ning
them
abo
ut th
e gl
ass.
Are
they
you
r fr
iend
s?N
o. I
don'
t kno
w th
em, b
ut I
still
don
't w
ant t
hem
to g
et h
urt.
tig19
Hel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n
Set H
igh
Stan
dard
s an
d C
lear
Exp
ecta
tions
Som
e pa
rent
s se
t low
sta
ndar
ds f
or th
eir
child
ren,
or
do n
ot h
old
thei
rch
ildre
n to
the
stan
dard
s th
ey s
et. P
aren
ts m
ay d
o th
is b
ecau
se th
ey th
ink
that
exp
ectin
g to
o m
uch
of a
chi
ld w
ill h
arm
his
sel
f-co
nfid
ence
. How
ever
,re
sear
ch s
how
s th
at th
e op
posi
te is
true
. A c
hild
bui
lds
self
-con
fide
nce
bytr
ying
(w
ith g
uida
nce)
to m
eet h
igh
stan
dard
s, e
ven
whe
n he
has
tost
rugg
le to
do
so.
Pare
nts
do n
ot a
lway
s m
ake
thei
rst
anda
rds
for
beha
vior
cle
ar to
thei
rch
ildre
n. I
t is
not e
noug
h to
men
tion
your
exp
ecta
tions
onc
e or
twic
e. R
emem
ber
that
chi
ldre
ngr
ow a
nd c
hang
e so
fas
t tha
t the
yca
n ea
sily
mis
unde
rsta
nd o
r fo
rget
wha
t you
hav
e to
ld th
em. T
heir
unde
rsta
ndin
g of
the
wor
ld is
dev
elop
ing
alm
ost c
onst
antly
and
thei
r "n
ew"
min
ds n
eed
to b
e re
min
ded
of y
our
expe
ctat
ions
. Bec
ause
of
this
, you
nee
d to
your
gui
delin
es o
ften
and
to d
o so
in a
way
that
mak
es s
ense
as
your
chi
ldch
ange
s an
d de
velo
ps.
repe
at
Dad
, nob
ody'
s go
ing
to s
ee in
side
the
mod
el's
win
g. W
hy d
o yo
uw
ork
so h
ard
with
all
thos
e lit
tle p
iece
s?B
ecau
se th
at's
the
right
way
to b
uild
the
plan
e, M
arth
a. It
mak
esth
e w
ing
stro
ng W
hen
the
plan
e fli
es, a
nd th
at's
mor
e im
port
ant
than
wha
t peo
ple
see.
I w
ant t
o m
ake
the
best
pla
ne I
can.
Do
you
wan
t to
help
?
Hel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n20
LaW
Wor
ds o
f ca
utio
n: Y
our
expe
ctat
ions
mus
t be
appr
opri
ate
for
your
chi
ld's
age
and
stag
es o
f m
enta
l, em
otio
nal,
soci
al a
nd p
hysi
cal d
evel
opm
ent.
For
exam
ple,
it's
not
app
ropr
iate
to te
ll an
infa
nt n
ot to
cry
and
exp
ect h
im to
obey
. Lik
ewis
e, it
's n
ot a
ppro
pria
te to
exp
ect a
3-y
ear-
old
to s
it st
ill f
orho
urs
or f
or a
13-
yea
r -o
ld n
ot to
wor
ry a
bout
how
she
look
s. P
ayat
tent
ion
to w
hat y
our
child
can
do,
sta
rt th
ere
and
help
her
lear
n sk
ills
tom
ove
forw
ard.
Be
gent
le b
ut f
irm
in y
our
expe
ctat
ions
.
Coa
chR
emem
ber
how
you
lear
ned
to d
rive
or
cook
? Y
ou p
ract
iced
whi
leso
meo
ne c
oach
ed y
ou, r
emin
ding
you
wha
t to
do u
ntil
you
wer
e ab
le to
coac
h yo
urse
lf a
nd th
en, e
vent
ually
, do
it au
tom
atic
ally
. Chi
ldre
n le
arn
valu
es m
uch
the
sam
e w
ay. T
hey
prac
tice
diff
eren
t kin
ds o
f be
havi
or,
whi
le, y
ou, a
s co
ach,
hel
p fo
cus
thei
r at
tent
ion
on w
hat i
s im
port
ant
and
on f
ine-
tuni
ng im
port
ant s
kills
. You
sup
port
them
with
you
rpr
aise
, enc
oura
gem
ent a
nd g
entle
rem
inde
rs.
If y
ou d
on't
coac
h yo
ur c
hild
, she
will
fin
d he
r co
ache
sel
sew
here
and
be
guid
ed b
y th
e va
lues
of
the
med
ia,
her
peer
s an
d an
yone
els
e w
ho c
aptu
res
her
inte
rest
. So,
ste
p up
to th
e pl
ate,
don
't be
afr
aid
and
help
you
r ch
ild le
arn
how
to b
e a
good
pers
on, s
tep
by s
tep.
21{t
entin
g Y
our
Chi
ld B
ecom
e a
Res
pons
ible
Citi
zen
Pau
l, ha
ve.y
ou w
ritte
n a
than
k-yo
u no
te to
you
r au
nt a
nd u
ncle
for
the
birt
hday
pre
sent
they
sen
t?N
o, b
ut I
told
them
that
I lik
ed it
whe
n th
ey g
ave
it to
me.
Wel
l, th
at's
a s
tart
, but
they
wer
e ni
ce e
noug
h to
take
the
time
to
buy
you
a gi
ft, s
o yo
u ne
ed to
sho
w th
em th
at y
ou a
ppre
ciat
e it.
Her
e, y
ou s
it w
ith m
e an
d w
rite
your
not
e to
them
whi
le I
writ
eon
e to
Ms.
Mill
erre
mem
ber
how
she
sta
yed
to h
elp
me
clea
n up
afte
r yo
ur b
irthd
ay p
arty
?
Use
Lite
ratu
reL
itera
ture
can
be
a ve
ry p
ower
ful t
each
ing
tool
. In
fact
, peo
ple
in s
tori
es,
poem
s an
d pl
ays
can
infl
uenc
e ch
ildre
n al
mos
t as
muc
h as
the
real
peop
le w
ho r
ead
with
them
. The
refo
re, r
eadi
ng to
and
with
chi
ldre
n,en
cour
agin
g ol
der
child
ren
to r
ead
on th
eir
own
and
talk
ing
with
child
ren
abou
t the
boo
ks th
ey r
ead
are
impo
rtan
t way
s to
hel
p ch
ildre
nle
arn
abou
t and
dev
elop
the
valu
es o
f st
rong
cha
ract
er a
nd g
ood
citiz
ensh
ip.
Ask
ing
Que
stio
ns to
Gui
de D
iscu
ssio
ns
Use
que
stio
ns s
uch
as th
e fo
llow
ing
to h
elp
your
chi
ld th
ink
abou
t the
valu
es o
f st
orie
s:
Mot
ivat
ion
How
did
the
peop
le in
the
stor
y ac
t?D
id th
ey h
ave
good
or
bad
mot
ives
?W
ho w
ere
the
hero
es?
Why
wer
e th
ey h
eroe
s? W
ere
ther
e vi
llain
s?W
hy w
ere
they
vill
ains
?
Hel
ping
You
r ch
ild B
ecom
e a
Res
pons
ible
Citi
zen
22
Judg
men
tD
id th
e pe
ople
mak
e go
od d
ecis
ions
? W
hy o
r w
hir
not?
Act
ion
How
did
the
peop
le c
arry
out
thei
r de
cisi
ons?
Wha
t kin
ds o
f ste
ps d
idth
ey ta
ke?
Wer
e th
ere
obst
acle
s? H
ow d
id th
ey r
espo
nd to
the
.
obst
acle
s?
Sen
sitiv
ityD
id th
e pe
ople
thin
k ab
out t
he w
elfa
re o
f oth
ers?
Did
the
stor
y ha
ve a
goo
d or
bad
end
ing?
For
who
m w
as it
goo
d? F
orw
hom
was
it b
ad?
How
cou
ld th
e st
ory
have
turn
ed o
ut b
ette
r fo
r ev
eryo
ne?
Cho
osin
g B
ooks
Cho
osin
g w
hich
boo
ks to
use
for
char
acte
r de
velo
pmen
t can
take
son
ictim
e an
d ef
fort
. Man
y go
od s
elec
tions
are
ava
ilabl
e, in
clud
ing
fictio
n an
dno
nfic
tion
book
s an
d bo
oks
of p
oem
s, fo
lk ta
les,
fabl
es a
nd p
lays
. The
rear
e ex
celle
nt m
oder
n st
orie
s, a
s w
ell a
s tim
eles
s cl
assi
cs. T
here
is a
lso
agr
owin
g nu
mbe
r of
boo
ks th
at a
llow
chi
ldre
n to
exp
lore
val
ues
acro
ssva
rious
cul
ture
s an
d co
untr
ies.
For
list
s of
boo
ks to
rea
d to
and
with
you
rch
ild, s
ee B
ooks
Tha
t Can
Sup
port
Cha
ract
er D
evel
opm
ent o
n pa
ge 5
3 of
this
boo
klet
. For
mor
e tit
les
or a
dditi
onal
hel
p in
cho
osin
g bo
oks,
talk
with
you
r lo
cal o
r sc
hool
libr
aria
n.
23H
elpi
ng Y
our
Chi
ld B
ecom
e a
Res
pons
ible
Citi
zen
Wor
ds o
f cau
tion:
Alth
ough
the
mor
al th
eme
of a
sto
ry, n
onfic
tion
book
,pl
ay o
r po
em m
ay b
e ve
ry c
lear
to u
s, it
is n
ot a
lway
s so
to c
hild
ren.
Alw
ays
talk
with
you
r ch
ild a
bout
wha
t she
is r
eadi
ng to
see
how
wel
l she
unde
rsta
nds
its th
eme
or m
essa
ge. B
e pa
tient
and
list
en c
aref
ully
to y
our
child
's id
eas.
If h
er id
eas
are
too
far
off t
he m
ark,
talk
with
her
abo
ut h
owsh
e ar
rived
at t
hem
perh
aps
she
mis
unde
rsto
od a
wor
d or
is m
issi
ngso
me
impo
rtan
t pie
ce o
f inf
orm
atio
n. R
erea
d pa
rts
of th
e st
ory
with
her
and
talk
abo
ut th
e m
essa
ge.
(For
mor
e in
form
atio
n ab
out r
eadi
ng a
loud
with
you
r ch
ildre
n, s
eeH
elpi
ng Y
our
Chi
ld B
ecom
e a
Rea
der,
avai
labl
e on
line
from
the
U.S
.D
epar
tmen
t of E
duca
tion
at w
ww
.ed.
gov/
pubs
/par
ents
/hyc
.htm
l.)
..
_
Wha
t did
you
thin
k ab
out t
he a
nt le
tting
the
gras
shop
per
com
est
ay w
ith h
im o
ver
the
win
ter?
Wel
l, it
was
nic
e of
him
. He
was
kin
d, a
nd it
was
goo
d th
at h
ew
ante
d to
hel
p th
e gr
assh
oppe
r.B
ut w
hat a
bout
the
gras
shop
per?
Sho
uldn
't he
hav
e pr
epar
ed fo
rth
e w
inte
r, a
s th
e an
t did
?S
ure,
but
som
etim
es w
e do
n't d
o th
ings
that
we
shou
ld. I
'll b
et h
ele
arne
d a
less
on, t
houg
h. I'
ll be
t he
gets
rea
dy fo
r ne
xt w
inte
r.
Hel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n24
Act
iviti
es
00
As
pare
nts,
we
may
nee
d to
set
asi
de p
artic
ular
tim
es o
r cr
eate
spe
cial
activ
ities
to te
ach
our
child
ren
cert
ain
thin
gs. B
ut th
is is
n't t
rue
whe
n it
coni
es to
hel
ping
them
lear
n ab
out c
hara
cter
. Eve
ryda
y lif
e is
fille
d w
ithop
port
uniti
es fo
r he
lpin
g ou
r ch
ildre
n le
arn
abou
t the
val
ues
we
priz
e an
dw
ant t
o en
cour
age.
Rat
her
than
"th
ings
to d
o" w
ith y
our
child
for
half
an h
our
once
a w
eek,
mos
t of t
he fo
llow
ing
activ
ities
are
mor
e lik
e ru
les-
of-t
hum
b or
idea
s to
build
into
you
r da
ily li
ves.
Mos
t illu
stra
te s
ever
al q
ualit
ies
of c
hara
cter
and
show
that
one
qua
lity
ofte
n gr
ows
from
ano
ther
.
The
act
iviti
es c
an b
e ad
apte
d fo
r ch
ildre
n fr
om e
arly
chi
ldho
od th
roug
had
oles
cenc
e, a
nd m
ost c
onta
in s
peci
fic s
ugge
stio
ns fo
r ch
ildre
n of
diff
eren
t
ages
and
sta
ges
of d
evel
opm
ent.
You
, as
your
chi
ld's
firs
t and
mos
t im
port
ant
teac
her,
are
the
best
judg
e of
whi
ch a
ctiv
ities
are
mos
t app
ropr
iate
to u
seba
sed
on th
e'em
otio
nal a
nd s
ocia
l dev
elop
men
t of y
our
child
.
As
you
choo
se th
e ac
tiviti
es to
use
with
you
r ch
ild, r
emem
ber
this
thou
ght:
Tea
chin
g ou
r ch
ildre
n ab
out c
hara
cter
doe
sn't
mea
n th
at w
eca
n't l
augh
or
that
we
have
to b
e gr
im. O
ur c
hild
ren
shou
ld s
ee th
at w
eca
n be
ser
ious
abo
ut o
ur v
alue
s an
d pr
inci
ples
and
stil
l pla
y an
d ha
vefu
n. In
fact
, you
can
teac
h a
lot t
hrou
gh p
lay.
And
you
can
mak
e ga
mes
out o
f lea
rnin
g pa
rtic
ular
ski
lls. W
e ho
pe th
at y
ou a
nd y
our
child
enj
oyth
ese
activ
ities
and
that
they
insp
ire y
ou to
thin
k of
add
ition
al a
ctiv
ities
of y
our
own.
25H
elpi
ng Y
our
Chi
ld B
ecom
e a
Res
pons
ible
CB
izen
Get
ting
to K
now
Oth
ers
from
Nea
r an
d Fa
rC
hild
ren
need
to b
e sh
own
and
taug
ht th
atot
her
peop
le h
ave
feel
ings
, bel
iefs
and
hop
es,
just
as
they
do.
Act
ually
, we
can
lear
n a
grea
tde
al fr
om o
ther
s, b
oth
in o
ur fa
mili
es a
ndne
ighb
orho
ods
and
from
oth
er c
ultu
res,
soci
etie
s, r
elig
ions
and
cou
ntrie
s.
Wha
t'to
Do
* S
how
you
r ch
ild b
y yo
ur a
ctio
ns th
at y
ou a
re in
tere
sted
in le
arni
ngab
out a
nd fr
om o
ther
peo
ple.
Let
her
kno
w th
at y
ou c
are
abou
tfa
mily
by
telli
ng h
er in
tere
stin
g th
ings
abo
ut r
elat
ives
, suc
h as
thei
rho
bbie
s or
jobs
. Let
her
see
you
bei
ng a
frie
nd to
nei
ghbo
rs, s
tore
cler
ks, c
omm
unity
wor
kers
and
oth
ers.
Let
her
see
you
rea
ding
book
s or
wat
chin
g T
V s
how
s an
d vi
deos
abo
ut p
eopl
e fr
om o
ther
cultu
res,
rel
igio
ns o
r co
untr
ies.
Tal
k w
ith h
er a
bout
the
inte
rest
ing
thin
gs y
ou'v
e le
arne
d fr
om y
our
read
ing
and
view
ing.
Invi
te p
eopl
efr
om o
ther
cul
ture
s or
cou
ntrie
s to
you
r ho
me.
Hel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n
Alth
ough
we
shou
ld te
ach
our
child
ren
to b
e to
lera
nt a
nd to
beha
ve r
espe
ctfu
lly to
war
dot
her
peop
le, w
e sh
ould
als
om
ake
it cl
ear
that
som
e pe
ople
beha
ve in
way
s th
at a
re h
arm
ful
and
that
suc
h be
havi
or s
houl
dno
t be
tole
rate
d.
* V
isit
the
libra
ry w
ith y
our
child
,an
d as
k th
e lib
raria
n to
hel
p yo
uch
oose
boo
ks, v
ideo
s, m
agaz
ines
and
othe
r m
ater
ials
that
will
help
him
lear
n ab
out m
any
diffe
rent
cou
ntrie
s an
d pe
ople
.Li
sten
atte
ntiv
ely
whe
n yo
urch
ild w
ants
to te
ll yo
u ab
out
thin
gs s
he h
as d
isco
vere
d ab
out
the
geog
raph
y, h
isto
ry, r
elig
ion,
mus
ic o
r ar
t fro
m o
ther
cul
ture
san
d co
untr
ies.
