Children& youth Introduction Rights at Stake International and Regional Instruments of Protection and Promotion National Protection and Service Agencies Advocacy, Educational and Training Materials Other Resources Introduction Childrens rights are comprehensively protected by a wide-ranging set of international and regional instruments spanning human rights, humanitarian and refugee law. Children benefit from the rights contained in general treaties. In addition, a number of specialist instruments have been created to accord extra protection to children given their particular vulnerabilities and the importance to society as a whole in ensuring the healthy development and active participation of its young members. The over-arching framework for childrens rights is the 1989 UN Convention on the Rights of the Child (CRC). This was the first treaty specifically concerned with the rights of children and marked an important shift in thinking towards a "rights-based approach" which held governments legally accountable for failing to meet the needs of children. The Convention created a new vision of children as bearers of rights and responsibilities appropriate to their age rather than viewing them as the property of their parents or the helpless recipients of charity. Childrens rights cover four main aspects of a childs life: the right to survive; the right to develop; the right to be protected from harm, and the right to participate. Who is a child? The definition of a child under the CRC covers all human beings under the age of 18 unless the relevant national law recognises an earlier age of majority. However, the Convention emphasises that the substitution of an earlier age of majority must be in conformity with the spirit of the Convention and its guiding principles and thus should not be used to undermine the rights of a child. There are no definitions of other terms used to describe young people such as "adolescents", "teenagers" or "youth" in international law. Some organizations have adopted working definitions to facilitate their programmatic work. The World Health Organisation, for example, has adopted the following working definitions: "adolescent" refers to any individual aged between 10-19 years; "young person" refers to any individual between 10-24 years; and "youth" to persons between the ages of 15-24 years. In everyday language, the word "children" usually implies small children, especially those under ten years of age. It is important to note however that the CRC refers to all children by this term including those that one might normally refer to by other terms e.g. adolescents. The extensive provisions of the CRC apply to all persons under 18 but it may be that certain articles are of more relevance to small children e.g. basic survival while others are more significant for older children e.g. protection from sexual exploitation and military recruitment. [Back to Top] Rights at Stake Childrens rights cover every aspect of the lives of children and adolescents and can be broken down into the following main categories: Survival rights: the right to life and to have the most basic needs met (e.g., adequate standard of living, shelter, nutrition, medical treatment). Development rights: the rights enabling children to reach their fullest potential (e.g. education, play and leisure, cultural activities, access to information and freedom of thought, conscience and religion). Participation rights: rights that allow children and adolescents to take an active role in their communities (e.g., the freedom to express opinions; to have a say in matters affecting their own lives; to join associations). Protection rights: rights that are essential for safeguarding children and adolescents from all forms of abuse, neglect and exploitation (e.g., special care for refugee children; protection against involvement in armed conflict, child labour, sexual exploitation, torture and drug abuse). Specific issues:
Child labour - children work for a variety of reasons in differing cultural, social and economic circumstances.Whether work is defined as exploitative will depend on a range of factors including the work itself, the workenvironment, the presence of particular hazards, the perceived benefits of work and the nature of the employmentrelationship. Gender also plays a role as girls and boys may be subjected to different forms of exploitative labour.Another important consideration is how work interferes with the right of a child to education. Some forms of childlabour have clearly been identified as harmful and are often referred to as the "worst" forms of child labour e.g.sexual exploitation, military recruitment.Sexual exploitation - children and adolescents may be particularly vulnerable to sexual exploitation given theirdependency on others and their limited ability to protect themselves. Sexual abuse and exploitation can take avariety of forms including rape, commercial sexual exploitation and domestic abuse. Sexual exploitation has far-reaching effects for the physical and mental health of a child. It is estimated that 1 million children (mainly girls butalso a significant number of boys) enter the multi-billion dollar sex trade each year.Military recruitment - An estimated 300,000 children and adolescents are engaged in armed conflict and are oftenforced into committing extremely brutal acts of violence. Children have a right to specific protection in situations