ELA 11th Objective 3; 19C: distinguish the purposes of various media forms such as informative texts, entertaining texts and advertisements.

ELA 11th Objective 4; 1B&C: write in a voice and style appropriate to audience and purose and organize ideas in writing to ensure coherence, logical progression and support for ideas

ELA 11th Objective 4; 2B&C and 5A: develop drafts by organizing and reorganizing content and by refining style to suit occasion, audience and purpose and proofread writing for appropriateness of organization, content, style and conventions. Evaluate writing for both mechanics and content.

Mathematics 11th Objective 10; 8.14A,B&C: identify and apply mathematics to everyday experiences, to activities in and outside of school with other disciplines, and with other mathematical topics. Use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan and evaluating the solution for reasonableeness and select or develop an appropriate problem-solving strategy from a variety fo different types including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem or working backwards to solve a problem.

Social Studies 11th Objective 5; US24AB&F: use primary and secondar sources to acquire infomation about the US. analyze information by sequencing, categorizing, identifying cause and effect relationships, comparing, contrasting, finding the main idea, summarizing, making geralizations and drawing inferences and conclusions. identify bias in written and visual material. 

ELA Objective 3: The student will demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual representations.

ELA Objective 4: The student will, within a given context, produce an effective composition for a specific purpose.

Mathematics Objective 10: The student will demonstrate an understanding of the mathematical processes and tools used in problem solving.

Social Studies Objective 5: The student will use critical thinking skills to analyze social studies information.

High School Service-learning and Character Education Objectives:

2. Develop and utilize interpersonal communication skills through working with peers, school administration and community leaders.
3. integrate self-awareness as it relates to a broader world view.
4. Know, understand and exemplify the 6 pillars of character
5. Leadership-Develop and practice leadership skills in the context of small groups and community activities.

This lesson is for students to take an active (pretend) role in creating  character education conference materials. They will have to come up with a theme, goals, purpose, topics-breakout sessions, speakers and what topics they would present, and other essential elements of the conference.

Expected outcomes is students will have a sense of what it means to create something and understand the character pillars more in depth and those that have shaped the character education world.

Who are the important people of character education?
What are the essential elements of character education?
How does character education affect the community?
What differences can a character educaiton conference make?
How can we learn from the advancements of character education?
How can we reduce the amount of discipline through character education?

The students are creating a character education conference in groups. They have to create a theme, purpose, goal, a brouchure, invitation, poster, and t-shirt design for the conference. They must also select who their guest speakers will be and their topics for speaking, the breakout sessions and what other special guest they would invite (i.e. publishers, presenters...)

Students will (K) define and describe the different character education topics that can be covered in the conference. They will work in small groups to (C) summarize the conference and materials. They will (Ap) prepare an action plan for their conference and (E) decide on the best presenters for their conference. They will (An) chart their conference and proofread the brochures, invitations, and posters they are creating. They will (S) publish their brochures and invitations and design their posters to effectively demonstrate their themes, goals and purpose.

Students with IEP/504 accomodations will be addressed according to those accomodations. Other differentiation will be made according to student needs and include but not limited to the following: personal agendas for group deadlines and interest based investigations for topic research.

Available Technology including but not limited to:

Laptops with available software
Internet
Databases
Paint-software
multi-media

Teachers
Character experts
Adminstration
Group members
Library