Gif
ts f
rom
the
Hea
rtA
gift
that
sho
ws
effo
rt a
nd a
ttent
ion
can
mea
n m
ore
than
a g
ift fr
omth
e st
ore.
Wha
t to
Do
* F
or th
e bi
rthd
ay o
r ot
her
spec
ial o
ccas
ion
ofa
rela
tive
or fr
iend
, enc
oura
ge y
our
child
tom
ake
a gi
ft in
stea
d of
buy
ing
one.
Hel
p he
rde
cide
wha
t to
give
by
aski
ng h
er to
thin
kab
out t
he s
peci
al ta
lent
s sh
e ha
s. If
she
like
sto
sin
g or
act
, she
mig
ht li
ke to
per
form
asp
ecia
l son
g or
writ
e an
d ac
t out
a s
kit o
rpl
ay. A
you
ng c
hild
mig
ht p
ick
som
e flo
wer
sfr
om th
e ya
rd a
nd ta
ke th
em to
a n
eigh
bor.
27[M
OT
Tho
r C
hild
Bec
ome
a R
espo
nsib
le C
it lie
n
An
olde
r ch
ild m
ight
do
chor
es fo
r m
orn,
dad
or
ane
ighb
or. S
he m
ight
, for
exam
ple,
was
h th
e di
shes
for
a w
eek,
cle
an-t
he h
all c
lose
t,ba
bysi
t or
run
erra
nds.
* If
the
gift
is a
n ac
tivity
or
chor
e, h
ave
your
chi
ld m
ake
aca
rd a
nd w
rite
a no
te, t
ellin
g w
hat t
he g
ift w
ill b
e.
* T
each
you
r ch
ild to
thin
k of
oth
ers
by e
ncou
ragi
ng h
er to
cho
ose
som
e of
her
toys
or
good
clo
thin
g th
at s
he's
out
grow
n to
giv
e to
com
mun
ity d
rives
for
hom
eles
s or
nee
dy c
hild
ren.
Enc
oura
ge y
our
olde
r ch
ild to
con
side
r gi
ving
the
gift
of h
is ti
me
as a
vol
unte
er fo
rva
rious
com
mun
ity c
harit
able
effo
rts.
Chi
ldre
n m
ay h
ave
hear
d th
esa
ying
that
it is
bet
ter
to g
ive
than
to r
ecei
ve, b
ut it
will
mea
nlit
tle to
them
if th
ey d
o no
tth
ink
abou
t wha
t the
y ca
n gi
veot
hers
to s
how
that
they
car
e.
Tel
ling
the
Tru
thB
enef
iting
from
man
ipul
atin
g or
lyin
g to
oth
ers
is d
isho
nest
and
can
dest
roy
trus
t.
Wha
t to
Do
* T
ell o
r re
ad to
you
r ch
ild th
e fa
ble
The
Boy
Who
Crie
d W
olf."
Poi
nt o
ut th
at w
hen
the
boy
yells
"w
olf,"
he
is ly
ing
as a
way
to g
etat
tent
ion.
Mak
e su
re y
our
child
und
erst
ands
that
the
boy
paid
for
his
lies:
He
had
alar
med
the
villa
gers
so
man
y tim
es, n
obod
y ca
me
to h
isre
scue
whe
n a
real
wol
f sho
wed
up!
I lel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n28
rO
Ask
you
r ch
ild if
any
one
has
mis
led
her
with
a li
e. H
ow d
id th
at m
ake
her
feel
?W
hat d
id s
he d
o? D
oes
she
still
like
and
trus
t the
per
son
who
told
the
lie?
* If
you
cat
ch y
our
child
telli
ng a
lie,
let h
imkn
ow th
at y
ou d
o no
t app
rove
and
ass
ign
him
som
e co
nseq
uenc
eno
wat
chin
g of
afa
vori
te T
V s
how
, for
exa
mpl
e. B
ut a
lso
ask
him
why
he
lied
to y
ou a
nd r
einf
orce
the
idea
that
he
can
alw
ays
tell
you
the
trut
hreg
ardl
ess
of h
ow u
nple
asan
t it
mig
ht b
e.
* Y
ou e
spec
ially
nee
d to
mod
el h
ones
ty w
ithyo
ur o
lder
chi
ld. K
eep
talk
ing
with
her
,be
ing
hone
st a
nd e
xpec
ting
hone
sty
in r
etur
n. A
dole
scen
ce is
a ti
me
whe
n ch
ildre
n ar
e fa
ced
with
mor
e te
mpt
atio
ns a
nd o
ften
less
supe
rvis
ion.
The
y ne
ed y
ou a
s a
posi
tive
role
mod
el.
Par
ents
sho
uld
be c
aref
ul to
follo
w th
roug
hon
thin
gs th
ey s
ay to
thei
r ch
ildre
n.C
omm
itmen
ts a
nd p
rom
ises
that
may
seem
min
or to
a p
aren
t can
be
very
impo
rtan
t to
a ch
ild. I
f par
ents
can
not
follo
w th
roug
h, th
ey n
eed
to e
xpla
in w
hyth
ey c
anno
t mee
t the
com
mitm
ent.
29H
elpi
ng Y
our
Chi
ld B
ecom
e a
Res
pons
ible
Citi
zen
Thi
nk a
bout
It
Is h
ones
ty a
lway
s th
e be
st p
olic
y? O
lder
chi
ldre
n fa
ce m
any
occa
sion
s th
atte
st th
e pr
inci
ple
"hon
esty
is th
e be
st p
olic
y."
You
r ch
ild m
ay a
sk y
ou, f
orex
ampl
e, "
But
do
I ha
ve to
tell
Jess
e th
e tr
uth
whe
n sh
e as
ks m
e if
I li
kehe
r ne
w h
airc
ut?
If I
say
yes
, tha
t's a
lie.
But
if I
say
no,
I'll
hur
t her
feel
ings
!" I
n ad
ditio
n, c
hild
ren
ofte
n se
e an
d re
ad a
bout
peo
ple
who
hav
ebe
com
e ve
ry s
ucce
ssfu
l and
wea
lthy
by b
eing
dis
hone
st.
Wha
t to
1)0
* A
sk y
our
child
to th
ink
of a
n an
swer
she
mig
ht s
ay to
her
fri
end
Jess
eth
at w
ould
be
hone
st a
nd y
et n
ot h
url h
er f
eelin
gs. I
s th
ere
som
ethi
ng a
bout
Jes
se's
hai
rcut
that
she
doe
s lik
e?
* C
hoos
e ex
ampl
es o
f sp
orts
fig
ures
, bus
ines
s le
ader
s en
tert
aine
rs o
rpo
litic
ians
fro
m th
e ne
ws
who
hav
e be
en c
augh
t in
dish
ones
t act
s an
dta
lk w
ith y
our
child
abo
ut th
e co
nseq
uenc
es o
f th
ose
acts
. Did
"cr
ime"
real
ly p
ay f
or th
em?
Hav
e th
eir
fam
ilies
ben
efite
d or
suf
fere
d? H
owar
e th
ey v
iew
ed b
y ot
her
peop
le o
nce
thei
r di
shon
esty
is r
evea
led?
* H
ave
your
chi
ld f
ind
book
s in
whi
ch c
hara
cter
s st
rugg
le w
ith b
eing
hone
st. R
ead
and
talk
abo
ut th
e bo
oks
with
you
r ch
ild. (
Als
o se
eR
esou
rces
on
page
53
of th
is b
ookl
et f
or s
ugge
sted
boo
ks a
bout
hone
sty.
)
To
lear
n th
e im
port
ance
of h
ones
ty,
child
ren
need
to s
ee th
at d
isho
nest
beha
vior
can
bot
h hu
rt th
eir
repu
tatio
ns a
nd c
ause
oth
ers
arou
nd th
em u
nhap
pine
ss.
Hel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n30
fif
Kee
p T
ryin
gB
eing
a p
erso
n of
goo
d ch
arac
ter
ofte
n re
quire
s ha
ving
pat
ienc
e an
dst
icki
ng to
som
ethi
ng.
Wha
t to
Do
* Le
t you
r ch
ild s
ec y
ou p
ract
ice
patie
nce
whe
n do
ing
a ne
w o
rdi
fficu
lt ta
sk o
r w
hen
faci
ng li
fe's
eve
ryda
y fr
ustr
atio
ns, s
uch
ashe
avy
traf
fic.
* A
rran
ge to
use
a ti
nier
as
you
and
your
chi
ld w
ork
at a
diff
icul
t tas
k.F
or y
oung
chi
ldre
n, s
tart
with
one
min
ute
and
build
from
ther
e. T
his
will
bui
ld p
erse
vera
nce.
* H
elp
your
chi
ldre
n un
ders
tand
that
wor
k co
nies
bef
ore
plea
sure
in s
impl
eev
eryd
ay w
ays,
suc
h as
hom
ewor
k be
fore
TV
or
chor
es b
efor
e pl
ay.
* M
ake
a ga
me
out o
f doi
ng h
ard
task
s. H
ow m
any
piec
es o
f spi
lled
popc
orn
can
we
pick
up?
Who
can
bre
ak th
e re
cord
for
was
hing
the
mos
t win
dow
s (w
ashi
ng th
em w
ell,
of c
ours
e)?
Chi
ldre
n ne
ed to
lear
n th
at th
eyso
met
imes
hav
e to
be
will
ing
tow
ork
hard
and
wai
t for
goo
dth
ings
to c
ome
to th
em.
3111
(40
lig Y
our
Chi
ld B
ecom
e a
Res
pons
ible
Citi
zen
M.jk
ing
Dec
isio
nsT
here
is a
lot t
o th
ink
abou
t in
mak
ing
good
dec
isio
ns.
Wha
t to
Do
* T
hink
out
loud
whe
n yo
u ar
e m
akin
ga
diffi
cult
deci
sion
, so
that
you
rch
ild c
an h
ear
how
you
do
it.
-*
Reg
ular
ly ta
ke ti
me
to m
ake
afa
mily
dec
isio
n w
ith y
our
child
so th
at s
he c
an p
ract
ice
with
you.
Hel
p he
r le
arn
to th
ink
abou
t the
pro
s an
d co
ns, t
heef
fect
s of
the
deci
sion
on
othe
rsan
d ho
w to
mee
t her
obl
igat
ions
as
a fa
mily
mem
ber
and
citiz
en.
* T
alk
with
you
r ch
ild a
bout
dec
isio
ns m
ade
by c
hara
cter
s on
TV
or
inst
orie
s. A
sk h
im to
dec
ide
whe
ther
the
char
acte
rs th
ough
t abo
utev
eryt
hing
they
sho
uld
have
, whe
ther
the
deci
sion
was
the
best
deci
sion
and
wha
t he
wou
ld h
ave
done
if h
e w
ere
the
char
acte
r.
* Le
t you
r pr
esch
ool c
hild
cho
ose
wha
t to
wea
r, e
ven
if it
mea
nshe
r cl
othe
s do
n't a
lway
s m
atch
.T
his
will
mak
e he
r fe
elem
pow
ered
and
hel
p bu
ildse
lf-co
nfid
ence
.
Chi
ldre
n le
arn
to e
xerc
ise
good
judg
men
t by
havi
ngm
any
oppo
rtun
ities
to m
ake
deci
sion
s on
thei
r ow
n.
Hel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
leiz
en32
Mag
ic W
ords
, Car
ing
Dee
dsG
ood
man
ners
are
a p
art o
f sho
win
g re
spec
t for
oth
ers.
Usi
ng g
ames
tore
info
rce
man
ners
pro
vide
s ch
ildre
n w
ith th
e pr
actic
e th
ey n
eed
to le
arn
man
ners
with
out e
mba
rras
sing
them
selv
esor
us.
Wha
t to
Do
* Le
t you
r ch
ild k
now
that
res
pect
for
othe
rs c
an b
egin
with
som
ethi
ng a
sba
sic
as s
how
ing
good
man
ners
, lik
e
shak
ing
hand
s in
gre
etin
g;lo
okin
g so
meo
ne in
the
eye
whi
le ta
lkin
g;sa
ying
"pl
ease
," "
than
k yo
u,"
"exc
use
me,
" an
d "I
'm s
orry
";op
enin
g do
ors
for
othe
rs;
usin
g ex
pres
sion
s su
ch a
s "y
es,
sir"
and
"no
, ma'
am"
whe
n sp
eaki
ng to
old
er p
eopl
e; a
ndgi
ving
up
a se
at o
n a
bus
or s
ubw
ay to
an
olde
r pe
rson
or
a pe
rson
with
a d
isab
ility
.*
At l
unch
or
dinn
er ti
me,
hav
e fa
mily
mem
bers
pre
tend
to h
e ea
ting
in a
res
taur
ant.
Ask
you
r ch
ild h
ow h
e sh
ould
talk
to y
ou a
nd to
othe
rs a
t the
tabl
e. W
hat s
houl
d he
say
whe
n "t
he w
aite
r" b
rings
his
food
? H
ow s
houl
d he
eat
the
food
? W
hat s
houl
d he
say
if h
e w
ants
to le
ave
the
tabl
e?
* Li
ne u
p se
vera
l cha
irs a
nd h
ave
your
chi
ld a
nd o
ther
fam
ily m
embe
rspr
eten
d to
be
on a
bus
. Ask
you
r ch
ild to
sho
w y
ou w
hat s
he s
houl
dsa
y an
d do
if th
e bu
s st
ops
sudd
enly
and
she
bum
ps in
to s
omeo
ne.
How
sho
uld
she
carr
y a
larg
e pa
ckag
e on
the
bus
so th
at it
doe
sn't
harm
or
both
er o
ther
s? W
hat s
houl
d sh
e do
if s
he is
sitt
ing
on a
bus
and
ther
e ar
e no
vac
ant s
eats
whe
n ar
t old
er p
erso
n ge
ts o
n?
33H
elpi
ng Y
our
Chi
ld B
ectm
ne a
Res
pons
ible
Citi
zen
* W
hen
your
chi
ld m
entio
ns s
omet
hing
nic
e th
at s
omeo
ne d
id fo
r hi
m,
enco
urag
e hi
m to
writ
e a
than
k-yo
u no
te. E
xpla
in th
at th
e no
tedo
esn'
t hav
e to
hav
e a
lot o
f wor
ds. F
or y
oung
er c
hild
ren,
it a
lso
can
have
dra
win
gs. A
fter
he w
rites
the
note
, hel
p yo
ur c
hild
to g
o ov
er it
and
corr
ect s
pelli
ng a
nd p
unct
uatio
n.. E
xpla
in th
at ta
king
the
time
toch
eck
and
corr
ect w
hat w
e've
writ
ten
show
s re
spec
t for
the
pers
onge
tting
the
note
..
* Le
t you
r ch
ild s
ee y
ou w
ritin
gsh
ort n
otes
to o
ther
s. Y
ou m
ight
writ
e a
note
to th
e m
ail c
arrie
r to
than
k he
r fo
r he
lpin
g yo
u w
ith a
larg
e pa
ckag
e, to
a n
eigh
bor
tow
ish
her
wel
l on
a jo
b in
terv
iew
or
to a
rel
ativ
e to
con
grat
ulat
e hi
mfo
r w
inni
ng a
n aw
ard.
Fro
m a
n ea
rly a
ge, c
hild
ren
need
to s
ee p
aren
ts a
ndot
her
adul
ts p
ract
icin
g th
em
anne
rs th
at th
ey e
xpec
tch
ildre
n to
use
.
The
re's
a M
onst
er in
My
Roo
m!
Som
etim
es c
hild
ren
deve
lop
fear
s th
at m
ay s
eem
sill
y or
unr
easo
nabl
e.N
onet
hele
ss, t
he fe
ars
are
real
for
them
, and
they
nee
d to
find
way
s to
over
com
e th
em.
Wha
t to
Do
List
en c
aref
ully
whe
n yo
ur c
hild
tells
you
that
he
is a
frai
d of
som
ethi
nga
mon
ster
in h
is r
oom
or
a st
rang
e so
unde
ven
if hi
sfe
ar s
ound
s si
lly to
you
. Try
to u
nder
stan
d w
hat i
s ca
usin
g th
e fe
ar.
Did
he
see
an u
nfam
iliar
sha
pe u
nder
his
bed
or
in h
is c
lose
t? D
idth
e so
und
he h
eard
rem
ind
him
of t
he s
ound
s m
ade
by a
gho
st o
r
Ilel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n34
tiw
witc
h in
a T
V s
how
or
vide
o he
'sse
en?
Hel
ping
you
r ch
ild o
verc
ome
thes
e fe
ars
will
hel
p hi
m d
evel
opco
urag
e an
d se
lf-co
nfid
ence
.
