KINDNESS
Theme: The New Kid Film: The Peanuts Movie (G) 0:48
Charlie Brown, Snoopy, and the whole gang are back in a heartwarming story. A new girl with red hair moves in across the street, and Charlie Brown falls in love. Now he tries to impress the red haired girl to make her feel like he's a winner, but Charlie Brown just can't do anything right. At the same time, Snoopy is writing a love story about his continuing battles with The Red Baron. Then Charlie Brown has accomplished something never done before. He gets a perfect score on his standardized test, but there has been a mistake. Should he tell the truth and risk losing all of his newfound popularity? Can Charlie Brown get the girl to love him or will he go back to being a nothing?
This 2015 film from Twentieth-Century Fox is directed by Steve Martino Bryan Schulz (Schulz's son and grandson, respectively), and Cornelius Uliano, and stars the voices of Venus Omega Schutheis, Mariel Sheets, AJ Teece, Marelik Walker, William Wunsch, Troy Andrews, Rebecca Bloom, Anatasia Bredikhina, Francesca Angelucci Capaldi, Kristin Chenoweth, Alex Garfin, Noah Johnston, Bill Melendez, Hadley Belle Miller, Micah Revelli.
Teaser Question: What would you change if you could start over?
Going Deeper: Could you be nice to a new student even if you didn't like them? Have you ever been the "new kid" and tried to join a group? What were you feeling as you waited to see if the group would accept you?
Making Choices: A new student who joins your class grew up in a foreign country. The student speaks with an accent and does not fit in easily. Your friends make fun of the new student. What do you do?
“Three things in human life are important. The first is to be kind. The second is to be kind. The third is to be kind." -Henry James
“Be kind, for everyone you meet is fighting a hard battle.." —Philo
Charlie Brown, Snoopy, and the whole gang are back in a heartwarming story. A new girl with red hair moves in across the street, and Charlie Brown falls in love. Now he tries to impress the red haired girl to make her feel like he's a winner, but Charlie Brown just can't do anything right. At the same time, Snoopy is writing a love story about his continuing battles with The Red Baron. Then Charlie Brown has accomplished something never done before. He gets a perfect score on his standardized test, but there has been a mistake. Should he tell the truth and risk losing all of his newfound popularity? Can Charlie Brown get the girl to love him or will he go back to being a nothing?
This 2015 film from Twentieth-Century Fox is directed by Steve Martino Bryan Schulz (Schulz's son and grandson, respectively), and Cornelius Uliano, and stars the voices of Venus Omega Schutheis, Mariel Sheets, AJ Teece, Marelik Walker, William Wunsch, Troy Andrews, Rebecca Bloom, Anatasia Bredikhina, Francesca Angelucci Capaldi, Kristin Chenoweth, Alex Garfin, Noah Johnston, Bill Melendez, Hadley Belle Miller, Micah Revelli.
Teaser Question: What would you change if you could start over?
Going Deeper: Could you be nice to a new student even if you didn't like them? Have you ever been the "new kid" and tried to join a group? What were you feeling as you waited to see if the group would accept you?
Making Choices: A new student who joins your class grew up in a foreign country. The student speaks with an accent and does not fit in easily. Your friends make fun of the new student. What do you do?
“Three things in human life are important. The first is to be kind. The second is to be kind. The third is to be kind." -Henry James
“Be kind, for everyone you meet is fighting a hard battle.." —Philo
Theme: Compassion Film: Seabiscuit (PG-13) 2:29
Seabiscuit is a remarkable story about a remarkable horse, and the people whose lives intersect because of him. In this scene, you;ll learn that nobody really though Seabiscuit was worth much at all. They tried everything to break this horse, they even trained him to lose.
This 2003 film from Universal Pictures and Dream Works is written for the screen and directed by Gary Ross from the book by Laura Hillenbrand. It is produced by Kathleen Kennedy, Frank Marshall, Gary Ross, and Jane Sindell. It stars Toby Maguire, Jeff Bridges, Chris Cooper, Elizabeth Banks, Gary Stevens, and William H. Macy.
Teaser Question: How would you describe a kind person?