ofarmed conflict.Juvenile justice - Children and adolescents held in custody for crimes may suffer torture, inhumane and degradingtreatment, they may be unlawfully detained and be denied their right to a fair trial. They may be given sentenceswhich damage their well-being and prevent their successful re-integration into society. The administration ofjuvenile justice is carried out in accordance with the best interests of the child.Rights granted to children under the Convention on the Rights of the Child must be implemented with regard tothree key principles:Best interests - In all actions concerning children, whether undertaken by public or private social welfareinstitutions, courts of law, administrative authorities or legislative bodies, the best interests of the child shall be aprimary consideration.Non-discrimination - Each childs rights are ensured without discrimination of any kind, irrespective of the childs orhis or her parents or legal guardians race, colour, sex, language, religion, political or other opinion, national,ethnic or social origin, property, disability, birth or other status.Participation - Children who arecapable of forming his or her own views have the right to express those viewsfreely in all matters affecting the child, the views of the child being given due weight in accordance with the ageand maturity of the child.Key Assistance AgenciesChild rights are so broad and all encompassing that efforts to ensure their implementation are undertaken by across-section of organisations working in collaboration including governments, inter-governmental organisations,non-governmental organisations and private companies.United Nations Childrens Fund (UNICEF)Created by the United Nations General Assembly in 1946 to help children after World War II in Europe, UNICEF wasfirst known as the United Nations International Childrens Emergency Fund. In 1953, UNICEF became a permanentpart of the United Nations system, its task being to help children living in poverty in developing countries. Its namewas shortened to the United Nations Childrens Fund, but it retained the acronym "UNICEF," by which it is knownto this day.UNICEF helps children to get the care and stimulation they need in the early years of life and encourages familiesto educate girls as well as boys. It strives to reduce childhood death and illness and to protect children in the midstof war and natural disaster. UNICEF supports adolescents, wherever they are, in making informed decisions abouttheir own lives, and strives to build a world in which all children live in dignity and security.Working with national governments, NGOs (non-governmental organizations), other United Nations agencies andprivate-sector partners, UNICEF protects children and their rights by providing services and supplies and by helpingshape policy agendas and budgets in the best interests of children.[Back to Top]International and Regional Instruments for Protection and PromotionInternational legal instruments take the form of a treaty (also called agreement, convention, or protocol) thatbinds the contracting states to the negotiated terms. When negotiations are completed, the text of a treaty is
established as authentic and definitive and is "signed" by the representatives of states. A state can agree to bebound to a treaty in various ways. The most common are ratification or accession. A new treaty is ratified by thosestates that have negotiated the instrument. A state that has not participated in the negotiations may, at a laterstage, accede to the treaty. The treaty enters into force, or becomes valid, when a pre-determined number ofstates have ratified or acceded to the treaty.When a state ratifies or accedes to a treaty, that state may make reservations to one or more articles of the treaty,unless reservations are prohibited by the treaty. Reservations may normally be withdrawn at any time. In somecountries, international treaties take precedence over national law; in others a specific law may be required to givea ratified international treaty the force of a national law. Practically all states that have ratified or acceded to aninternational treaty must issue decrees, change existing laws, or introduce new legislation in order for the treaty tobe fully effective on the national territory.The binding treaties can be used to force governments to respect the treaty provisions that are relevant for therights of children and youth. The non-binding instruments, such as declarations and resolutions, can be used inrelevant situations to embarrass governments by negative public exposure; governments who care about theirinternational image may consequently adapt their policies.The following international instruments protect and promote the rights of children and youth:UNITED NATIONSConvention on the Rights of the Child (1989)The very first commitment to childrens rights was the Declaration on the Rights of Child, known as the"Declaration of Geneva", which adopted by the League of Nations in 1924. The Declaration of Geneva was furtherrevised and extended in 1948 and in 1959 led to the UN Declaration on the Rights of Child, which was adoptedunanimously by the General Assembly of the United Nations (20 November 1959). This declaration was expandedand developed ultimately resulting in the UN Convention on the Rights of the Child which was unanimouslyadopted by the United Nations General Assembly on 20 November 1989.The CRC