* W
ith y
our
child
, com
e up
with
apl
an fo
r fa
cing
the
fear
. Go
over
the
plan
toge
ther
. Let
you
r ch
ildta
ke th
e st
ep th
at c
onfr
onts
the
fear
, alth
ough
it m
ay b
e he
lpfu
l for
you
to b
e th
ere.
For
exa
mpl
e, g
ow
ith h
im to
look
und
er h
is b
ed o
r in
his
clo
set t
o se
e ex
actly
wha
the
saw
. Sit
with
him
and
list
en c
lose
ly to
the
win
d. E
xpla
in th
at th
ew
ind
som
etim
es m
akes
sca
ry s
ound
s bu
t is
harm
less
.
* D
on't
let y
our
youn
g ch
ild w
atch
sca
ry m
ovie
s or
pla
y vi
olen
t vid
eoga
mes
. Res
earc
h sh
ows
that
the
fear
chi
ldre
n ex
perie
nced
as
they
wat
ched
a s
cary
mov
ie c
an la
st fo
r ye
ars,
affe
ctin
g th
eir
slee
p an
dot
her
beha
vior
s. C
hild
ren
of d
iffer
ent a
ges
find
diffe
rent
kin
ds o
fm
ovie
s sc
ary.
For
exa
mpl
e, s
cary
imag
es, s
uch
as s
pook
y cr
eatu
res,
frig
hten
3-8
yea
r ol
ds. R
ealis
tic v
iole
nce,
suc
h as
thin
gs th
at c
ould
actu
ally
hap
pen,
frig
hten
s 9-
13 y
ear
olds
.
* O
lder
chi
ldre
n ca
n be
afr
aid
of th
eir
peer
s' ju
dgm
ents
. Hel
p yo
ur c
hild
deve
lop
a se
nse
of in
depe
nden
ce fr
om w
hat p
eers
may
thin
k an
d w
hat
the
med
ia p
rom
otes
. Sup
port
you
r ch
ild in
ado
ptin
g hi
s ow
n st
yle
and
his
own
idea
s.
Chi
ldre
n ca
n ac
quire
cou
rage
to h
andl
e re
al d
ange
rs
if th
ey h
ave
expe
rienc
e in
faci
ng th
eir
unre
ason
able
fear
s. In
add
ition
, if w
e ta
ke s
erio
usly
wha
t are
rea
lfe
ars
to th
em, t
hey
will
trus
t us
and
feel
saf
e te
lling
us o
ther
thou
ghts
and
feel
ings
.
35I
lelp
ing
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n
OO
PS
!
We
don'
t alw
ays
act t
he w
ay w
e sh
ould
in fr
ont o
f our
chi
ldre
n.
Wha
t to
Do
* If
you
do s
omet
hing
that
set
s a
bad
exam
ple
of b
ehav
ior,
try
to h
eho
nest
with
you
rsel
f and
you
r ch
ild a
bout
wha
t you
've
done
.S
omet
imes
we
need
to th
ink
a lit
tle a
bout
our
beh
avio
r to
rea
lize
that
we'
ve s
aid
or d
one
som
ethi
ng in
appr
opria
te.
* If
your
chi
ld h
as o
bser
ved
your
beha
vior
, it's
esp
ecia
lly im
port
ant
for
you
to b
e ho
nest
abo
ut it
. Asi
mpl
e st
atem
ent s
uch
as, "
I'mso
rry,
that
was
a b
ad th
ing
for
me
to d
o,"
is u
sual
ly a
ppro
pria
te. Y
oudo
n't n
eed
to g
o in
to g
reat
det
ail
abou
t why
you
did
Wha
t you
did
.
How
chi
ldre
n se
e us
han
dle
our
mis
take
s an
d sl
ips
inbe
havi
or c
an h
ave
a po
wer
ful
impa
ct o
n th
eir
beha
vior
and
char
acte
r de
velo
pmen
t.
* If
you
have
trea
ted
som
eone
badl
y, le
t you
r ch
ild s
ee y
ou fo
llow
up
with
an
apol
ogy
and,
ifpo
ssib
le, w
ith m
akin
g up
for
wha
t you
hav
e do
ne.
Stan
d U
p fo
r Y
ours
elf
A p
art o
f sel
f-re
spec
t is
not t
oler
atin
g m
istr
eatm
ent b
y ot
hers
.
Wha
t to
Do
* Li
sten
to y
our
child
as
she
talk
s ab
out s
choo
l, pl
ayin
g w
ith o
ther
s an
dsp
endi
ng ti
me
with
the
baby
sitte
r, a
rel
ativ
e or
a n
eigh
bor.
Fin
d ou
tho
w o
ther
s tr
eat h
er. B
y lis
teni
ng c
alm
ly a
nd w
ith in
tere
st, y
ou w
illen
cour
age
her
to tr
ust y
ou a
nd c
ome
to y
ou if
she
has
a p
robl
em.
Hel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n36
* W
hen
you
face
a s
ituat
ion
in w
hich
you
nee
d to
sta
nd u
p fo
r yo
urse
lf,le
t you
r ch
ild s
ee y
ou d
o it
with
cou
rtes
y an
d go
od ju
dgm
ent.
Whe
nso
meo
ne c
uts
in fr
ont o
f you
in li
ne o
r ch
arge
s yo
u to
o m
uch,
thin
kab
out y
our
own
resp
onse
. Tal
k w
ith y
our
child
abo
ut it
whe
ther
you
did
wel
l or
whe
ther
you
cou
ld h
ave
done
bet
ter.
* H
elp
your
chi
ld le
arn
how
to d
eal w
ith b
eing
teas
ed. I
t's im
port
ant
beca
use
child
ren
who
are
eas
ily u
pset
by
teas
ing
may
app
ear
wea
kan
d m
ake
them
selv
es e
asy
targ
ets
for
bulli
es. I
n he
r bo
okPa
rent
s D
o
Mak
e a
Dif
fere
nce:
How
to R
aise
Kid
s w
ith S
olid
Cha
ract
er, S
tron
g M
inds
,
and
Car
ing
Hea
rts,
Mic
hele
Bor
ba o
ffers
som
e id
eas.
Afte
r yo
u've
liste
ned
care
fully
to y
our
child
's s
tory
, hel
p he
r fin
d a
"bul
ly-
proo
fing
stra
tegy
" w
ith w
hich
she
is c
omfo
rtab
le. K
eep
in m
ind
that
wha
t wor
ks fo
r on
e ch
ild m
ay n
ot w
ork
for
anot
her
and
wha
t wor
ksin
one
situ
atio
n m
ay n
ot w
ork
in a
noth
er. S
ome
stra
tegi
es th
at y
our
child
may
find
hel
pful
incl
ude:
Que
stio
ning
the
teas
er w
ith s
omet
hing
like
"W
hy w
ould
you
say
that
?"R
espo
ndin
g to
the
teas
er fi
rmly
with
"I w
ant"
sta
tem
ents
, suc
h as
, "I
wan
t you
to s
top
teas
ing
me.
"A
gree
ing
with
the
teas
er. F
or e
xam
ple,
res
pond
to th
e te
ase,
"You
're d
umb!
" w
ith "
Yea
h, b
ut I'
m g
ood
at it
!"R
espo
ndin
g w
ith h
umor
. Say
som
ethi
ng a
s si
mpl
e as
"S
o?"
or"T
hank
s fo
r te
lling
me.
"Ig
norin
g th
e te
asin
g. L
earn
to w
alk
away
with
out e
ven
a lo
ok a
tth
e te
aser
.
Lear
ning
app
ropr
iate
way
s to
dea
l witl
ythe
unp
leas
ant b
ehav
ior
of o
ther
s is
an
impo
rtan
t, if
som
etim
es d
iffic
ult,
part
of g
row
ing
up.T
o bu
ild s
elf-
resp
ect,
child
ren
need
to le
arn
how
to d
eal w
ithpr
oble
ms
they
may
hav
e w
ith o
ther
s an
d ho
w to
rec
ogni
ze w
hen
they
sho
uld
ask
for
help
.
37he
lpin
g Y
our
Chi
ld B
ecom
e a
Res
pons
ible
Citi
zen
Hel
p yo
ur c
hild
reh
ears
e th
ese
stra
tegi
es. S
tres
s th
e im
port
ance
of
stay
ing
calm
, spe
akin
g fir
mly
and
look
ing
the
teas
er in
the
eye,
and
not
teas
ing
back
.
* E
xpla
in to
you
r ch
ild th
at in
som
e si
tuat
ions
the
best
way
he
can
stan
d up
for
him
self
is to
ask
an
adul
t he
trus
ts fo
r he
lp. L
et h
imkn
ow th
at it
's v
ery
impo
rtan
t to
ask
for
help
if he
's b
eing
bul
lied
or fe
els
thre
aten
ed: o
rif
he's
mis
trea
ted
by a
n ad
ult.
Als
o le
t him
kno
w y
ou w
illif
he's
ser
ious
ly th
reat
ened
by
anot
her
child
. And
, if h
e ha
s a
prob
lem
with
an
adul
t, ta
ke a
ctio
nqu
ickl
y to
get
you
r ch
ild o
ut o
f har
m's
way
. Rep
ort t
o pr
oper
auth
oriti
es a
nyon
e w
ho tr
ies
to h
arm
you
r ch
ild.
Hel
ping
Out
Chi
ldre
n ne
ed to
lear
n th
at a
s th
ey g
et o
lder
and
can
con
trib
ute
mor
e,.
addi
tiona
l res
pons
ibili
ties
will
be
plac
ed o
n th
em.
Wha
t to
Do
* A
s yo
ur c
hild
mat
ures
, con
side
rre
spon
sibi
litie
s th
at s
he c
an ta
ke o
nto
con
trib
ute
to th
e fa
mily
and
hous
ehol
d. D
iscu
ss th
e ne
w d
utie
s w
ithhe
r, b
ut a
void
des
crib
ing
them
inw
ays
that
mak
e th
em s
eem
like
puni
shm
ent.
Inst
ead,
hin
t tha
tsh
e ha
s be
en g
iven
the
new
resp
onsi
bilit
ies
beca
use
they
Hel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n
requ
ire s
kills
or
abili
ties
that
she
now
has
or
that
they
are
the
kind
sof
thin
gs th
at "
big
kids
" or
gro
wn-
ups
are
expe
cted
to d
o.
* W
ith y
our
youn
ger
child
, you
may
wan
t to
do th
e ne
w c
hore
sto
geth
er fo
r aw
hile
. As
you
do s
o, ta
lk w
ith h
im a
nd m
ake
the
chor
efu
n. D
o no
t, ho
wev
er, d
o al
l of t
he w
ork
your
self!
* If
poss
ible
, giv
e yo
ur c
hild
new
cho
res
that
will
str
etch
her
abi
litie
san
d en
cour
age
satis
fact
ion
in g
ood
wor
k. If
you
r yo
ung
child
has
been
res
pons
ible
for
pick
ing
up h
er o
wn
clot
hes
and
putti
ng. t
hem
inth
e la
undr
y ba
sket
, let
her
beg
in to
sor
t the
clo
thes
in th
e ba
sket
by
colo
r. If
you
r ol
der
child
has
bee
n re
spon
sibl
e fo
r he
lpin
g pr
epar
edi
nner
; let
him
pla
n an
d pr
epar
e fa
mily
mea
ls o
ne n
ight
a w
eek
onhi
s ow
n. P
rais
e go
od e
ffort
s.
* T
alk
with
you
r ch
ild a
bout
the
impo
rtan
ce o
f doi
ng th
e ne
w c
hore
corr
ectly
. Wha
t hap
pens
if y
ou p
ut r
ed s
ocks
in th
e pi
le o
f whi
tes
for
the
laun
dry?
Wha
t hap
pens
if d
inne
r is
late
?
* F
inal
ly, l
et y
our
child
kno
w th
at th
e ne
w c
hore
s ar
e no
t jus
tsu
gges
tions
; the
y ar
e re
spon
sibi
litie
s. M
ake
it cl
ear
that
failu
re to
mee
t the
res
pons
ibili
ties
will
res
ult i
nco
nseq
uenc
esa
loss
of
allo
wan
ce, T
V o
r
com
pute
r pr
ivile
ges;
no
talk
ing
to fr
iend
s on
the
phon
e; n
o le
avin
g th
eho
use;
no
use
of th
e
Doi
ng h
ouse
hold
cho
res
is a
use
ful w
ayfo
r ch
ildre
n to
lear
n pe
rsis
tenc
e an
d to
lear
n th
at w
hen
we
live
up to
our
resp
onsi
bilit
ies,
we
show
oth
ers
that
they
can
trus
t and
rel
y on
us.
fam
ily c
ar; a
nd s
o fo
rth.
39he
lpin
g Y
our
Chi
ld B
ecom
e a
Res
pons
ible
Citi
zen
Mor
e T
han
Cho
res
Exp
lain
to y
our
child
that
doi
ng c
hore
s is
onl
y on
e ki
nd o
f res
pons
ibili
ty.
Bei
ng r
espo
nsib
le a
lso
mea
ns a
nsw
erin
g fo
r ac
tions
and
wor
ds, b
eing
depe
ndab
le a
nd tr
ustw
orth
y, a
nd u
sing
goo
d ju
dgm
ent.
Let y
our
child
know
that
sho
win
g th
ese
qual
ities
is a
goo
d si
gn h
e is
gro
win
g up
and
can
be tr
uste
d w
ith m
ore
resp
onsi
bilit
ies.
Wha
t to
Do
Cho
ose
a T
V s
how
to w
atch
with
you
r ch
ild. A
fter
the
show
, tal
kw
ith h
er a
bout
wha
t you
saw
. Poi
nt o
ut s
peci
fic th
ings
cha
ract
ers
inth
e sh
ow d
id a
nd ta
lk a
bout
whe
ther
they
wer
e be
ing
resp
onsi
ble.
Ifso
, why
? A
sk y
our
child
whe
ther
a c
erta
in c
hara
cter
sho
uld
have
done
som
ethi
ng d
iffer
ently
.*
Pay
atte
ntio
n to
wha
t you
r ch
ild s
ays
abou
t dec
isio
ns th
at in
volv
edo
ing
the
right
thin
g. M
ake
sure
to c
orre
ct s
tate
men
ts s
uch
as, "
It's
OK
. Eve
rybo
dy d
oes
it."
Or,
"It'
s no
t a p
robl
em, b
ecau
se n
o on
e sa
wm
e do
it."
* W
hen
you
see
your
chi
ld a
ct r
espo
nsib
ly, l
et h
er k
now
. Tel
l her
that
you
appr
ecia
te h
er b
ehav
ior
and
that
you
are
pro
ud w
hen
she
acts
resp
onsi
bly.
Som
e pa
rent
s re
war
d th
eir
child
ren
for
actin
gre
spon
sibl
y by
giv
ing
them
rew
ards
, suc
h as
stic
kers
, ext
ra T
V ti
me
or e
ven
mon
ey. R
esea
rch
indi
cate
s th
at th
is m
ay n
ot b
e a
good
idea
.C
hild
ren
need
to le
arn
that
act
ing
resp
onsi
bly
is it
s ow
n re
war
d. It
is th
e ex
pect
ed s
tand
ard
for
beha
vior
.
lelp
ing
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n40
EV
Our
Her
oes!
Her
oes
are
ever
ywhe
re, a
nd s
hari
ngst
orie
s ab
out t
hem
can
hel
p ch
ildre
nun
ders
tand
wha
t.qua
litie
s it
take
s to
be a
her
o an
d w
hat h
eroi
sm r
eally
mea
ns.
Wha
t You
Nee
d
Fam
ily p
hoto
grap
hs; n
ewsp
aper
pic
ture
s of
loca
l peo
ple
who
hav
e be
enre
cogn
ized
for
com
mun
ity s
ervi
ce, b
rave
ry o
r se
lfle
ss a
cts;
pic
ture
s fr
ombo
oks
or th
e In
tern
et o
f pe
ople
in h
isto
ry o
r cu
rren
t eve
nts
who
m w
ead
mir
e.
Wha
t to
Do
* T
alk
with
you
r ch
ild a
bout
wha
t it m
eans
to b
e a
hero
. Ask
him
wha
t he
thin
ks a
her
o is
and
wha
t qua
litie
s a
hero
has
to h
ave.
Ask
him
who
his
her
oes
are
and
why
.
* Se
lect
a p
hoto
of
som
eone
in y
our
fam
ily w
ho h
as a
n ad
mir
able
qual
ity o
r w
ho p
erfo
rmed
a c
oura
geou
s ac
t. Y
ou m
ight
cho
ose
agr
andp
aren
t who
left
eve
ryth
ing
behi
nd to
imm
igra
te to
the
Uni
ted
Stat
es o
r yo
ur m
othe
r w
ho s
acri
fice
d so
that
you
cou
ld. h
ave
a go
oded
ucat
ion
or y
our
fath
er w
ho f
ough
t in
a w
ar. S
it w
ith y
our
child
and
tell
him
abo
ut th
e re
lativ
e's
life.