Going Deeper: Do you think your parents focus more on the things you do wrong or the things you do right? How about your teachers? Does encouragement or criticism help you do better? What makes a person worth something?
Making Choices: You are part of a group project to build a model house out of smooth sticks and small sheets of cardboard. One of the group members is smart in many ways, but is clumsy and messy when it comes to building things. How can you help this person become a valued member of the group?
“How far you go in life depends on your being tender with the young, compassionate with the aged, sympathetic with the striving and tolerant of the weak and strong. Because someday in life you will have been all of those." -George Washington Carver
“We who lived in concentration camps can remember the men who walked through the huts comforting others, giving away their last piece of bread. They may have been few in number, but they offer sufficient proof that everything can be taken from a man but one thing: the last of the human freedoms to choose one's attitude in any given set of circumstances, to choose one's own way." —VIctor Frankl
Seabiscuit is a remarkable story about a remarkable horse, and the people whose lives intersect because of him. In this scene, you;ll learn that nobody really though Seabiscuit was worth much at all. They tried everything to break this horse, they even trained him to lose.
This 2003 film from Universal Pictures and Dream Works is written for the screen and directed by Gary Ross from the book by Laura Hillenbrand. It is produced by Kathleen Kennedy, Frank Marshall, Gary Ross, and Jane Sindell. It stars Toby Maguire, Jeff Bridges, Chris Cooper, Elizabeth Banks, Gary Stevens, and William H. Macy.
Teaser Question: How would you describe a kind person?
Going Deeper: Do you think your parents focus more on the things you do wrong or the things you do right? How about your teachers? Does encouragement or criticism help you do better? What makes a person worth something?
Making Choices: You are part of a group project to build a model house out of smooth sticks and small sheets of cardboard. One of the group members is smart in many ways, but is clumsy and messy when it comes to building things. How can you help this person become a valued member of the group?
“How far you go in life depends on your being tender with the young, compassionate with the aged, sympathetic with the striving and tolerant of the weak and strong. Because someday in life you will have been all of those." -George Washington Carver
“We who lived in concentration camps can remember the men who walked through the huts comforting others, giving away their last piece of bread. They may have been few in number, but they offer sufficient proof that everything can be taken from a man but one thing: the last of the human freedoms to choose one's attitude in any given set of circumstances, to choose one's own way." —VIctor Frankl
Theme: Sensitivity to Others Film: Forrest Gump (PG-13) 2:28
"Mama says stupid is as stupid does." He knows he is different from everyone else. He looks different, walks different, he talks different. All the other kids remind him that he is different, and they exclude him because of it. All the kids, that is, but one...
This 1994 film from Paramount Pictures is directed by Robert Zemekis and written by Eric Roth from the book by Winston Groom. It is produced by Wendy Finerman, Steve Tisch, and Steve Starkey and stars Tom Hanks, Robin Wright, Gary Sinise, Mykelti WIlliamson, and Sally Field.
Teaser Question: Is it hard to include people who are different? Why? Why not?
Going Deeper: What made Jenny seem like an angel to Forrest? have you ever been an angel to someone? who has been a "sweet voice" to you Why? Why is it easier to be nice to someone who is different when you meet him or her alone than when you are with your friends?
Making Choices: There's a student in your class that no one likes. You know this student is really good at math. None of your friends are good at math and are getting together to study for a big test. Should you invite this student to join in? what will you tell your friends?
“Each friend represents a world in us, a world possibly not born until they arrive, and it is only by this meeting that a new world is born."
--Anais Nin
“Alone, all alone, nobody, but noboccy can make it our here alone." —Maya Angelou
"Mama says stupid is as stupid does." He knows he is different from everyone else. He looks different, walks different, he talks different. All the other kids remind him that he is different, and they exclude him because of it. All the kids, that is, but one...
This 1994 film from Paramount Pictures is directed by Robert Zemekis and written by Eric Roth from the book by Winston Groom. It is produced by Wendy Finerman, Steve Tisch, and Steve Starkey and stars Tom Hanks, Robin Wright, Gary Sinise, Mykelti WIlliamson, and Sally Field.