contains 54 articles and is a comprehensive instrument setting out rights that define universal principlesand norms for the status of children. It is the only international human rights treaty which covers the wholespectrum of civil, political, economic, social and cultural rights. It includes economic and social rights with therecognition that these are progressively realisable and depend on the resources available to the state party.The CRC offers the highest standards of protection and assistance for minors compared to any other internationalinstrument; For example, protection standards go beyond the usual guarantees of health, education and welfare,to guarantees which relate to the childs individual personality, rights to freedom of expression, religion,association, assembly, and the right to privacy.The Convention on the Rights of Child It is the most widely ratified of all human rights treaties. As of March 2003, ithad been ratified by all countries in the world except the two: the United States which has signed but not ratified;and Somalia which does not have a recognised government able to ratify.Two optional protocols have been added in recent times and expand the protection accorded to children on twoissues.Optional Protocol to the Convention on the Rights of the Child on the sale of children, child prostitution and childpornography (2000)This optional protocol is designed to criminalize activities that involve the sale and illegal adoption of children aswell as child prostitution and child pornography. The protocol entered into force on 18 January 2002.Optional Protocol to the Convention on the Rights of the Child on the involvement of children in armedconflict (2000)This optional protocol states that 18 is the age at which direct participation in armed conflict is permitted. It alsobans compulsory recruitment under the age of 18. However, it falls short of banning voluntary recruitment under18 but requires States to make a declaration upon ratification stating the age at which national law permitsvoluntary recruitment and demonstrating the steps taken to ensure that such recruitment is not compulsory. Theprotocol entered into force on 12 February 2002.UN Committee on the Rights of the ChildThe CRC is monitored through a system of reporting by States parties to the UN Committee on the Rights of theChild. This is a body of 18 independent experts who are elected to 4 year terms. It meets three times a year inGeneva and has a small permanent secretariat at the Office of the UN High Commissioner for Human Rights.The role of the committee is to examine progress made by states in fulfilling their obligations. It only has the powerto consider information concerning countries which have ratified the convention. Governments are required tosubmit periodic reports. The Committee examines these reports at an oral hearing and also seeks information fromexternal sources such as non-governmental and inter-governmental organisations. In fact it is the only
international treaty giving NGOs an official monitoring role. The Committee does not examine individualcomplaints.Special Rapporteur on the Sale of Children, child prostitution and child pornographyThe UN Commission on Human Rights appointed in 1990 a Special Rapporteur on the Sale of children, childprostitution and child pornography who is responsible for preparing annual reports for the Commission, carryingout field visits and preparing country-specific reports.ILO Convention (138) concerning Minimum Age for Admission to Employment (1973)This convention agreed in 1973 and upheld by the Committee on the Rights of the Child as an appropriatestandard, provides principles which apply to all sectors of economic activity. Ratifying States are to fix a minimumage for admission to employment or work, undertake to pursue a national policy designed to ensure the effectiveabolition of child labour, and raise progressively the minimum age for admission to employment or work to a levelsuitable with the fullest physical and mental development of young persons.Declaration on Social and Legal Principles relating to the Protection and Welfare of Children, with special referenceto Foster Placement and Adoption Nationally and Internationally (1986)This declaration lays down important guidelines for the fostering and adoption, including inter-country adoptions,of children who lack appropriate parental care.ILO Convention (182) concerning the Prohibition and Immediate Action for the Elimination of the Worst Forms ofChild Labour (1999)Various international conventions have been agreed under the auspices of the International Labour Organisationto protect labour rights. ILO Convention 182 bans the worst forms of child labour including slavery, sale and debtbondage, forced labour, recruitment for armed forces, prostitution, drug trafficking or other illicit activities, orother work which harms the health, safety or morals of children.Other UN human rights treaties and treaty bodies also apply to children. Some treaties and treaty bodies such asthe Committee on the Elimination of Discrimination Against Women and the Committee on the Elimination ofRacial Discrimination make specific reference to children. Other provisions apply equally to the protection ofchildrens rights as they do those of adults.International humanitarian law and international refugee lawThe 1949 Geneva Conventions and their optional protocols which lay down the standards of internationalhumanitarian law contain both specific and general provisions which protect the rights of children in conflictsituations. The 1951 Refugee Convention likewise protects child asylum seekers and refugees.Under "norms of customary international law", all children can be protected, amongst other things, against: slaveryand the slave trade; torture or other cruel, inhuman or degrading treatment or punishment; systematic racialdiscrimination; prolonged arbitrary detention.