Tal
k w
ith h
im a
bout
the
qual
ities
of c
hara
cter
that
the
rela
tive
show
edco
urag
e, s
elf-
disc
iplin
e,re
spon
sibi
lity,
citi
zens
hip,
and
so
fort
h.
* Sh
ow y
our
child
new
spap
er p
ictu
res
of lo
cal p
eopl
e w
ho h
ave
perf
orm
ed a
cts
of c
oura
ge o
r se
rvic
e to
the
com
mun
ity. T
alk
with
you
rch
ild a
bout
wha
t the
peo
ple
did
and
why
they
are
con
side
red
"her
oes.
"
41le
lpin
g Y
our
Chi
ld B
ecom
e a
Res
pons
ible
Citi
zen
* Sh
ow y
our
child
pic
ture
s of
figu
res,
livi
ng a
nd d
ead,
who
hav
e be
en c
alle
dhe
roes
. Cho
ose
peop
lew
hom
you
adm
ire
and
feel
com
fort
able
talk
ing
abou
tw
ith y
our
child
. In
addi
tion
to w
ell-
know
n in
divi
dual
s, y
ou m
ight
cho
ose
grou
ps o
f pe
ople
, suc
has
the
fire
figh
ters
and
pol
ice
offi
cers
who
sac
rifi
ced
thei
r liv
es a
t the
Wor
ld T
rade
Cen
ter
in S
epte
mbe
r 20
01.
By
the
stor
ies
we
tell
abou
t the
peop
le w
e ad
mire
, we
can
insp
irech
ildre
n an
d re
min
d th
em o
f the
qual
ities
of c
hara
cter
that
we
thin
k ar
e im
port
ant.
How
Can
I B
e of
Ser
vice
?Fr
om a
n ea
rly
age,
chi
ldre
n be
nefi
t fro
m g
ivin
g th
eir
time
and
effo
rts
tohe
lp o
ther
s.
Wha
t to
1)0
* T
alk
with
you
r ch
ild a
bout
the
impo
rtan
ce o
f ch
arita
ble
wor
k an
dse
rvin
g ot
hers
. Poi
nt o
ut th
at s
uch
wor
k is
an
impo
rtan
t par
t of
livin
g in
a c
ivil
and
dem
ocra
tic s
ocie
ty.
* H
elp
your
chi
ld th
ink
abou
t age
-app
ropr
iate
thin
gs th
at s
he c
an d
o to
serv
e th
e co
mm
unity
. For
exam
ple,
you
r yo
ung
child
mig
hthe
lp y
ou s
ort i
tem
s fo
r re
cycl
ing
or g
ive
mon
ey f
rom
her
pig
gyba
nk to
a c
hari
tabl
e gr
oup.
An
olde
r ch
ild m
ight
par
ticip
ate
inw
alks
for
cha
rity
, vol
unte
er a
tan
imal
she
lters
or
visi
t res
iden
tsof
a lo
cal n
ursi
ng h
ome.
Hel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n42
riff
* F
ind
info
rmat
ion
abou
t com
mun
ity s
ervi
ce o
rgan
izat
ions
and
sha
re it
with
your
chi
ld. Y
ou c
an b
egin
by
goin
g to
the
Web
site
for
the
new
ly c
reat
ed
Fre
edom
Cor
psw
ww
.usa
free
dom
corp
s.go
v/an
d lo
okin
g fo
r po
ssib
ilitie
sfo
r vo
lunt
eerin
g an
d co
mm
unity
ser
vice
. You
mig
ht a
lso
dow
nloa
d or
orde
rSt
uden
ts in
Ser
vice
to A
mer
ica:
A G
uide
book
for
Eng
agin
g A
mer
ica'
s
Stud
ents
in a
Lif
elon
g H
abit
of S
ervi
ce a
tw
ww
.stu
dent
sins
ervi
ceto
amer
ica.
org/
;or
cal
l tol
l-fre
e 1-
866-
245-
7378
, ext
. 272
, to
orde
r. A
nom
inal
fee
may
be
char
ged
for
repr
oduc
tion
and
dist
ribut
ion
of th
is p
rodu
ct.
Res
earc
h ha
s fo
und
that
chi
ldre
n's
part
icip
atio
n in
com
mun
ity s
ervi
cepr
ogra
ms,
esp
ecia
lly w
hen
com
bine
d w
ithre
flect
ion
abou
t the
impo
rtan
ce o
f ser
ving
othe
rs, c
an m
ake
impo
rtan
t con
trib
utio
nsto
thei
r ch
arac
ter
deve
lopm
ent.
Cop
ing
Eve
ryon
e fa
ces
hard
ship
s at
som
e po
int i
n lif
e. C
hild
ren
need
to le
arn
skill
s an
d qu
aliti
es th
at c
an h
elp
them
sur
vive
diff
icul
t situ
atio
ns.
Wha
t to
Do
* T
alk
with
you
r ch
ild a
bout
resi
lienc
e,or
the
abili
ty to
suc
ceed
des
pite
hard
ship
or
trag
edy.
Tal
k ab
out h
ow p
eopl
e co
pe w
ith s
ituat
ions
suc
h
as fa
mily
bre
akup
s, h
ealth
pro
blem
s or
com
mun
ity d
istu
rban
ces.
43I l
elpi
ng Y
our
Chi
ld B
ecom
e a
Res
pons
ible
Citi
zen
* E
xpla
in to
you
r ch
ild th
at r
esili
ent p
eopl
e ha
ve c
erta
in th
ings
inco
mm
on a
nd th
ese
qual
ities
are
rea
l ass
ets
for
any
pers
on to
hav
e.R
esea
rche
rs h
ave
iden
tifie
d m
any
of th
em, a
nd b
elow
is a
sho
rtin
vent
ory
of s
uch
asse
ts. H
ave
your
chi
ld r
ate
hers
elf o
n ea
ch o
ne a
nddi
scus
s th
e re
sults
with
her
.
Per
sona
l qua
litie
sT
he a
bilit
y to
mak
e a
plan
and
car
ry it
out
A p
ositi
ve v
iew
of h
erse
lfC
onfid
ence
in h
er a
bilit
ies
A b
elie
f in
her
stre
ngth
sT
he a
bilit
y to
com
mun
icat
e w
ell
with
oth
ers
(fam
ily, f
riend
s, a
nd
stra
nger
s)T
he a
bilit
y to
sol
ve p
robl
ems
The
abi
lity
to m
anag
e an
ger
The
abi
lity
to m
anag
e im
puls
es
Rel
atio
nshi
ps w
ith a
dults
that
cre
ate
love
and
trus
t,
prov
ide
good
rol
e m
odel
san
d of
fer
enco
urag
emen
tan
d re
assu
ranc
e he
lp
bols
ter
child
ren'
s re
silie
nce.
Soc
ial q
ualit
ies
Hav
ing
a ca
ring
rela
tions
hip
with
at l
east
one
adu
lt w
hoen
cour
ages
and
sup
port
s he
rK
now
ing
that
som
eone
love
s he
rH
avin
g an
adu
lt ro
le m
odel
Or,
you
may
wan
t to
revi
ew w
ith y
our
child
the
mor
e co
mpr
ehen
sive
"For
ty D
evel
opm
enta
l Ass
ets,
" pr
epar
ed b
y th
e S
earc
h In
stitu
te
(che
ck w
vyw
.sea
rch-
inst
itute
.org
./ass
ets/
).
* H
elp
your
chi
ld m
ake
a pl
an to
dev
elop
one
or
mor
e of
his
ass
ets.
it-
I lel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n44
1\')
.00
Are
You
My
Frie
nd?
Chi
ldre
n ne
ed to
lear
n to
cho
ose
thei
r fr
iend
s w
isel
y.
Wha
t to
Do
* T
alk
to y
our
child
abo
ut w
hat
she
thin
ks a
frie
nd is
. Wha
t.qu
aliti
es s
houl
d a
good
frie
ndha
ve?
In a
dditi
on to
bei
ng fu
n,is
a fr
iend
hon
est,
depe
ndab
lean
d co
mpa
ssio
nate
?
* T
alk
to y
our
child
abo
ut h
owto
tell
whe
n so
meo
ne is
not
ago
od fr
iend
. For
exa
mpl
e, d
oes
the
pers
on te
ll lie
s or
che
at?
Say
thin
gs to
hur
t the
feel
ings
of
othe
rs?
Pic
k on
chi
ldre
n w
ho a
re s
mal
ler
or n
ot a
s st
rong
?
* G
et to
kno
w y
our
child
's fr
iend
s. In
vite
them
to y
our
hom
e or
take
them
alo
ng o
n a
trip
to th
e pa
rk o
r bo
wlin
g al
ley.
Obs
erve
thei
rbe
havi
or a
nd li
sten
to w
hat t
hey
say
to e
ach
othe
r. It
is v
ery
impo
rtan
t for
you
to k
now
with
who
m y
our
child
is s
pend
ing
his
time.
Som
etim
es a
chi
ld w
ill s
elec
t frie
nds
who
are
inap
prop
riate
.O
ften,
afte
r th
ese
frie
nds
spen
d tim
e w
ithth
e fa
mily
, the
chi
ld in
depe
nden
tly r
ealiz
esth
at th
ey d
on't
fit in
.C
hild
ren
need
gui
danc
e
in c
hoos
ing
frie
nds
who
care
abo
ut o
ther
s an
dw
ho a
ct r
espo
nsib
ly.
45H
elpi
ng Y
oor
Chi
ld B
ecom
e a
Res
pons
ible
Citi
zen
Lis
ten
to Y
our
Feel
ings
Chi
ldre
n ne
ed to
lear
n to
not
ice
thei
r fe
elin
gs a
nd ta
ke th
em in
to a
ccou
ntas
they
mak
e de
cisi
ons.
* H
elp
your
chi
ld le
arn
to id
entif
y hi
s fe
elin
gs. T
alk
out l
oud
abou
tho
w y
ou a
re fe
elin
g. A
sk h
im h
ow h
e is
feel
ing.
* W
hen
read
ing
a st
ory
or w
atch
ing
a T
V s
how
with
you
r ch
ild, d
iscu
ssth
e fe
elin
gs o
f the
cha
ract
ers.
Wha
t mig
ht th
ey b
e fe
elin
g an
d w
hy?
* H
elp
your
chi
ld r
ealiz
e th
at s
omet
imes
the
way
we
thin
k ab
out
thin
gs a
ffect
s th
e w
ay w
e fe
el. I
f som
ethi
ng is
bot
herin
g yo
ur c
hild
,he
lp h
im e
xam
ine
his
thou
ghts
and
cha
nge
them
so
that
he
feel
sbe
tter.
For
exa
mpl
e, y
our
teen
ager
may
wor
ry a
bout
how
he'
s ev
ergo
ing
to h
old
dow
n a
joh
and
-sup
port
him
self.
You
cou
ld a
sk h
imw
hy h
e's
so w
orrie
d ab
out t
hefu
ture
and
hel
p hi
m g
et h
is m
ind
on d
oing
the
best
he
can
in th
e"h
ere
and
now
.".
Our
feel
ings
ofte
n pr
ovid
ehe
lpfu
l war
ning
s ab
out
Wha
t are
goo
d an
d ba
d
thin
gs to
do
and
abou
tw
hom
we
can
trus
t.
Shar
e a
Stor
yR
eadi
ng w
ith c
hild
ren
and
enco
urag
ing
them
to r
ead
wid
ely
on th
eir
own
can
rein
forc
e w
hat t
hey
are
lear
ning
abo
ut th
e qu
aliti
es o
f str
ong
char
acte
r.
Hel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n46
Wha
t to
Do
* F
ind
book
s th
at o
ffer
exam
ples
of i
mpo
rtan
t qua
litie
s of
cha
ract
er.
(See
the
lists
at t
he e
nd o
f thi
s bo
okle
t.) S
et a
side
tim
e to
rea
d th
ebo
oks
with
you
r ch
ild o
r, fo
r an
old
er c
hild
, to
talk
abo
ut th
e bo
okaf
ter
he h
as r
ead
it on
his
ow
n. T
alk
with
him
abo
ut th
e be
havi
orof
diff
eren
t cha
ract
ers
in th
e st
ory.
Ask
him
how
som
e of
the
beha
vior
mig
ht a
pply
to h
is o
wn
life.
Enc
oura
ge y
our
olde
r ch
ild to
find
and
read
oth
er s
torie
s an
d bo
oks
abou
t peo
ple
with
str
ong
char
acte
r qu
aliti
es.
* W
hen
read
ing
stor
ies
to c
hild
ren,
ask
them
to te
ll yo
u w
hich
char
acte
rs d
emon
stra
ted
char
acte
r tr
aits
you
thin
k ar
e im
port
ant.
For
exa
mpl
e, a
sk w
how
as c
arin
g in
the
stor
y? W
hode
mon
stra
ted
hone
sty?
Who
dem
onst
rate
d co
urag
e? M
any
times
both
the
hero
and
the
villa
in o
f ast
ory
dem
onst
rate
the
sam
ech
arac
ter
trai
ts (
e.g.
, cou
rage
,pe
rsev
eran
ce, r
espo
nsib
ility
). A
skyo
ur c
hild
wha
t is
diffe
rent
abo
utth
e he
ro a
nd th
e vi
llain
? W
hat
villa
in a
vill
ain?
mad
e th
e he
ro a
her
o an
d th
e*
Set
asi
de r
egul
ar, q
uiet
tim
e fo
r fa
mily
rea
ding
. Som
e fa
mili
es e
ven
enjo
y re
adin
g al
oud
to e
ach
othe
r, w
ith e
ach
fam
ily m
embe
rch
oosi
ng a
boo
k, s
tory
, poe
m o
r ar
ticle
to r
ead
to th
e ot
hers
.*
Mak
e su
re y
our
hom
e ha
s lo
ts o
f rea
ding
mat
eria
ls th
at a
reap
prop
riate
for
your
chi
ld. R
eadi
ng m
ater
ials
don
't ha
ve to
be
new
or e
xpen
sive
. You
ofte
n ca
n fin
d go
od b
ooks
and
mag
azin
es fo
r yo
ur
ae47
help
ing
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n
child
at y
ard
or li
brar
y sa
les.
Ask
fam
ily m
embe
rs a
nd fr
iend
s to
cons
ider
giv
ing
your
chi
ld b
ooks
and
mag
azin
e su
bscr
iptio
ns a
s gi
ftsfo
r bi
rthd
ays
or o
ther
spe
cial
occ
asio
ns. (
See
the
list o
f chi
ldre
n's
mag
azin
es a
t the
end
of t
his
book
let.)
* E
ncou
rage
you
r ch
ild to
use
the
libra
ry. T
ake
your
chi
ld to
the
loca
llib
rary
and
hel
p hi
m g
et h
is o
wn
libra
ry c
ard.
Ask
the
libra
rian
tohe
lp h
im lo
cate
diff
eren
t are
as in
the
libra
ry a
nd to
use
the
libra
ryca
talo
g to
find
mat
eria
ls in
whi
ch h
e is
inte
rest
ed.
* W
hile
you
are
at t
he li
brar
y w
ith y
our
child
, che
ck o
ut s
ome
book
sfo
r yo
urse
lf. B
e a
posi
tive
role
mod
el fo
r re
adin
g. L
et y
our
child
see
you
read
ing.
* T
urn
off t
he T
V a
nd li
mit
the
amou
nt o
f tim
e th
at y
our
child
spe
nds
play
ing
com
pute
r ga
mes
! Sim
ply
read
ing
a bo
ok to
a c
hild
or
havi
nghi
m r
ead
a bo
ok o
n hi
s ow
n w
ill n
ot c
ause
him
to c
hang
e hi
s be
havi
or o
r su
dden
lyad
opt s
tron
g va
lues
. Par
ents
sho
uld
help
child
ren
to th
ink
abou
t wha
t the
y re
ad,
refle
ct o
n it
and
talk
abo
ut h
ow it
mig
htre
late
to th
eir
own
lives
.
Hel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n48
Dea
ling
with
Med
ia P
ress
ure
With
out d
oubt
, med
ia m
essa
ges
influ
ence
the
valu
es th
at m
ake
up o
urch
arac
ter.
The
med
iaT
V, r
adio
, new
spap
ers,
mov
ies,
son
gs, v
ideo
gam
es,
adve
rtis
ingu
se p
ower
ful t
echn
ique
s to
get
our
atte
ntio
n an
d to
get
thei
rm
essa
ges
acro
ss in
the
mos
t effe
ctiv
e w
ay. T
akin
g ch
arge
of o
ur u
se o
f the
med
ia r
equi
res
lear
ning
to s
ay "
no"
to m
edia
imag
es a
nd m
essa
ges.