Teaser Question: Is it hard to include people who are different? Why? Why not?
Going Deeper: What made Jenny seem like an angel to Forrest? have you ever been an angel to someone? who has been a "sweet voice" to you Why? Why is it easier to be nice to someone who is different when you meet him or her alone than when you are with your friends?
Making Choices: There's a student in your class that no one likes. You know this student is really good at math. None of your friends are good at math and are getting together to study for a big test. Should you invite this student to join in? what will you tell your friends?
“Each friend represents a world in us, a world possibly not born until they arrive, and it is only by this meeting that a new world is born."
--Anais Nin
“Alone, all alone, nobody, but noboccy can make it our here alone." —Maya Angelou
Theme: Selflessness Film: Charlotte's Web (G) 4:25
Charlotte the Spider is dying, and Wilbur the Pig feels so helpless. Then he realizes that there is one thing he can do for her: save her egg sack with all her babies in it. To do this he needs help from Templeton the Rat, who doesn't help anyone unless there is something in it for him.
This 1972 animated film from Paramount Pictures is directed by Charles A. Nichols and Iwao Takamoto and written by Earl Hammer Jr. from the book by E.B. White. It is produced by Joseph Barbera and WIlliam Hanna and stars the voice talents of Debbie Reynolds, Paul Lynde, Henry Gibson, and Agnes Moorehead.
Teaser Question: Should kindness be based on what you can get in return?
Going Deeper: Why do you think Templeton acts selfishly? Why do you think Wilbure acts selflessly? Who do you think is happier? Why? Is it easier to do a favor for a friend than it is for a stranger? Is it easier to do something for a popular person than for someone nobody likes? Why?
Making Choices: A sick friend needs blood in order to get better. It is not a life-or-death situation, but it is needed You are old enough to give blood, but you are deathly afraid of needles. Will you go ahead and give blood? What if your friend might die without it? What if you were asked to give one of your kdneys in order for your friend to live? What if it were for a total stranger, but you were one of the few people who were a match?
“Carry out a random act of kindness, with no expectation of reward, safe in the knowledge that one day someone might do the same for you." --Diana Spencer
“No act of kindness, no matter how small, is ever wasted." —Aesop
Charlotte the Spider is dying, and Wilbur the Pig feels so helpless. Then he realizes that there is one thing he can do for her: save her egg sack with all her babies in it. To do this he needs help from Templeton the Rat, who doesn't help anyone unless there is something in it for him.
This 1972 animated film from Paramount Pictures is directed by Charles A. Nichols and Iwao Takamoto and written by Earl Hammer Jr. from the book by E.B. White. It is produced by Joseph Barbera and WIlliam Hanna and stars the voice talents of Debbie Reynolds, Paul Lynde, Henry Gibson, and Agnes Moorehead.
Teaser Question: Should kindness be based on what you can get in return?
Going Deeper: Why do you think Templeton acts selfishly? Why do you think Wilbure acts selflessly? Who do you think is happier? Why? Is it easier to do a favor for a friend than it is for a stranger? Is it easier to do something for a popular person than for someone nobody likes? Why?
Making Choices: A sick friend needs blood in order to get better. It is not a life-or-death situation, but it is needed You are old enough to give blood, but you are deathly afraid of needles. Will you go ahead and give blood? What if your friend might die without it? What if you were asked to give one of your kdneys in order for your friend to live? What if it were for a total stranger, but you were one of the few people who were a match?
“Carry out a random act of kindness, with no expectation of reward, safe in the knowledge that one day someone might do the same for you." --Diana Spencer
“No act of kindness, no matter how small, is ever wasted." —Aesop
Moving Students to Reflection and Action:
Keeping a Journal:
As a class activity, ask your students to write two entries in their journal under the heading of Kindness, answering the following questions:
1. Of all the examples of kindness demonstrated in the clips, which was your favorite? Why:
2. Tell of a time when you showed kindness in your life. What were the consequences?
3. Tell of a time when you were unkind. What were the consequences?
Activity 1: To Belong or Not to Belong?
Performance Objective:
To discuss how it feels to be included or excluded and to design ways to include others.