[Back to Top]AFRICAN UNION (FORMERLY ORGANIZATION OF AFRICAN UNITY, OAU)African Charter on the Rights and Welfare of Child (1990)The African Charter on the Rights and Welfare of the Child is an important regional instrument to protect anpromote the rights of children. An African Committee of Experts on the Rights and Welfare of the Child hasrecently beend established. This Committee will be empowered to receive state reports as well as communicationsfrom individuals, groups or non-governmental organizations recognised by the African Union, a member state orfrom the United Nations.OTHER REGIONAL ORGANIZATIONSNeither the Organization of American States nor the European human rights systemhave specific instrumentsrelating to children but a number of regional human rights instruments are as applicable to children as they are toadults, such as European Convention for the Protection of Human Rights and Fundamental Freedoms, andtheEuropean Convention for the Prevention of Torture and Inhuman or Degrading Treatment or Punishment.[Back to Top]
National Protection and Service AgenciesCountries that have ratified the Convention on the Rights of the Child (CRC) have agreed to review their lawsrelating to children and adolescents and to assess their social services, legal, health and educational systems aswell as funding commitments to ensure that the best efforts are being made to meet their obligations under theconvention.In some instances this has involved changing the law or creating new laws to conform with the requirements of theCRC. The Convention also specifically provides that where a country already has a higher standard than that setforth in the CRC, the former will prevail: "States Parties shall undertake all appropriate legislative, administrative,and other measures for the implementation of the rights recognised in the present Convention. With regard toeconomic, social and cultural rights, States Parties shall undertake such measures to the maximum extent of theiravailable resources, and, where needed, within the framework of international co-operation". (article 4 CRC)Governments have taken the following types of measures to implement the convention at national level:- Developed comprehensive national agenda- Developed permanent bodies or mechanisms for promote coordination of all sectors of government, monitoringand evaluation- Taken steps to ensure that all legislation is fully compatible with the CRC by incorporating it into domestic law orensuring that its principles take precedence in cases of conflict with national legislation.- Carried out child impact assessments to ensure children are taking into account in planning and policy decisions- Analysed government spending to determine the portion of public funds spent on children and to ensure thatthese resources are being used effectively.- Carried out data collection- Raised awareness and disseminated information about the CRC- Involved civil society including children in the process of implementing and raising awareness of child rights.- Set up independent statutory offices - ombudspersons, commissions or other institutions - to promote andprotect childrens rights.Progress on implementation by particular countries can be found in the country reports submitted tothe Committee on the Rights of the Child.Two world summits on children, one in 1989 shortly after the Convention was agreed and the latest one in May2002, have been convened to help governments work towards a practical plan of action to translate theConvention into a practical reality.[Back to Top]Advocacy, Educational and Training MaterialsFor advocatesChildrens Rights in the UN System of Human Rights Protection (Helsinki Foundation for Human Rights-Poland)The subject of this lesson plan is the catalogue of rights found in the Convention on the Rights of the Child, thefunctions of the Committee on the Rights of the Child, and the obligation of the State Parties to submit periodicreports to the Committee on the Rights of the Child on the state of childrens rights in the said country.The New ILO Worst Forms of Child Labour Convention 1999 (Anti-Slavery International)The publication outlines Convention 182 which defines the situations classified as the worst forms of child labour,as well as what governments must do to prohibit and eliminate them. Case studies of Togo and Guatemala are alsoillustrated in order to show how civil society groups can maximize action in eliminating child labour.For employersEmployers Handbook on Child Labour: A Guide for Taking Action (International Organization of Employers)This handbook is a reference manual for employers and their organisations to implement policies and programs inaccordance with the International Labour Organization.For educatorsChildrens Rights Here and Now (Amnesty International-USA)This lesson plan can be used to examine the situation regarding childrens rights, using the Convention on theRights of the Child.