Itta
kes
prac
tice
for
child
ren
to le
arn
to d
o th
is.
To
help
you
r ch
ild d
eal w
ith m
edia
pre
ssur
es, y
ou s
houl
d:
* T
alk
with
you
r ch
ild a
bout
med
ia p
ress
ures
. Exp
lain
that
the
med
iaca
n us
e su
btle
or
clev
er m
essa
ges
abou
t who
she
sho
uld
be, h
ow s
he s
houl
d lo
ok, h
ow s
he s
houl
d ac
t, w
hat s
houl
d be
the
focu
s of
her
life
, wha
t she
sho
uld
do w
ith h
er ti
me,
wha
tki
nd o
f peo
ple
she
shou
ld v
alue
, wha
t she
sho
uld
thin
k of
adu
lts,
and
so o
n.
* H
elp
your
chi
ld id
entif
y th
e di
ffere
nt k
inds
of p
ress
ure
he fa
ces
ever
yday
from
TV
, mag
azin
es, b
illbo
ards
, mus
ic, m
ovie
s, v
ideo
sga
mes
, and
mor
e.
* D
iscu
ss th
e co
nseq
uenc
es o
f acc
eptin
g or
not
acc
eptin
g m
edia
mes
sage
s (e
.g.,
bein
g a
bone
-thi
n fe
mal
e, b
eing
a m
uscu
lar
mal
e,bu
ying
des
igne
r cl
othe
s).
49H
elpi
ng Y
our
Chi
ld B
ecom
e a
Res
pons
ible
Citi
zen
* T
each
you
r ch
ild th
e tw
o-st
ep r
efus
al p
roce
ss:
I. C
heck
out
the
mes
sage
and
app
ly th
e "s
elf-
este
em r
ule"
: Doe
s it
mak
e yo
u fe
el h
ad a
bout
you
rsel
f? D
o yo
u se
e pe
ople
trea
ting
each
oth
er th
e w
ay y
ou w
ould
wan
t to
be tr
eate
d?2.
If th
e an
swer
is y
es, a
ct q
uick
ly to
avo
id b
eing
influ
ence
d by
doi
ngon
e of
the
follo
win
g:C
hang
e th
e ch
anne
l or
stat
ion,
turn
the
page
, sto
p pl
ayin
g th
ega
me.
Tur
n of
f the
TV
, son
g, g
ame,
or
radi
o, o
r th
row
aw
ay th
em
agaz
ine
or n
ewsp
aper
or
leav
e th
e pl
ace
whe
re th
e m
essa
ge is
bein
g pr
esen
ted.
Tal
k ba
ck to
the
mes
sage
with
a p
ositi
ve c
ount
er-m
essa
ge.
Mak
e a
joke
abo
ut th
e m
essa
ge.
it
Hel
ping
You
r C
hild
Bec
oitte
a R
espo
nsib
le C
itize
n50
Wor
king
with
Tea
cher
s an
d Sc
hool
s to
Bui
ld C
hara
cter
Res
earc
h in
dica
tes
that
chi
ldre
n ta
ke v
alue
s se
rious
ly o
nly
whe
n th
ey s
eeth
at th
e ad
ults
they
res
pect
agr
ee, a
t lea
st in
gen
eral
, with
thos
e va
lues
.A
lthou
gh p
aren
ts m
ust b
e th
e on
es to
det
erm
ine
whi
ch v
alue
s th
ey w
ant
thei
r ch
ildre
n to
dev
elop
, the
y ne
ed th
e he
lp o
f the
com
mun
ity,
part
icul
arly
the
scho
ols,
in r
einf
orci
ng th
ose
valu
es. H
ere
are
som
esu
gges
tions
for
way
s th
at y
ou c
an w
ork
with
you
r ch
ild's
teac
hers
and
othe
r sc
hool
offi
cial
s to
mak
e su
re th
at y
ou a
re a
ll "o
n th
e sa
me
page
" in
term
s of
the
basi
c va
lues
that
you
wan
t you
r ch
ild to
lear
n an
d us
e:
* V
isit
with
you
r ch
ild's
teac
hers
ear
ly in
the
scho
ol y
ear.
Tel
l the
mw
hat k
ind
of p
erso
n yo
u w
ant y
our
child
to b
ecom
e an
d w
hat
valu
es a
re im
port
ant t
o yo
u. D
iscu
ss w
ith th
em w
ays
that
they
and
the
scho
ol c
an r
einf
orce
the
less
ons
you
are
teac
hing
you
r ch
ildab
out g
ood
char
acte
r.
51H
elpi
ng Y
our
Chi
ld B
ecom
e a
Res
pons
ible
Citi
zen
* If
the
scho
ol h
as a
cha
ract
er e
duca
tion
prog
ram
, or
if ch
arac
ter
educ
atio
n is
par
t of t
he c
urric
ulum
, ask
for
a de
scrip
tion
of th
epr
ogra
m o
r cu
rric
ulum
and
talk
with
teac
hers
abo
ut h
ow'y
ou c
anhe
lp r
einf
orce
the
less
ons
at h
ome.
If th
e sc
hool
doe
s no
t hav
e a
char
acte
r ed
ucat
ion
prog
ram
, wor
k w
ith th
e sc
hool
and
loca
lco
mm
unity
to b
egin
one
.
* B
e al
ert f
or a
nd c
omm
unic
ate
with
teac
hers
whe
n th
e sc
hool
isgi
ving
you
r ch
ild c
onfli
ctin
g m
essa
ges
abou
t val
ues.
For
exa
mpl
e,yo
ur c
hild
's te
ache
r m
ight
str
ess
the
impo
rtan
ce o
f not
che
atin
g,w
hile
her
coa
ch s
tres
ses
the
impo
rtan
ce o
f doi
ng w
hate
ver
you
have
to d
o in
ord
er to
win
. Som
e te
ache
rs m
ight
dem
and
that
stu
dent
sco
me
to c
lass
with
all
the
mat
eria
ls th
ey n
eed
for
the
day'
s w
ork;
othe
rs m
ight
let t
hem
bor
row
from
eac
h ot
her
or s
it in
cla
ss w
ithou
tm
ater
ials
. Som
e m
ight
set
str
ict p
olic
ies
abou
t how
hom
ewor
k is
tobe
don
e an
d w
hen
it m
ust b
e tu
rned
in; o
ther
s m
ight
hav
e no
cle
arpo
licie
sor
assi
gn n
o ho
mew
ork
at a
ll.
* W
ork
with
oth
er p
aren
ts a
nd p
aren
t gro
ups
to h
elp
your
chi
ld's
scho
ol e
stab
lish
and
mai
ntai
n hi
gh s
tand
ards
for
beha
vior
bot
h in
scho
ol a
nd a
t afte
r-sc
hool
eve
nts,
suc
h as
bal
l gam
es o
r co
ncer
ts.
Hel
p to
set
up
a lis
t of v
olun
teer
s fo
r su
perv
isin
g sc
hool
act
iviti
es o
rch
aper
onin
g fie
ld tr
ips
to m
useu
ms,
libr
arie
s an
d ot
her
activ
ities
. In
addi
tion,
you
mig
ht m
eet w
ith o
ther
par
ents
to a
gree
on
stan
dard
s of
beha
vior
for
activ
ities
out
side
of s
choo
l, su
ch a
s pa
rtie
s.
help
ing
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n52
C.A
.3 t')
Boo
ks T
hat C
an S
uppo
rt C
hara
cter
Dev
elop
men
tT
he b
ooks
in th
is s
ectio
n ar
e ar
rang
ed a
lpha
betic
ally
by
auth
or. T
hey
are
sepa
rate
d in
to.th
ree
lists
acc
ordi
ng to
age
gro
up: B
egin
ning
(ag
es I-
6):
Inte
rmed
iate
(ag
es 6
-9);
and
Adv
ance
d (a
ges
9 an
d up
). P
leas
e no
te th
atth
e ag
e le
vels
ove
rlap
and
shou
ld b
e vi
ewed
onl
y as
rou
gh g
uide
ssom
ebo
oks
may
app
eal t
o yo
unge
r or
old
er c
hild
ren
as w
ell a
s th
ose
in th
e ag
egr
oup
indi
cate
d.
Eac
h en
try
note
s th
e qu
ality
or
qual
ities
of c
hara
cter
that
the
book
illus
trat
es. S
ome
entr
ies
also
indi
cate
boo
ks th
at a
re a
vaila
ble
in S
pani
sh,
alth
ough
all
avai
labl
e tit
les
may
not
be
note
d. S
ever
al b
ooks
may
als
o be
avai
labl
e in
oth
er la
ngua
ges.
Ple
ase
chec
k w
ith y
our
loca
l lib
raria
n to
find
mor
e bo
oks
in a
par
ticul
ar la
ngua
ge.
Beg
inni
ngA
ges
1-6
And
erse
n, H
ans
Chr
istia
n.T
he E
mpe
ror's
New
Clo
thes
.(V
ario
us e
ditio
ns).
[Hon
esty
]
Bar
bour
, Kar
en.M
r. B
ow T
ie.
San
Die
go: H
arco
urt,
1991
. [C
ompa
ssio
n]
Bay
lor,
Byr
d.I'm
in C
harg
e of
Cel
ebra
tions
.Ill
ustr
ated
by
Pet
er P
arna
ll.N
ew Y
ork:
Ala
ddin
Lib
rary
, 199
5. [R
espe
ct fo
r O
ther
s]
Bris
son,
Pat
.T
he Y
ear
My
Fath
er W
as T
en.
Illus
trat
ed b
y A
ndre
a S
hine
.H
ones
dale
, PA
: Boy
ds M
ill P
ress
, 199
8. [H
ones
ty; R
espo
nsib
ility
;
Goo
d Ju
dgm
ent]
53he
lpin
g Y
our
Chi
ld B
ecom
e a
Res
pons
ible
Citi
zen
Bro
tt, A
rdyt
h.Je
rem
y's
Dec
isio
n.Ill
ustr
ated
by
Mic
hael
Mar
tche
nko.
New
Yor
k: K
ane/
Mill
er, 1
996.
[Sel
f-re
spec
t; G
ood
Judg
men
t; C
oura
ge]
Bur
leig
h, B
ob.
Flig
ht: T
he J
ourn
ey o
f C
harl
es L
indb
erg.
Illus
trat
ed b
yM
ike
Wim
mer
. New
Yor
k: P
utna
m, 1
997.
[Cou
rage
; Sel
f-re
spec
t; G
ood
Judg
men
t[
Bur
ton,
Virg
inia
L.
Kat
y an
d th
e B
ig S
now
.B
osto
n: H
ough
ton
Miff
lin, 1
971.
[Cou
rage
; Res
pons
ibili
ty]
Cat
row
, Dav
id.
We
the
Kid
s: T
he P
ream
ble
to th
e C
onst
itutio
n of
the
Uni
ted
Stat
es.
New
Yor
k: P
engu
in P
utna
m B
ooks
for
You
ng R
eade
rs, 2
002.
[Citi
zens
hip]
Che
ney,
Lyn
ne V
.A
mer
ica:
A P
atri
otic
Pri
mer
.N
ew Y
ork:
Sim
on &
Sch
uste
r,.
2002
. [C
itize
nshi
p]
Dem
i.T
he E
mpt
y P
ot.N
ew Y
ork:
Hen
ry H
olt &
Co.
, 199
6. [H
ones
ty]
Dor
ros,
Art
hur.
Abu
ela.
Illus
trat
ed b
y E
lisa
Kle
ven.
Gle
nvie
w, 1
L:S
cott
For
esm
an, 1
997.
(E
nglis
h/S
pani
sh)
[Res
pons
ibili
ty; G
ood
Judg
men
t]
Dr.
Seu
ss.
Hor
ton
Hat
ches
the
Egg
.(V
ario
us e
ditio
ns.)
[Res
pons
ibili
ty;
Com
pass
ion]
Fam
ily P
ictu
res/
Cua
dros
de
Fam
ilia.
Illu
stra
ted
by C
arm
en L
. Gar
za. B
erke
ley,
CA
: Chi
ldre
n's
Boo
k Pr
ess,
199
3. (
Eng
lish/
Span
ish)
[R
espo
nsib
ility
]
Hel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n54
Fox
, Mem
. Wilf
rid G
ordo
n M
cDon
ald
Par
trid
ge. I
llust
rate
d by
Jul
ie V
ivas
.N
ew Y
ork:
Kan
e/M
iller
, 198
5. [C
ompa
ssio
n; R
espo
nsib
ility
]
Fre
edm
an, F
lore
nce
B. B
roth
ers:
A H
ebre
w L
egen
d. N
ew Y
ork:
Har
perC
ollin
s. 1
985.
[Res
pons
ibili
ty; C
ompa
ssio
n]
Gan
tsch
ev, I
van.
The
Chr
istm
as T
rain
. Bos
ton:
Litt
le, B
row
n &
Co.
, 198
4.[C
oura
ge]
Grif
fith,
Hel
en V
. Gra
ndda
ddy'
s P
lace
. Illu
stra
ted
by J
ames
Ste
vens
on.
New
Yor
k: G
reen
will
ow, 1
987.
[Res
pons
ibili
ty; R
espe
ct fo
r O
ther
s;G
ood
Judg
men
t]
Grim
m's
Fai
ry T
ales
. (V
ario
us e
ditio
ns.)
Loo
k fo
r th
e fo
llow
ing
tale
s in
part
icul
ar:
The
Bra
ve L
ittle
Tai
lor"
[Cou
rage
];T
he B
rem
en T
own
Mus
icia
ns"
[Cou
rage
; Com
pass
ion]
The
Elv
es &
the
Sho
emak
er"
[Com
pass
ion;
Res
pons
ibili
ty]
The
Fis
herm
an &
His
Wife
" [C
ompa
ssio
n; G
ood
Judg
men
t]
Haz
en, B
arba
ra S
hook
. Eve
n !f!
Did
Som
ethi
ng A
wfu
l? Il
lust
rate
d by
Nan
cy K
inca
de. N
ew Y
ork:
Sim
on &
Sch
uste
r, 1
992.
[Hon
esty
]
Hen
ders
hot,
Judi
th. I
n C
oal C
ount
ry. I
llust
rate
d by
Tho
mas
B. A
llen.
New
Yor
k: K
nopf
, 198
7. [R
espo
nsib
ility
]
Hen
kes,
Kev
in. C
hrys
anth
emum
. New
Yor
k: M
ulbe
rry
Boo
ks, 1
996.
[Cou
rage
; Sel
f-re
spec
t]
55H
elpi
ng Y
our
Chi
ld B
ecom
e a
Res
pons
ible
Citi
zen
Hob
erm
an, M
ary
Ann
. And
to T
hink
Tha
t We
Tho
ught
Tha
t We'
d N
ever
Be
Frie
nds.
Illu
stra
ted
by K
evin
Haw
kes.
New
Yor
k: C
row
n B
ooks
, 199
9.[R
espe
ct fo
r O
ther
s; C
ompa
ssio
n; G
ood
Judg
men
t]
Hod
ges,
Mar
gare
t. S
aint
Geo
rge
and
the
Dra
gon.
Illu
stra
ted
by T
rina
Sch
art H
yman
. Bos
ton:
Litt
le, B
row
n &
Co.
, 199
0. [C
oura
ge; R
espo
nsib
ility
]
The
Hol
e in
the
Dik
e. (
Var
ious
edi
tions
.) [C
oura
ge; R
espo
nsib
ility
; Citi
zens
hip]
Joke
s, J
ohn.
Sus
anna
of t
he A
lam
o: A
Tru
e S
tory
. San
Die
go: H
arco
urt,
1986
.
[Cou
rage
; Citi
zens
hip]
Kal
man
, Mar
ia. F
irebo
at: T
he H
eroi
c A
dven
ture
s of
the
John
J. H
arve
y.
New
Yor
k: P
Otn
am, 2
002.
[Cou
rage
; Res
pons
ibili
ty; S
elf-
disc
iplin
e]
Lee,
Hec
tor
Viv
eros
. Yo
Ten
ia U
n H
ipop
otam
o. (
Spa
nish
) G
lenv
iew
, IL:
Sco
tt F
ores
man
, 199
7. [R
espe
ct fo
r O
ther
s; C
ompa
ssio
n]
Lion
ni, L
eo. A
Col
or o
f His
Ow
n. N
ew Y
ork:
Dra
gonf
ly, 1
997.
[Sel
f-re
spec
t; G
ood
Judg
men
t]
. Sw
inun
y. N
ew Y
ork:
Kno
pf, 1
992.
(A
lso
avai
labl
e in
Spa
nish
.) [C
oura
ge]
Lobe
l, A
rnol
d. F
rog
& T
oad
Are
Frie
nds.
New
Yor
k: H
arpe
rCol
lins,
197
0.