Materials Needed:
Sheets of paper and markers or crayons for each student.
Teacher Instructions:
Hand out three sheets of paper per student, along with colored markers/crayons.
Ask students to think about a time when they felt really included, when they truly belonged, to a group.
Instruct them to use their markers to make a picture of how it felt to be included, to belong. The picture can be whatever they want to color, abstract or otherwise, as long as it coveys their feeling of belonging.
Now ask your students to recall a time when they felt excluded from a group, when they did not belong. How did that feel?
Instruct them to create a picture on the second sheet of paper of the way it felt to not belong, to be excluded.
Break your students into small groups of four and ask them to share their pictures among themselves.
Using the extra sheets, instruct the members of each group to think of themselves as a Welcoming Committee for the class and encourage them to dream up various signs that can let others know that they belong (for example, a smiling face, representing acceptance). Have the groups share their signs with the rest of the class and discuss the various ways in which they can help others feel included.
Activity 2: The Seat of Honor
Performance Objective:
To encourage the practice of sharing with others the things we appreciate about them.
Materials Needed:
One chair in the front of the room, facing the class. One blindfold.
Teachers Instructions:
Ask each student, one at a time, to sit in the Seat of Honor and then blindfold that student. Randomly invite the other students to say to that classmate the things they appreciate about him or her (for example, "You are always generous with others," or "You always make people feel welcome.") Only positive statements may be offered.
After everyone has had a chance to offer his or her words of appreciation, the first student removes the blindfold and goes back to his/her normal seat, while another student is chosen to come forward, be blindfolded and sit in the Seat of Honor.
The same exercise is repeated for this next student, and so on until each person in the class has had a chance to experience the Seat of Honor.
After everyone has had his or her opportunity, discuss what it felt like to be "honored". What did it feel like to praise the other students when it was their turn? Is it more difficult to honor someone else or to insult them or put them down?
Activity 3: A Family Tree of Kindness
Performance Objective:
To remember the people who have shown kindness to us in times past and to consider the individuals to who we have shown kindness or to who we need to show kindness.
Materials Needed:
Sheet of paper for each student with her/his name in the middle, preceded by five blank lines above and followed by five blank lines below.
Teachers Instructions:
Ask each student to recall the individuals who have at different points in that student's life, shown kindness to him/her. Instruct them to write down the names of five of these "kindness-givers" on the lines above their own name.
Ask each student to consider five individuals either to whom they have intentionally shown kindness, or need to reach out to with kindness. They should write these names in the blanks below their own name.
Discuss the kinds of ways in which the kindness-givers reached out and showed care and concern. What did they say or do to show kindness?
Discuss what it is about the persons whose names are on the bottom of each sheet that made us show kindness, or want to show kindness, to them. What difficulties do we fave in showing kindness? What obstacles are there to overcome?
How did the kindness we received from the people above our name help us to reach out to the ones below our name? How can we keep the Family Tree of Kindness going?
Activity 4: Role Play
Performance Objective:
To express opinions on a topic through written, oral or dramatic expression.
Materials Needed:
Paper, pencil, props for skits.
Teachers Instructions:
The teacher divides the class into groups of five students.
Instruct the groups to come up with a situation where someone displays kindness to someone else, and to develop a short role-play or "skit" to present this situation. Have each group presents its skit to the whole class.
After all the role-plays have been performed, lead the whole class in a discussion of the ideas contained in the skits regarding kindness.
Optional Strategies/Activities:
1. Have students write a paragraph about a time when someone said or did a kind thing toward them. What did it feel like to be on the receiving end of kindness?
2. Have students work together to create an audio/visual presentation showing examples of kindness.
3. Have students re-enact the scene of one of the clips, but with a different ending.
Multiple Intelligences Addressed:
Verbal-Linguistic Visual-Spatial
Bodily-Kinesthetic Musical-Rhythmic
Interpersonal Intrapersonal
As a class activity, ask your students to write two entries in their journal under the heading of Kindness, answering the following questions:
1. Of all the examples of kindness demonstrated in the clips, which was your favorite? Why:
2. Tell of a time when you showed kindness in your life. What were the consequences?
3. Tell of a time when you were unkind. What were the consequences?
Activity 1: To Belong or Not to Belong?