Fields of Hope: Educational Activities on Child Labor. Teachers Guide (American Center for International Labor Solidarity, AFL-CIO) This guide includes eight lessons intended for ages 12-15 (grade levels 6-8). The lessons are intended to enhance students knowledge and understanding of child labor issues internationally, to develop skills in organising and using the information contained in the Fields of Hope web site and other sites devoted to child labor, and to foster attitudes of social responsibility. Lesson plan on refugee children (UNHCR) Lesson and Unit plan for teachers on refugees developed by UNHCR for ages 9-11 for civics. Raising Children With Roots, Rights & Responsibilities: Celebrating the United Nations Convention on the Rights of the Child (by Lori DuPont, Joanne Foley, Annette Gagliardi) This guide for a 12-week human rights curriculum builds on the power of the parent-child relationship. Themes of the sessions are: sharing a vision; whole child; equality; name and nationality; adequate standard of living; special protections; consideration and care; free education; play and culture; protection; expression and association; ratification and review. Teaching for Human Rights: Pre-school and Grades 1-4 (Ralph Pettman, with Joan Braham, Lynette Johnston, Elke Muzik, Kath Lock, Stephanie OLaughlin Peters, Diana Smythe) This teacher manual provides specific suggestions, proven in practice, of what to do and why, for pre-school and lower primary teachers who want to foster childrens feelings of self-esteem and social tolerance. Teaching for Human Rights: Grades 5-10 (Ralph Pettman, with Colin Henry) This teacher manual provides specific suggestions, proven in practice, of what to do and why, upper primary and secondary teachers who want to foster childrens feelings of self-esteem and social tolerance. Ten messages about children with disabilities (UNICEF) Practical tips for to help children with disabilities learn in a safe and equitable environment. Our Book of Child Rights (Human Rights Education Programme-Pakistan) This colourful picture book is based on the Convention on the Rights of the Child and is intended to be used by students and teachers as an introduction to childrens rights and responsibilities. [Back to Top] Other Resources Courses and training opportunities about childrens rights International Day of the African Child (16 June) Universal Childrens Day (20 November) World Day Against Child Labour (12 June) Organisations that promote and protect the rights of children & youth<Social Responsibilitygr ades 4 to 5u Social Responsibility in Grades 4 to 5 . . . 59Quick Scale . . . 59Elaborated ScaleSection 1: Contributing to the Classroom and School Community . . . 62Section 2: Solving Problems in Peaceful Ways . . . 63Section 3: Valuing Diversity and Defending Human Rights . . . 64Section 4: Exercising Democratic Rights and Responsibilities . . . 65Samples1: Making Choices . . . 662: Solving Playground Problems . . . 713: Environmental Alphabet . . . 804: Choosing a Design . . . 885: Welcoming a New Student . . . 90
6: Listening to a Story . . . 927: Choosing Teams . . . 94BC Performance StandardsG R A D E S 4 T O 5○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○59Social Responsibility inGrades 4 to 5In grades 4 to 5, students are expected to demonstrate socialresponsibility in an increasing variety of situations, such as thosedescribed here.u Small-group activities:– brainstorming and generating ideas– discussing options and making choices– creating products such as posters, collages, charts, and quilts– buddy reading or other activities with younger classes– role-playing and dramatizingu Whole-class activities and routines:– class discussions– class meetings– listening to stories or viewing videos– music and physical education activities– looking after equipment, materials, and physical spaceu Conduct in the school and on the school grounds:– hallway etiquette– informal interactions– formal and informal sports and games– assembliesStudents also participate in specific activities designed by their teachersto enhance social responsibility. In grades 4 to 5, these activities mostoften focus on the immediate community of the classroom and school,although students are also expected