[Com
pass
ion;
Cou
rage
; Res
pect
for
Oth
ers]
Long
fello
w, H
enry
Wad
swor
th. H
iaw
atha
. (V
ario
us e
ditio
ns.)
[Cou
rage
; Res
pons
ibili
ty]
Hel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n56
Luttr
ell,
Ida.
Thr
ee G
ood
Bla
nket
s. Il
lust
rate
d by
Mic
hael
McD
erm
ott.
New
Yor
k: M
acm
illan
Chi
ld G
roup
, 199
0. [C
ompa
ssio
n; R
espe
ct fo
r O
ther
s]
Mar
tin, B
ill, J
r. a
nd A
rcha
mba
ult,
John
. Kno
ts o
n a
Cou
ntin
g R
ope.
Illus
trat
ed b
y T
ed R
and.
New
Yor
k: O
wle
t, 19
97. (
Als
o av
aila
ble
inS
pani
sh.)
[Cou
rage
; Res
pons
ibili
ty]
Mae
stro
, Bet
sy. C
omin
g to
Am
eric
a. Il
lust
rate
d by
Sus
anna
h R
yan.
New
Yor
k: S
chol
astic
, 199
6. [C
itize
nshi
p]
McK
issa
ck, P
atric
ia C
. The
Hon
est-
to-G
oodn
ess
Tru
th. I
llust
rate
d by
Gis
elle
Pot
ter.
New
Yor
k: A
then
eum
, 200
0. [H
ones
ty]
McP
hail,
Dav
id. A
nnie
& C
o. N
ew Y
ork:
Hen
ry H
olt &
Co.
, 199
1.[R
espe
ct fo
r O
ther
s]
Mile
s, M
iska
. Ann
ie &
the
Old
One
. Illu
stra
ted
by P
eter
Pam
all:
Bos
ton:
Litt
le, B
row
n &
Co.
, 197
2. [R
espo
nsib
ility
; Res
pect
for
Oth
ers]
Mos
el, A
rlene
. Tik
ki T
ikki
Tem
bo. I
llust
rate
d by
Bla
ir Le
nt. N
ew Y
ork:
Hen
ry H
olt &
Co.
, 198
8. [R
espo
nsib
ility
]
Mun
sch;
Rob
ert.
La P
rince
sa o
n U
na B
alsa
de
Pap
elV
estid
a/P
aper
bag
Prin
cess
.
Illus
trat
ed b
y M
icha
el M
artc
henk
o. N
ew Y
ork:
Fire
fly B
ooks
, 198
6.(S
pani
sh/E
nglis
h) [C
oura
ge; R
espo
nsib
ility
]
Ols
on, A
riel l
e N
. The
Lig
htho
use
Kee
per's
Dau
ghte
r. Il
lust
rate
d by
Ela
ine
Wen
twor
th. B
osto
n: L
ittle
, Bro
wn
& C
o., 1
987.
[Cou
rage
;R
espo
nsib
ility
; Goo
d Ju
dgm
ent]
57H
elpi
ng Y
our
Chi
ld B
ecom
e a
Res
pons
ible
Cit
izen
Osb
orne
, Mar
y P
ope.
New
Yor
k's
Bra
vest
. Illu
stra
ted
by S
teve
Joh
nson
and
Lou
Fan
cher
. New
Yor
k: K
nopf
, 200
2. [C
oura
ge]
Pau
l, A
nn W
hitfo
rd. A
ll B
y H
erse
lf 14
Girl
s W
ho M
ade
a D
iffer
ence
.
New
Yor
k: H
arco
urt,
1999
. [C
oura
ge; S
elf-
disc
iplin
e; R
espo
nsib
ility
]
Pip
er, W
atty
. The
Litt
le E
ngin
e T
hat C
ould
. (V
ario
us e
ditio
ns.)
(A
lso
avai
labl
ein
Spa
nish
.) [C
oura
ge; R
espo
nsib
ility
]
Pol
acco
, Pat
ricia
. Chi
cken
Sun
day.
New
Yor
k: S
imon
& S
chus
ter,
199
1.[R
espo
nsib
ility
]
Rin
ggol
d, F
aith
. Tar
Bea
ch. N
ew Y
ork:
Cro
wn,
199
1. [S
elf-
disc
iplin
e;R
espe
ct fo
r O
ther
s]
Rod
rigue
z, L
uis
J. L
a Ll
atna
n A
mer
ica
/Is H
er N
ame.
Illu
stra
ted
by C
arlo
sV
azqu
ez. (
Spa
nish
/Eng
lish)
St.
Pau
l, M
N: C
urbs
tone
Pre
ss, 1
998.
[Cou
rage
; Sel
f-di
scip
line;
Res
pons
ibili
ty]
San
Sou
si, R
ober
t D. T
he T
alki
ng E
ggs:
A F
olkt
ale
froi
n th
e A
mer
ican
Sou
th.
Illus
trat
ed b
y Je
rry
Pin
kney
. New
YO
rk: D
ial B
ooks
, 198
9. [C
oura
ge;
Com
pass
ion]
Sch
inde
l, Jo
hn. W
ho A
re Y
ou?
Illus
trat
ed b
y Ja
mes
Wat
ts. N
ew Y
ork:
Mac
mill
an C
hild
Gro
up, 1
991.
[Res
pons
ibili
ty; R
espe
ct fo
r O
ther
s]
Sin
ger,
Isaa
c B
ashe
vis.
Why
Noa
h C
hose
the
Dov
e. Il
lust
rate
d by
Eric
Car
le.
New
Yor
k: F
arra
r, S
trau
s &
Giro
ux, 1
987.
(A
lso
avai
labl
e in
Spa
nish
.)[R
espo
nsib
ility
]
Hel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n58
Ste
ig, W
illia
m.
Bra
ve I
rene
.N
ew Y
ork:
Far
rar,
Str
aus
& G
iroux
, 198
6.(A
lso
avai
labl
e in
Spa
nish
.) [R
espo
nsib
ility
; Cou
rage
; Goo
d Ju
dgm
ent]
Ste
ptoe
, Joh
n.M
ufar
o's
Bea
utif
ul D
augh
ters
: An
Afr
ican
Tal
e.N
ew Y
ork:
Lot
hrop
, 198
7. [
Com
pass
ion;
Res
pect
for
Oth
ers]
Will
iam
s, V
era
B.
Che
rrie
s o
Che
rry
Pits
.New
Yor
k: G
reen
will
ow, 1
986.
[Res
pons
ibili
ty; C
ompa
ssio
n; R
espe
ct fo
r O
ther
s]
Yas
him
a, T
aro.
Cro
w B
oy.
New
Yor
k: V
ikin
g, 1
955.
[Res
pons
ibili
ty;
Sel
f-di
scip
line]
Zol
otow
, Cha
rlotte
.T
he Q
uarr
elin
g B
ook.
Illus
trat
ed b
y A
rnol
d Lo
bel.
New
Yor
k: H
arpe
r C
ollin
s, 1
982.
[Com
pass
ion;
Res
pect
for
Oth
ers]
Inte
rmed
iate
Age
s 6-
9
Aar
dem
a, V
erna
.P
edro
and
the
Pad
re: A
Tal
e fr
om J
alis
co, M
exic
o.N
ew Y
ork:
Dia
l Boo
ks fo
r Y
oung
Rea
ders
, 199
1. (
Als
o av
aila
ble
inS
pani
sh.)
[Hon
esty
]
Aes
op's
Fab
les.
(Var
ious
edi
tions
.) [R
espo
nsib
ility
; Com
pass
ion]
And
erse
n, H
ans
Chr
istia
n.Fa
iry
Tal
es.
(Var
ious
edi
tions
.)
[Cou
rage
; Com
pass
ion;
Res
pons
ibili
ty]
Atw
ater
, Ric
hard
and
Atw
ater
, Flo
renc
e.M
r. P
oppe
r's P
engu
ins.
Illus
trat
edby
Rob
ert L
awso
n. B
osto
n: L
ittle
, Bro
wn
& C
o., 1
988.
[Com
pass
ion]
59H
elpi
ng Y
our
Chi
ld R
erou
te a
Res
pons
ible
Cit
izen
Bab
bitt,
Nat
alie
.T
uck
Eve
rlas
ting.
New
Yor
k: F
arra
r, S
trau
s &
Giro
ux, 1
986.
[Sel
f-re
spec
t; R
espo
nsib
ility
]
Ben
nett,
Will
iam
J.T
he C
hild
ren'
s B
ook
of A
mer
ica.
Illus
trat
ed b
y M
icha
el H
ague
.
New
Yor
k: S
imon
& S
chus
ter,
199
8. [C
itize
nshi
p; R
espo
nsib
ility
]
. The
Chi
ldre
n's
Boo
k of
Vir
tues
.Ill
ustr
ated
by
Mic
hael
Hag
ue. N
ew Y
ork:
Sim
on &
Sch
uste
r, 1
995.
[Hon
esty
; Res
pons
ibili
ty;
Com
pass
ion;
Res
pect
for
Oth
ers;
Sel
f-re
spec
t; G
ood
Judg
men
t]
Blo
s, J
oan
W.
A G
athe
ring
of
Day
s: A
New
Eng
land
Gir
l's J
ourn
al, 1
830-
32.
New
Yor
k: M
acm
illan
Chi
ld G
roup
, 197
9. [R
espo
nsib
ility
; Sel
f-di
scip
line]
Brin
k, C
arol
R.
Cad
die
Woo
dlaw
n.Ill
ustr
ated
by
Trin
a S
char
t Hym
an.
New
Yor
k: A
ladd
in L
ibra
ry, 1
990.
[Res
pons
ibili
ty; R
espe
ct fo
r O
ther
s]
Bul
la, C
lyde
Rob
ert.
The
Cha
lk B
ox K
id.
Illus
trat
ed b
y T
hom
as B
. Alle
n.N
ew Y
ork:
Ran
dom
Hou
se, 1
987.
[Cou
rage
; Goo
d Ju
dgm
ent]
Bur
nett,
Fra
nces
Hod
gson
.T
he S
ecre
t Gar
den.
(Var
ious
edi
tions
; ava
ilabl
e in
Eng
lish
and
Spa
nish
.) [C
ompa
ssio
n; C
oura
ge]
Bur
nfor
d, S
heila
.T
he I
ncre
dibl
e Jo
urne
y.Ill
ustr
ated
by
Car
l Bur
ger.
New
Yor
k: B
anta
m, 1
990.
[Sel
f-di
scip
line;
Cou
rage
]
Cas
tane
da. O
mar
S.
Abu
ela'
s W
eave
.Illus
trat
ed b
y E
nriq
ue 0
. San
chez
.N
ew Y
ork:
Lee
& L
ow B
ooks
, 199
3. [S
elf-
disc
iplin
e; C
oura
ge]
Cha
ikin
, Miri
am.
Exo
dus.
Illus
trat
ed b
y C
harle
s M
ikol
ayca
k.N
ew Y
ork:
Hol
iday
Hou
se, 1
987.
[Cou
rage
; Goo
d Ju
dgm
ent]
Hel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n60
Chi
n, C
harli
e. C
hina
's B
rave
st G
irl: T
he L
egen
d of
Hua
Mu
Lan.
Illu
stra
ted
by
Tom
ie A
rai.
Ber
kele
y, C
A: C
hild
ren'
s B
ook
Pre
ss, 1
997.
(A
vaila
ble
inE
nglis
h an
d C
hine
se.)
[Cou
rage
; Sel
f-di
scip
line;
Goo
d Ju
dgm
ent]
Col
um, P
ad r
aic
( E
d.).
The
Chi
ldre
n's
Hoo
ter:
The
Adv
entu
res
of O
dyss
eus
and
the
Tal
e of
Tro
y. Il
lust
rate
d by
Will
y P
agan
y. N
ew Y
ork:
Mac
mill
an C
hild
Gro
up, 1
982.
[Res
pons
ibili
ty; R
espe
ct fo
r O
ther
s]
Cos
by, B
ill. M
y B
ig L
ie. I
llust
rate
d by
Var
nette
P. H
oney
woo
d. N
ew Y
ork:
Car
twhe
el B
ooks
, 199
9. [H
ones
ty; R
espo
nsib
ility
; Goo
d Ju
dgm
ent]
Cow
ley,
Joy
. Big
Moo
n T
ortil
la. I
llust
rate
d by
Dya
nne
Str
ongb
ow.
Hon
esda
le, P
A: B
oyds
Mill
Pre
ss, 2
002.
[Com
pass
ion;
Sel
f-di
scip
line]
Cre
w, G
ary.
Brig
ht S
tar.
Illu
stra
ted
by A
nne
Spu
dvila
s. N
ew Y
ork:
Kan
e/M
iller
, 199
7. [C
oura
ge; S
elf-
disc
iplin
e]
Dal
glie
sh, A
lice.
The
Cou
rage
of S
arah
Nob
le. I
llust
rate
d by
Leo
nard
Wei
sgar
d. N
ew Y
ork:
Mac
mill
an C
hild
Gro
up, 1
986.
[Cou
rage
; Res
pect
for
Oth
ers;
Goo
d Ju
dgm
ent]
D'A
ulai
re, I
ngri
and
D'A
ulai
re, E
dgar
P. B
ook
of G
reek
Myt
hs. N
ew Y
ork:
Dou
bled
ay, 1
980.
[Cou
rage
; Hon
esty
; Res
pons
ibili
ty; S
elf-
disc
iplin
e]
DeJ
ong,
Mei
nder
t. T
he H
ouse
of S
ixty
Fat
hers
. Illu
stra
ted
by M
auric
e S
enda
k.
New
Yor
k: H
arpe
r T
roph
y, 1
987.
[Com
pass
ion;
Cou
rage
; Res
pons
ibili
ty]
deP
aola
, Tom
ie. N
ow O
ne F
oot,
Now
the
Oth
er. N
ew Y
ork:
Put
nam
199
1.
[Res
pons
ibili
ty; C
ompa
ssio
n; R
espe
ct fo
r O
ther
s]
61he
lpin
g Y
our
Chi
ld B
ecom
e a
Res
pons
ible
Citi
zen
Du
Boi
s, W
illia
m P
. The
Tw
enty
-One
Bal
loon
s. N
ew Y
ork:
Puf
fin, 1
986.
[Cou
rage
]
Est
es, E
lean
or. T
he H
undr
ed D
ress
es. I
llust
rate
d by
Lou
is S
lobo
dkin
.S
an D
iego
: Har
cour
t, 19
74. [
Cou
rage
; Goo
d Ju
dgm
ent]
Geo
rge,
Jea
n C
. My
Sid
e of
the
Mou
ntai
n. G
lenv
iew
, IL:
Sco
tt F
ores
man
, 200
0.[S
elf-
disc
iplin
e; C
oura
ge]
Gut
hrie
, Woo
dy. T
his
Land
Is Y
our
Land
. Illu
stra
ted
by K
athy
Jac
obse
n.B
osto
n: L
ittle
, Bro
wn
& C
o., 1
998.
[Citi
zens
hip]
Hah
n:M
ary
D. S
tepp
ing
on th
e C
rack
s. B
osto
n: H
ough
ton
Miff
lin, 1
991.
[Citi
zens
hip;
Com
pass
ion;
Cou
rage
]
Har
per,
Jes
sica
. I'm
Not
Goi
ng to
Cha
se th
e C
at T
oday
. Illu
stra
ted
byLi
ndsa
y H
arpe
r D
uPon
t. N
ew Y
ork:
Har
perC
ollin
s, 2
000.
[Com
pass
ion;
Res
pect
for
Oth
ers;
Goo
d Ju
dgm
ent]
Hen
ry, M
argu
erite
. Mis
ty o
f Chi
ncot
eagu
e. Il
lust
rate
d by
Wes
ley
Den
nis.
New
Yor
k: S
imon
& S
chus
ter,
199
0. [R
espe
ct fo
r O
ther
s; C
oura
ge]
Hof
fman
, Mar
y. A
maz
ing
Gra
ce. I
llust
rate
d by
Car
olin
e B
inch
. Gle
nvie
w,
IL: S
cott
For
esm
an, 1
991.
[Sel
f-di
scip
line;
Cou
rage
]
Lam
b, C
harle
s an
d La
mb,
Mar
y. T
ales
fron
t Sha
kesp
eare
. (V
ario
us e
ditio
ns.)
[Com
pass
ion;
Cou
rage
; Citi
zens
hip]
Lew
is, C
. S. T
he C
hron
icle
s of
Nar
nia
serie
s. (
Var
ious
edi
tions
.) [R
espe
ct fo
r
Oth
ers;
Cou
rage
; Sel
f-di
scip
line]
Hel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n62
Loe
wen
, Nan
cy. W
e L
ive
Her
e T
oo!
Kid
s T
alk
abou
t.Goo
d C
itize
nshi
p. I
llust
rate
dby
Bra
ndon
Rei
belin
g. N
ew Y
ork:
Pic
ture
Win
dow
Boo
ks, 2
002.
