Character Counts 2.0 Social Justice in the Secondary Classroom Carli van Zandt University of Central Florida 2014

Character Counts The Character Counts school program has become a widely recognized and respected curriculum for elementary schools. It is based on what is described as six ethical pillars (or themes) and are not meant to be political, religious or culturally biased (The Six Pillars of Character!(SPC),2007).

The Six Pillars Trustworthiness is defined by the traits of Integrity, Honesty, Reliability and Loyalty Respect is: Golden Rule, Tolerance and Acceptance, Nonviolence, and Courtesy; Responsibility is: Duty, Accountability, Pursue Excellence, and Self-Control Fairness is: Justice and Openness Caring is: Concern for others and Charity Citizenship is: Do your Share and Respect for Authority and the Law (SPC,2007).

Social Justice in the Classroom Values and Attitudes Students can Learn about Value of Integrity and Honesty Importance of Reliability and Loyalty Respect, Dignity, Privacy and Freedom of Individuals Tolerance and Acceptance, The Golden Rule Concern for those suffering injustice and oppression Alternatives to Violence and Peace-making What Duty and Accountability mean Belief that we can make a difference Respect for Authority, the Law, and Social Justice

Teaching Social Issues Teaching social issues in the class room is considered a best practice by NCSS, but many teachers shy away from this due to the controversial nature of the topics (Russell, 2009).

NCSS Best Practice The National Council for the Social Studies has identified student outcomes that are beneficial when teaching social issues in school: Studying relevant social problems of the past or present, students learn to make informed decisions or conclusions. Students learn critical reasoning and evidence-based evaluations. Students can recognize the value of differing viewpoints as a normal part of social discourse. Students can identify reasonable compromise as part of the democratic process.

The use of Film Many teachers today use film in the classroom to connect students to social studies topics. When done properly, this method of teaching with film stimulates the senses and emotions (Russell, 2007,20012). Using film to teach social issues in the secondary setting connects common core standards and content standards with media literacy skills. Teaching with film can conveys feelings and conditions of a time or place (Toplin, 2010) ) It has become an accepted pedagogy and a powerful way for students to construct meaning and connect with the content (Russell, 2012).

Twice as Powerful Combining the teaching of social issues with the media literacy skill of teaching with film, two known best practices, the lessons will connect with this generation of students in a meaningful and engaging way, allowing for successful social justice content lessons in the classroom.

Methods for Teaching with Film Teachers can utilize film in various ways. The following methodologies have been classroom-tested and found to be effective: (1) film as a visual textbook, (2) film as a depicter of atmosphere, (3) film as an analogy, (4) film as a historiography, and (5) film as a springboard.

Preparing to Teach with Film Russell Model for Using Film (Russell 2007) Stage 1: The Preparation Stage Stage 2: The Pre-viewing Stage Stage 3: The Watching the Film Stage Stage 4: The Culminating Activity Stage

Film Selections Using Classic Hollywood Legal social Justice Mr. Deeds goes to Town Mr. Smith goes to Washington Inherit the Wind Guess Who’s Coming to Dinner Legal social Justice To Kill a Mockingbird (1962) A Few Good Men (1992) Witness (1985) A Time to Kill (1996) The Pelican Brief (1993)

Film Selections (cont.) Health Care Philadelphia (1993) John Q (2002) Food Food Inc. (2008) Fresh (2009) Scarecrow (2013) animated short film

Film Selections (cont.) Water Semper Fi: Always Faithful (2011) A Civil Action (1998) Erin Brockovich (2000) Oil Crude (2009) Gasland (2010)