Performance Objective:
To discuss how it feels to be included or excluded and to design ways to include others.
Materials Needed:
Sheets of paper and markers or crayons for each student.
Teacher Instructions:
Hand out three sheets of paper per student, along with colored markers/crayons.
Ask students to think about a time when they felt really included, when they truly belonged, to a group.
Instruct them to use their markers to make a picture of how it felt to be included, to belong. The picture can be whatever they want to color, abstract or otherwise, as long as it coveys their feeling of belonging.
Now ask your students to recall a time when they felt excluded from a group, when they did not belong. How did that feel?
Instruct them to create a picture on the second sheet of paper of the way it felt to not belong, to be excluded.
Break your students into small groups of four and ask them to share their pictures among themselves.
Using the extra sheets, instruct the members of each group to think of themselves as a Welcoming Committee for the class and encourage them to dream up various signs that can let others know that they belong (for example, a smiling face, representing acceptance). Have the groups share their signs with the rest of the class and discuss the various ways in which they can help others feel included.
Activity 2: The Seat of Honor
Performance Objective:
To encourage the practice of sharing with others the things we appreciate about them.
Materials Needed:
One chair in the front of the room, facing the class. One blindfold.
Teachers Instructions:
Ask each student, one at a time, to sit in the Seat of Honor and then blindfold that student. Randomly invite the other students to say to that classmate the things they appreciate about him or her (for example, "You are always generous with others," or "You always make people feel welcome.") Only positive statements may be offered.
After everyone has had a chance to offer his or her words of appreciation, the first student removes the blindfold and goes back to his/her normal seat, while another student is chosen to come forward, be blindfolded and sit in the Seat of Honor.
The same exercise is repeated for this next student, and so on until each person in the class has had a chance to experience the Seat of Honor.
After everyone has had his or her opportunity, discuss what it felt like to be "honored". What did it feel like to praise the other students when it was their turn? Is it more difficult to honor someone else or to insult them or put them down?
Activity 3: A Family Tree of Kindness
Performance Objective:
To remember the people who have shown kindness to us in times past and to consider the individuals to who we have shown kindness or to who we need to show kindness.
Materials Needed:
Sheet of paper for each student with her/his name in the middle, preceded by five blank lines above and followed by five blank lines below.
Teachers Instructions:
Ask each student to recall the individuals who have at different points in that student's life, shown kindness to him/her. Instruct them to write down the names of five of these "kindness-givers" on the lines above their own name.
Ask each student to consider five individuals either to whom they have intentionally shown kindness, or need to reach out to with kindness. They should write these names in the blanks below their own name.
Discuss the kinds of ways in which the kindness-givers reached out and showed care and concern. What did they say or do to show kindness?
Discuss what it is about the persons whose names are on the bottom of each sheet that made us show kindness, or want to show kindness, to them. What difficulties do we fave in showing kindness? What obstacles are there to overcome?
How did the kindness we received from the people above our name help us to reach out to the ones below our name? How can we keep the Family Tree of Kindness going?
Activity 4: Role Play
Performance Objective:
To express opinions on a topic through written, oral or dramatic expression.
Materials Needed:
Paper, pencil, props for skits.
Teachers Instructions:
The teacher divides the class into groups of five students.
Instruct the groups to come up with a situation where someone displays kindness to someone else, and to develop a short role-play or "skit" to present this situation. Have each group presents its skit to the whole class.
After all the role-plays have been performed, lead the whole class in a discussion of the ideas contained in the skits regarding kindness.
Optional Strategies/Activities:
1. Have students write a paragraph about a time when someone said or did a kind thing toward them. What did it feel like to be on the receiving end of kindness?
2. Have students work together to create an audio/visual presentation showing examples of kindness.
3. Have students re-enact the scene of one of the clips, but with a different ending.
Multiple Intelligences Addressed:
Verbal-Linguistic Visual-Spatial
Bodily-Kinesthetic Musical-Rhythmic
Interpersonal Intrapersonal