[Citi
zens
hip]
Low
ry, L
oiS.
Num
ber
the
Star
s. B
osto
n: H
ough
ton
Mif
flin
, 198
9.[C
oura
ge; S
elf-
disc
iplin
e]
Lue
nn, N
ancy
. Nes
sa's
Fis
h. N
ew Y
ork:
Ath
eneu
m, 1
990.
[Com
pass
ion;
Cou
rage
]
Mac
Don
ald,
Geo
rge.
The
Pri
nces
s an
d th
e G
oblin
. (V
ario
us e
ditio
ns.)
[Com
pass
ion;
Cou
rage
]
Mac
Lac
hlan
, Pat
rici
a. S
arah
, Pla
in a
nd T
all.
New
Yor
k: H
arpe
r C
ollin
s, 1
985.
[Cou
rage
; Res
pect
for
Oth
ers;
Hon
esty
; Sel
f-di
scip
line;
Goo
d Ju
dgm
ent]
Mae
stro
, Bet
sy a
nd M
aest
ro, G
iulio
. A M
ore
Perf
ect U
nion
: The
Sto
ry o
f O
urC
onst
itutio
n. N
ew Y
ork:
Mor
row
, 199
0. [
Citi
zens
hip]
Mat
suno
, M. A
Pai
r of
Red
Clo
gs. N
ew Y
ork:
The
Wor
ld P
ublis
hing
Co.
, 196
0.[H
ones
ty; C
oura
ge; S
elf-
disc
iplin
e; G
ood
Judg
men
t]
Moo
re, E
va. B
uddy
: The
Fir
st S
eein
g E
ye D
og. I
llust
rate
d by
Don
Bol
ogne
se.
New
Yor
k: S
chol
astic
, 199
6. [
Cou
rage
; Sel
f-di
scip
line]
Mye
rs, W
alte
r D
. Now
Is
You
r T
ime!
The
Afr
ican
-Am
eric
an S
trug
gle
for
Free
dom
. New
Yor
k: H
arpe
rCol
lins,
199
1. [
Cou
rage
]
Pack
, Min
. Aek
yung
's D
ream
. Ber
kele
y, C
A: C
hild
ren'
s B
ook
Pres
s, 1
988.
[Cou
rage
; Sel
f-di
scip
line]
ns63
Yel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
it iz
en
Raw
ls, W
ilson
. Whe
re th
e R
ed F
ern
Gro
ws.
New
Yor
k: R
ando
m H
ouse
, 198
4.[C
oura
ge; R
espo
nsib
ility
]
Rya
n, P
am M
. The
Fla
g W
e L
ove.
Illu
stra
ted
by R
alph
Mas
iello
. Wat
erto
wn,
MA
: Cha
rles
brid
ge P
ublis
hing
, 200
0. [
Citi
zens
hip]
Say,
Alle
n. E
l Chi
no. B
osto
n: H
ough
ton
Mif
flin
, 199
0. [
Cou
rage
; Sel
f-di
scip
line]
Sew
all,
Mar
cia.
The
Pilg
rim
s of
Ply
mou
th. N
ew Y
ork:
Ala
ddin
Lib
rary
, 199
6.[C
oura
ge; C
itize
nshi
p; C
ompa
ssio
n; R
espe
ct f
or O
ther
s]
Sham
at, M
arjo
rie
W. A
Big
Fat
Eno
rmou
s L
ie. I
llust
rate
d by
Dav
id M
. McP
hail.
New
Yor
k: E
. R D
utto
n, 1
993.
[H
ones
ty; R
espo
nsib
ility
; Goo
d Ju
dgm
ent]
Silv
erst
ein,
She
l. T
he G
ivin
g T
ree.
New
Yor
k: H
arpe
rCol
lins,
198
7.(A
lso
avai
labl
e in
Spa
nish
.) [
Com
pass
ion]
Stua
rt, J
esse
. A P
enny
's W
orth
of
Cha
ract
er. A
shla
nd, K
Y: J
esse
Stu
art
Foun
datio
n, 1
988.
[H
ones
ty; C
oura
ge]
Tal
es o
f th
e A
rabi
an N
ight
s. (
Var
ious
edi
tions
.) [
Cou
rage
; Res
pect
for
Oth
ers;
Self
-dis
cipl
ine]
Tal
ley,
Lin
da. P
lato
's J
ourn
ey. I
llust
rate
d by
Ito
ko M
aeno
. New
Yor
k:M
arsh
Med
ia, 1
998.
[H
ones
ty]
Whi
te, E
. B. C
harl
otte
's W
eb. I
llust
rate
d by
Gar
th W
illia
ms.
(V
ario
used
ition
s.)
[Com
pass
ion;
Res
pons
ibili
ty; R
espe
ct f
or O
ther
s]
Wild
er, L
aura
Ing
alls
. Litt
le H
ouse
ser
ies.
Illu
stra
ted
by G
arth
Will
iam
s.(V
ario
us e
ditio
ns.)
[R
espo
nsib
ility
; Cou
rage
; Hon
esty
]
Hel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n64
CA
)
Adv
ance
dA
ges
9 an
d up
Aci
erno
, Mar
ia A
rmen
gol.
Chi
ldre
n of
Flig
ht P
edro
Pan
. New
Yor
k,S
ilver
Moo
n P
ress
, 199
4. (
Spa
nish
/Eng
lish)
[Cou
rage
; Res
pons
ibili
ty;
Sel
f-di
scip
line]
Alc
ott,
Loui
sa M
ay. L
ittle
Wom
en. (
Var
ious
edi
tions
.)[R
espo
nsib
ility
; Sel
f-di
scip
line]
Arn
old,
Car
olin
e. C
hild
ren
of th
e S
ettle
men
t Hou
ses.
Min
neap
olis
, MN
:C
arol
rhod
a B
ooks
, 199
8. [C
ompa
ssio
n; C
oura
ge; S
elf-
disc
iplin
e]
Avi
. Not
hing
but
the
Tru
th. N
ew Y
ork:
Orc
hard
Boo
ks, 1
991.
[Sel
f-di
scip
line;
Res
pons
ibili
ty; C
itize
nshi
p]
Bau
er, M
ario
n D
. On
My
Hon
or. N
ew Y
ork:
Yea
rling
Boo
ks, 1
987.
[Res
pons
ibili
ty; H
ones
ty; G
ood
Judg
men
t]
Bro
oks,
Bru
ce. T
he M
oves
Mak
e th
e M
an. N
ew Y
ork:
Har
per
Tro
phy,
199
6.
[Hon
esty
; Cou
rage
; Res
pons
ibili
ty; G
ood
Judg
men
t]
But
terw
orth
, Will
iam
. Ler
oy a
nd th
e O
ld M
an. N
ew Y
ork:
Sch
olas
tic, 1
995.
[Res
pect
for
Oth
ers;
Sel
f-re
spec
t]
Cas
tilla
, Jul
ia M
erce
des.
Em
ilio.
Hou
ston
, TX
: Art
e P
ublic
o P
ress
, 199
9.(A
vaila
ble
in E
nglis
h an
d S
pani
sh.)
[Cou
rage
; Res
pons
ibili
ty; S
elf-
disc
iplin
e]
Cho
lden
ko, G
enni
fer.
Not
es fr
om a
Lia
r an
d H
er D
og. N
ew Y
ork:
Put
nam
, 200
1.
[Hon
esty
; Goo
d Ju
dgm
ent]
65I l
elpi
ng Y
our
Chi
ld B
ecom
e a
Res
pons
ible
Citi
zen
Clif
ton,
Luc
ille.
The
Boy
Who
Did
n't B
elie
ve in
Spr
ing.
New
Yor
k: E
. P.
Dut
ton,
199
2. (
Als
o av
aila
ble
in S
pani
sh.)
[Cou
rage
; Res
pons
ibili
ty;
Sel
f-di
scip
line]
The
Con
stitu
tion
of th
e U
nite
d S
tate
s of
Am
eric
a. (
Var
ibus
edi
tions
.)
[Citi
zens
hip]
Cou
sins
, Mar
gare
t. T
he S
tory
of T
hom
as A
lva
Edi
son.
New
Yor
k:R
ando
m H
ouse
, 199
7. [C
oura
ge; S
elf-
disc
iplin
e; R
espo
nsib
ility
]
Def
oe, D
anie
l. R
obin
son
Cru
soe.
(V
ario
us e
ditio
ns.)
[Sel
f-di
scip
line]
de S
aint
-Exu
pery
, Ant
oine
. The
Litt
le P
rince
. (V
ario
us e
ditio
ns.)
[Sel
f-di
scip
line;
Res
pons
ibili
ty]
Dic
kens
, Cha
rles.
Dav
id C
oppe
rfie
ld. (
Var
ious
edi
tions
.)
[Com
pass
ion;
Sel
f-di
scip
line]
Dod
ge, M
ary
M. H
ans
Brin
ker,
or
the
Silv
er S
kate
s. (
Var
ious
edi
tions
.)
[Cou
rage
; Sel
f-di
scip
line;
Hon
esty
; Goo
d Ju
dgm
ent]
Fitz
patr
ick,
Mar
ie-L
ouis
e. L
ong
Mar
ch: T
he C
hoct
aw's
Gift
to Ir
ish
Fam
ine
Rel
ief.
Tric
ycle
Pre
ss, 2
001.
[Com
pass
ion;
Cou
rage
]
Fox
, Pau
la. O
ne-E
yed
Cat
. New
Yor
k: A
ladd
in L
ibra
ry, 2
000.
[Res
pons
ibili
ty; H
ones
ty]
Fra
nk, A
nne.
Ann
e F
rank
: The
Dia
ry o
f a Y
oung
Girl
. (V
ario
us e
ditio
ns.)
[Cou
rage
; Com
pass
ion;
Res
pons
ibili
ty]
Hel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n66
CA
)C
D
Fran
klin
, Ben
jam
in.
Aut
obio
grap
hy o
f Ben
jam
in F
rank
lin.
(Var
ious
edi
tions
.)[S
elf-
disc
iplin
e; R
espo
nsib
ility
]
Ham
ilton
, Vir
gini
a.T
he H
ouse
of D
ies
Dre
ar.
Illu
stra
ted
by E
ros
Kei
th.
New
Yor
k: M
acm
illan
Chi
ld G
roup
, 198
4. [
Cou
rage
; Com
pass
ion)
Hen
ry, 0
.S
torie
s.(V
ario
us e
ditio
ns.)
[C
ompa
ssio
n; R
espo
nsib
ility
;Se
lf-d
isci
plin
e]
Her
rera
, Jua
n Fe
lipe.
Laug
hing
Out
Lou
d, I
Fly
: A C
arca
jada
s Y
o V
uelo
(poe
try)
. Illu
stra
ted
by K
aren
Bar
bour
. New
Yor
k: H
arpe
rCol
lins,
199
8.
(Spa
nish
/Eng
lish)
[C
oura
ge; R
espe
ct f
or O
ther
s; R
espo
nsib
ility
]
Hey
erda
hl, T
hor.
Kon
-Tik
i.(V
ario
us e
ditio
ns.)
[C
oura
ge; S
elf-
disc
iplin
e]
Hig
hwat
er, J
amak
e.A
npao
: An
Am
eric
an In
dian
Ody
ssey
.Il
lust
rate
d by
Fritz
Sch
olde
r. N
ew Y
ork:
Har
perC
ollin
s, 1
992.
[C
oura
ge; R
espo
nsib
ility
;
Self
-dis
cipl
ine]
Ho,
Min
fong
.T
he C
lay
Mar
ble.
New
Yor
k: F
arra
r, S
trau
s &
Gir
oux,
199
1.
[Com
pass
ion;
Cou
rage
; Res
pons
ibili
ty]
Hur
witz
, Joh
anne
.H
ot a
nd C
old
Win
ter.
New
Yor
k: W
illia
m M
orro
w &
Co.
,
1988
. [H
ones
ty; R
espo
nsib
ility
]
Kel
ler,
Hel
en.
Sto
ry o
f My
Life
.(V
ario
us e
ditio
ns.)
[C
oura
ge; S
elf-
disc
iplin
e]
Kip
ling,
Rud
yard
.C
apta
ins
Cou
rage
ous.
New
Yor
k: C
lass
ic B
ooks
, 200
0.
[Cou
rage
; Res
pons
ibili
ty; S
elf-
disc
iplin
e]
67H
elpi
ng Y
our
Chi
ld B
ecom
e a
Res
pons
ible
Cit
izen
Lin
coln
, Abr
aham
.T
he G
etty
sbur
g A
ddre
ss.
(Var
ious
edi
tions
.) [
Cou
rage
;C
itize
nshi
p; R
espo
nsib
ility
]
Lor
d, B
ette
Bao
.In
the
Yea
r of
the
Boa
r an
d Ja
ckie
Rob
inso
n.Il
lust
rate
d by
Mar
c Si
mon
t. N
ew Y
ork:
Har
per
Tro
phy,
198
6. [
Cou
rage
; Sel
f-di
scip
line)
Milt
on, J
oyce
.Mar
chin
g to
Fre
edom
: The
Sto
ry o
f Mar
tin L
uthe
r K
ing
Jr.
New
Yor
k, Y
earl
ing
Boo
ks, 1
987.
[C
oura
ge; C
itize
nshi
p; S
elf-
disc
iplin
e;R
espo
nsib
ility
]
Nay
lor,
Phy
llis
Rey
nold
s.E
ddie
, Inc
orpo
rate
d.Il
lust
rate
d by
Bla
nche
Sim
s.N
ew Y
ork:
Ath
eneu
m, 1
980.
[Se
lf-d
isci
plin
e]
New
Yor
k T
imes
Sta
ff.
The
New
Yor
k T
imes
: A N
atio
n C
halle
nged
, You
ng R
eade
r's
Edi
tion.
New
Yor
k: S
chol
astic
, 200
2. [
Cou
rage
; Sel
f-di
scip
line;
Res
pons
ibili
ty]
O'D
ell,
Scot
t.S
ing
Dow
n th
e M
oon.
New
Yor
k: L
aure
l Lea
f, 1
999.
[C
oura
ge;
Self
-dis
cipl
ine]
Orc
zy, E
mm
uska
.T
he S
carle
t Pim
pern
el.
(Var
ious
edi
tions
.) [
Res
pons
ibili
ty;
Cou
rage
; Sel
f- d
isci
plin
e]
Pate
rson
, Kat
heri
ne.B
ridge
to T
erab
ithia
.Il
lust
rate
d by
Don
na D
iam
ond.
New
Yor
k: H
arpe
r T
roph
y, 1
987.
[C
oura
ge; S
elf-
disc
iplin
e; R
espo
nsib
ility
]
Paul
sen,
Gar
y.H
atch
et.
New
Yor
k: P
ocke
t Boo
ks, 1
999.
[C
oura
ge;
Self
-dis
cipl
ine;
Res
pons
ibili
ty]
I lel
ping
You
r C
hild
Bec
ome
t.0 R
espo
nsib
le C
itize
n68
Sot
o, G
ary.
The
Ski
rt. I
llust
rate
d by
Eric
Vel
esqu
ez. N
ew Y
ork:
Yea
rling
Boo
ks, 1
994.
(A
lso
avai
labl
e in
Spa
nish
.) [H
ones
ty; R
espo
nsib
ility
;R
espe
ct fo
r O
ther
s; G
ood
Judg
men
t]
Spe
are,
Eliz
abet
h G
. The
Witc
h of
Bla
ckbi
rd P
ond.
New
Yor
k: D
ell,
1972
.
[Res
pect
for
Oth
ers;
Com
pass
ion;
Sel
f-di
scip
line]
Ste
ele,
Chr
isty
, Bun
kers
, Suz
anne
L. a
nd G
rave
s, K
erry
(E
ds.)
.A
Fre
e B
lack
Girl
bef
ore
the
Civ
il W
ar: T
he D
iary
of C
harlo
tte F
orte
'', 1
854.
Man
kato
, MN
: Blu
e E
arth
Boo
ks, 1
999.
[Cou
rage
; Res
pons
ibili
ty]
Tay
lor,
Mild
red
D. R
oll o
f Thu
nder
, Hea
r M
y C
ry. (
Var
ious
edi
tions
; als
oav
aila
ble
in S
pani
sh.)
[Cou
rage
; Res
pons
ibili
ty; S
elf-
disc
iplin
el
Thi
mm
esh,
Cat
herin
e. G
irls
Thi
nk o
f Eve
ryth
ing:
Sto
ries
of In
geni
ous
Inve
ntio
ns
by W
omen
. Bos
ton:
Hou
ghto
n M
ifflin
, 200
0. [S
elf-
disc
iplin
e; R
espo
nsib
ility
].
