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

Anticipatory Set:

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

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

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

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

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

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

Teacher Note: Save this chart for the next lesson.

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

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

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

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