Tw
ain,
Mar
k. T
he A
dven
ture
s of
Huc
kleb
erry
Fin
n. (
Var
ious
edi
tions
.)
[Sel
f - d
isci
plin
e; R
espo
nsib
ility
; Com
pass
ion]
Uch
ida,
Yos
hika
. Jou
rney
to T
opaz
. Illu
stra
ted
by D
onal
d C
arric
k. G
lenv
iew
,
IL: S
cott
For
esm
an, 1
988.
[Cou
rage
; Sel
f-di
scip
line]
Whi
te, E
. B. T
he T
rum
pet o
f the
Sw
an. (
Var
ious
edi
tions
.) [C
ompa
ssio
n]
69H
elpi
ng Y
our
Chi
ld B
ecom
e a
Res
pons
ible
CR
izen
Chi
ldre
n's
Mag
azin
es
Clic
k
1-80
0-82
1-01
15(w
ww
.cric
ketm
ag.c
om/C
ateg
ory.
asp?
catid
=2)
Con
tain
s ar
ticle
s an
d st
orie
s w
ith a
focu
s on
sci
ence
, soc
ial s
tudi
es, n
atur
ean
d ar
t the
mes
. (A
ges
3-7)
Cob
bles
tone
1-80
0-82
1-01
15(w
ww
.cob
bles
tone
pub.
com
)C
onta
ins
artic
les
and
stor
ies
that
focu
s on
Am
eric
an h
isto
ry. (
Age
s 9-
14)
Hig
hlig
hts
for
Chi
ldre
n
1-80
0-60
3-05
91(w
ww
.hig
hlig
hts.
com
)In
clud
es s
torie
s, p
oem
s, c
raft
idea
s, c
arto
ons
and
a re
gula
r gu
ide
for
pare
nts
and
teac
hers
. (A
ges
4-10
)
Lady
bug
1-80
0-82
1-01
15(w
ww
.cric
ketm
ag.c
om/C
ateg
ory.
asp?
catid
=2)
Pre
sent
s st
orie
s, p
oem
s an
d ar
ticle
s fo
r yo
unge
r ch
ildre
n. In
clud
es a
pare
nt's
sup
plem
ent;
also
see
"P
aren
t's C
orne
r" o
n th
e W
eb s
ite. (
Age
s 2-
6)
Mus
e
1-80
0-82
1-01
15(w
ww
.cric
ketm
ag.c
om/c
ateg
ory_
hom
e.as
p?i(1
=4)
Art
icle
s an
d co
lum
ns s
park
cur
iosi
ty a
bout
sci
ence
, his
tory
and
the
arts
.(A
ges
9-14
)
Ilelp
ing
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n70
Nat
iona
l Geo
grap
hic
Kid
s
1-80
0-64
7-54
63(
ww
w. n
atio
nalg
eogr
aphi
c.co
m /n
gkid
s /)
Offe
rs a
rtic
les
on a
var
iety
of s
cien
ce, s
ocia
l stu
dies
and
pop
ular
art
ssu
bjec
ts. I
ssue
s in
clud
e le
arni
ng g
ames
, pro
ject
s an
d po
ster
s. A
par
ents
'gu
ide
is a
vaila
ble.
(A
ges
8-13
)
Spi
der
1-80
0-82
1-01
15(w
ww
.cric
ketm
ag.c
omic
ateg
ory_
hom
e.as
p?id
=3)
Fea
ture
s w
orks
by
wel
l-kno
wn
auth
ors
and
artis
ts. (
Age
s 6-
9).
Boo
k lis
ts
Am
eric
an L
ibra
ry A
ssoc
iatio
n. N
otab
le C
hild
ren'
s B
ooks
.(w
ww
.ala
.org
/als
c/aw
ards
.htm
l#no
tabl
e)Y
early
list
s pr
ovid
e br
ief d
escr
iptio
ns o
f boo
ks r
ecom
men
ded
by a
com
mitt
ee o
f the
Am
eric
an L
ibra
ry A
ssoc
iatio
n.
Hea
rne,
Bet
sy a
nd S
teve
nson
, Deb
orah
. Cho
osin
g B
ooks
for
Chi
ldre
n: A
Com
mon
sens
e G
uide
(3r
d ed
.). C
ham
paig
n-U
rban
a: U
nive
rsity
of I
llino
isP
ress
, 199
9.O
ffers
dis
cuss
ions
of c
hild
ren'
s bo
oks
and
the
issu
es s
urro
undi
ng th
em, a
sw
ell a
s bi
blio
grap
hies
and
adv
ice
on c
hoos
ing
book
s an
d in
trod
ucin
g th
emto
chi
ldre
n.
Gill
espi
e, J
ohn
T. (
Ed.
). B
est B
ooks
for
Chi
ldre
n: P
resc
hool
thro
ugh
Gra
de 6
(7th
ed.
). N
ew Y
ork:
Gre
enw
ood
Pub
lishi
ng G
roup
, 200
1.C
onta
ins
mor
e th
an 2
3,00
0 tit
les
chos
en o
n th
e ba
sis
of r
ecom
men
datio
nsfr
om c
hild
ren'
s bo
ok r
evie
w s
ourc
es s
uch
as B
ookl
ist.
71I l
elpi
ng Y
our
Chi
ld B
ecom
e a
Res
pons
ible
Citi
zen
Kilp
atric
k, W
illia
m, W
olfe
, Gre
gory
and
Wol
fe, S
uzan
ne M
. Boo
ks T
hat
Bui
ld C
hara
cter
: A G
uide
to T
each
ing
You
r C
hild
Mor
al V
alue
s th
roug
h S
torie
s.
New
Yor
k: S
imon
& S
chus
ter,
199
4.A
rgue
s th
at b
ooks
can
pro
vide
chi
ldre
n w
ith a
wea
lth o
f goo
d ex
ampl
es o
fho
w to
live
and
can
hel
p th
em m
ake
sens
e of
life
. Lis
ts a
nd d
iscu
sses
book
s fo
r ch
ildre
n fr
om a
ge .4
thro
ugh
high
sch
ool.
Lips
on, E
den
Ros
s (E
d.).
The
New
Yor
k T
imes
Par
ent's
Gui
de to
the
Bes
t Boo
ks
for
Chi
ldre
n. N
ew Y
ork:
Thr
ee R
iver
s P
ress
, 200
0.A
rran
ges
hund
reds
of b
ooks
into
six
sec
tions
bas
ed o
n re
adin
g le
vel:
Wor
dles
s, P
ictu
re, S
tory
, Ear
ly R
eadi
ng, M
iddl
e R
eadi
ng a
nd Y
oung
Adu
lt.S
ubje
ct in
dexe
s in
clud
e su
ch to
pics
as
Fam
ily L
ife, F
riend
ship
, Gro
win
gU
p, H
isto
ry, I
mm
igra
nts,
Man
ners
, Min
oriti
es, P
robl
ems,
Rel
igio
n, a
ndW
ar a
nd P
eace
.
Nat
iona
l End
owm
ent f
or th
e H
uman
ities
. Tim
eles
s C
lass
ics.
Ava
ilabl
e fr
om th
e C
onsu
mer
Info
rmat
ion
Cen
ter,
Pue
blo,
Col
orad
o.(1
-888
-878
-325
6: w
ww
.pue
blo.
gsa:
gov/
)Li
sts
near
ly 4
00 c
hild
ren'
s bo
oks
that
wer
e pu
blis
hed
befo
re 1
960.
Tre
leas
e, J
im. T
he N
ew R
ead-
Alo
ud H
andb
ook
(5th
ed.
). N
ew Y
ork:
Pen
guin
, 200
1.A
long
with
list
s of
hun
dred
s of
title
s of
boo
ks a
ppro
pria
te fo
r va
rious
age
grou
ps, t
his
book
pro
vide
s in
form
atio
n ab
out t
he im
port
ance
of r
eadi
ngal
oud
with
chi
ldre
n an
d su
gges
tions
for
mak
ing
read
ing
alou
d m
ost e
ffect
ive.
Hel
ping
Von
t' C
hilc
l Bec
ome
a R
espo
nsib
le C
itize
n72
Bib
liogr
aphy
Info
rmat
ion
used
to p
repa
re th
is b
ookl
et c
ame
from
the
follo
win
g pa
pers
, whi
ch w
ere
pres
ente
d at
the
Whi
te H
ouse
Con
fere
nce
on C
hara
cter
and
Com
mun
ity, h
eld
in J
une
2002
:
Dam
on, W
illia
m. T
he R
oots
of
Cha
ract
er a
nd th
e R
ole
of C
omm
unity
.
Dod
ge, K
enne
th A
. Pre
vent
ing
Chr
onic
Vio
lenc
e in
Sc:
hool
s.
Nar
vaez
, Dar
cia.
The
Exp
ertis
e of
Mor
al C
hara
cter
.
Scha
ps, E
ric.
Com
mun
ity in
Sch
ool:
Cen
tral
to C
hara
cter
For
mat
ion
and
Mor
e.
Wal
ket,
Law
renc
e J.
The
Cha
ract
er o
f M
oral
Exe
mpl
ars.
Oth
er s
ourc
es o
f inf
orm
atio
n us
ed fo
r pr
epar
ing
the
book
let
incl
ude:
Bor
ba, M
iche
le. B
uild
ing
Mor
al I
ntel
ligen
ce: T
he S
even
Ess
entia
l Vir
tues
Tha
tT
each
Kid
s to
Do
the
Rig
ht T
hing
. San
Fra
ncis
co, C
A: J
osse
y-B
ass,
200
1.
Bor
ba, M
iche
le. P
aren
ts D
o M
ake
a D
iffe
renc
e: H
ow to
Rai
se K
ids
with
Sol
id
Cha
ract
er, S
tron
g M
inds
and
Cal
ing
Hea
rts.
San
Fra
ncis
co, C
A: J
osse
y-B
ass,
199
9.
Bry
nild
ssen
, Sha
wna
. Cha
ract
er E
duca
tion
thro
ugh
Chi
ldre
n's
Lite
ratu
re.
ER
IC D
iges
t #17
2. 2
002.
(w
ww
.eri
c.in
dian
a.ed
uheo
/dig
ests
/d17
2.ht
ml)
DeR
oche
, Edw
ard
F. a
nd W
illia
ms,
Mar
y M
. Edu
catin
g H
eart
s an
d M
inds
: AC
ompr
ehen
sive
Cha
ract
er E
duca
tion
Fram
ewor
k. T
hous
and
Oak
s, C
A: C
orw
in
Pres
s, 1
998.
73[fe
ttlin
g Y
our
Chi
ld B
ecom
e a
Res
pons
ible
Citi
zen
Fran
kel,
Fred
and
Wet
mor
e, B
arry
. Goo
d Fr
iend
s A
re H
ard
to F
ind:
Hel
p Y
our
Chi
ld F
ind,
Mak
e an
d K
eep
Frie
nds.
New
Yor
k: P
ersp
ectiv
e Pu
blis
hing
, 199
6.
Kir
sche
nbau
m, H
owar
d. 1
00 W
ays
to E
nhan
ce V
alue
s an
d M
oral
ity in
Sch
ools
and
You
th S
ettin
gs. N
eedh
am H
eigh
ts, M
A: S
imon
& S
chus
ter,
199
5.
LeG
ette
, Hel
en R
. Par
ents
, Kid
s an
d C
hara
cter
: 21
Stra
tegi
es to
Hel
p Y
our
Chi
ldre
n D
evel
op G
ood
Cha
ract
er. C
hape
l Hill
, NC
: Cha
ract
er D
evel
opm
ent
Gro
up, 1
999.
Lic
kona
, Tho
mas
. Edu
catin
g fo
r C
hara
cter
: How
Our
Sch
ools
Can
Tea
ch R
espe
ct
and
Res
pons
ibili
ty. N
ew Y
ork:
Ban
tam
Boo
ks, 1
991.
Lic
kona
, Tho
mas
. Rai
sing
Goo
d C
hild
ren
from
Bir
th th
roug
h th
e T
eena
ge Y
ears
.T
oron
to: B
anta
m, 1
985.
Schu
lman
, Mic
hael
and
Mek
ler,
Eva
. Bri
ngin
g U
p a
Mor
al C
hild
: Tea
chin
gY
our
Chi
ld to
Be
Kin
d, J
ust,
and
Res
pons
ible
. New
Yor
k: A
ddis
on-W
esle
y,19
85.
Une
ll, B
arba
ra C
. and
Wyc
koff
, Jer
ry L
. 20
Tea
chab
le V
irtu
es: P
ract
ical
Way
sto
Pas
s on
Les
sons
of
Vir
tue
and
Cha
ract
er to
You
r C
hild
ren.
New
Yor
k: P
erig
eeB
ooks
, 199
5.
Hel
ping
Yitt
ir C
hild
Bec
ome
a R
espo
nsib
le C
itize
n74
Ack
now
ledg
men
ts
The
orig
inal
ver
sion
of t
his
book
entit
led
Hel
ping
You
r C
hild
Lea
rnR
espo
nsib
le B
ehav
ior
and
publ
ishe
d in
I993
was
writ
ten
by E
dwin
and
Alic
e D
elat
tre.
Rev
isio
ns fo
r th
e cu
rren
t edi
tion
wer
e co
mpl
eted
by
Mar
ina
Wal
ne, D
arci
a N
arva
ez a
nd F
ran
Lehr
. Illu
stra
tions
wer
e do
ne b
yA
djoa
Bur
row
es a
nd J
oe M
atos
.
Thi
s bo
okle
t has
bee
n m
ade
poss
ible
with
the
help
of m
any
peop
le a
ndor
gani
zatio
ns, i
nclu
ding
Kyl
e S
now
of t
he N
atio
nal I
nstit
ute
of C
hild
Hea
lth a
nd H
uman
Dev
elop
men
t and
Car
olyn
Web
ster
-Str
atto
n of
the
Uni
vers
ity o
f Was
hing
ton
who
rev
iew
ed d
rafts
, pro
vide
d m
ater
ials
and
sugg
estio
ns a
nd g
ener
ousl
y co
ntrib
uted
from
thei
r ow
n ex
perie
nces
. In
addi
tion,
a s
peci
al th
anks
to T
odd
May
and
Men
ahem
Her
man
in th
eO
ffice
of I
nter
gove
rnm
enta
l and
Inte
rage
ncy
Affa
irs fo
r th
eir
help
inm
anag
ing
the
desi
gn, d
evel
opm
ent,
prod
uctio
n an
d di
strib
utio
n of
this
book
let.
75H
elpi
ng Y
our
Chi
ld B
KO
Ille
a R
espo
nsib
le c
itize
n
No
Chi
ld L
eft B
ehin
d
On
Janu
ary
8, 2
002,
Pre
side
nt G
eorg
e W
. Bus
h si
gned
into
law
the
No
Chi
ld L
eft B
ehin
d A
ct o
f 200
1 (N
CLB
). T
his
new
law
rep
rese
nts
his
educ
atio
nre
form
pla
n an
d co
ntai
ns th
e m
ost s
wee
ping
cha
nges
to th
e E
lem
enta
ryan
d S
econ
dary
Edu
catio
n A
ct s
ince
it w
as e
nact
ed in
196
5. It
cha
nges
the
fede
ral r
ole
in e
duca
tion
by a
skin
g A
mer
ica'
s sc
hool
s to
des
crib
e th
eir
succ
ess
in te
rms
of w
hat e
ach
stud
ent a
ccom
plis
hes.
The
act
con
tain
s th
epr
esid
ent's
four
bas
ic e
duca
tion
refo
rm p
rinci
ples
:
* S
tron
ger
acco
unta
bilit
y fo
r re
sults
;
* Lo
cal c
ontr
ol a
nd fl
exib
ility
;
* E
xpan
ded
optio
ns fo
r pa
rent
s; a
nd
* A
n em
phas
is o
n ef
fect
ive
and
prov
en te
achi
ng m
etho
ds.
In s
um, t
his
law
in p
artn
ersh
ip w
ith p
aren
ts, c
omm
uniti
es, s
choo
lle
ader
ship
and
cla
ssro
om te
ache
rsw
ill e
nsur
e th
at e
very
chi
ld in
Am
eric
a re
ceiv
es a
gre
at e
duca
tion
and
that
no
child
is le
ft be
hind
.
For
n-I
ore
info
rmat
ion
on N
o C
hild
Lef
t Beh
ind,
vis
it th
e w
ebsi
te a
tw
ww
.noc
hild
leftb
ehin
d.go
v or
cal
l I-8
00U
SA
LEA
RN
.
Hel
ping
You
r C
hild
Bec
ome
a R
espo
nsib
le C
itize
n
U.S
. Dep
artm
ent o
f Edu
catio
nO
ffice
of I
nter
gove
rnm
enta
lan
d In
tera
genc
y A
ffairs
400
Mar
ylan
d A
venu
e, S
W W
ashi
ngto
n D
.C. 2
0202
4TES 01
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