to expand their perspectives toconsider some community and global issues.Activities at this level may include:u working together to establish guidelines or a code of conduct forthe classroom or school; working together to collect data andevaluate progressu developing criteria for social activities such as group work orbuddy reading; evaluating own progressB C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E SPONSIBILIT Y: A FRAMEWORK○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○60u considering scenarios about realistic situations and workingindependently or in groups to propose solutions or courses ofaction (e.g., show what they could do to make others feel safe andwelcome in their classroom; brainstorm and evaluate solutions to
playground problems)u responding to situations in literature that involve social responsibility(e.g., giving advice to a character, explaining how they wouldbehave in the same situation, generating alternative courses ofaction a character could take)u writing their own stories, poems, or plays that illustrate someaspect of social responsibilityu learning about rights and responsibilities (e.g., United NationsConvention on the Rights on the Child); then creating illustrationsor dramatizationsu identifying ways to improve the classroom or school, making andcarrying out a plan, and evaluating the resultsu planning, carrying out, and evaluating the effects of “random actsof kindness” at home and at schoolu viewing and responding to videos about issues such as bullyingu brainstorming things that make you popular and things thatdestroy popularity; then writing individual reflections, settinggoals, and developing and monitoring action plansABOUT THE SAMPLESWhen considering the following samples and examples of student workfor grades 4 to 5, it is important to keep in mind that most teacherassessment and evaluation of social responsibility develops fromaccumulating observations in a wide variety of situations. Each incidentor activity contributes a small amount of information. Taken together,however, they can provide a useful profile of student development. Mostteachers try to focus observations on a small number of students duringeach activity. Over time, they are able to record a variety of observationsfor all students.G R A D E S 4 T O 5○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○61Quick Scale: Grades 4 to 5 Social ResponsibilityThis Quick Scale presents summary statements from the four categories in a one-page format for ease ofuse.In most cases, these scales can be used to evaluate student development anytime during the year.In the Elaborated Scale, each of the four categories is printed on a separate page.Aspect Not Yet Within Expectations Meets Expectations Fully Meets Expectations Exceeds Expectations(Minimal Level)CONTRIBUTINGTO T H ECLASSROOMAND SCHOOLCOMMUNIT YS O LV I N GPROBLEMS INP E AC E F U LW AYSV A LU I N G
DIVERSIT YANDDEFENDINGHUMANRIGHTSEXERCISINGD E M O C R AT I CRIGHTS ANDRESPONSIBILITIES• often unfriendly,ignoring the feelingsand needs of others• shows little commitment to the group orclass and has difficultyfollowing basic rulesfor working together• does not takeresponsibility or listento another’s views in aconflict situation; tendsto blame and putdown others• has difficulty statingproblems or issues, andmay be unable tosuggest or chooseappropriate strategies• sometimes disrespectful;appears unaware ofothers’ rights• tends to be apatheticand may feelpowerless to affectclassroom, school,community, or world• usually friendly; ifasked, will help orinclude others• generally willing andcooperative inclassroom and groupactivities; may needsome support• tries to state feelingsand manage anger;often needs support toresolve conflicts, frequently overestimatingor underestimating the
need for adult help• can identify simpleproblems or issues andgenerate somestrategies; tends to relyon the same strategiesfor all problems• usually respectful toothers, but may needprompting to see howfairness applies tosome situations• willing to participate inactions that othersinitiate to improve theclassroom, school,community, or world,but may be unclear onthe purpose or impactof these actions• friendly, considerate,and helpful• contributes and showscommitment toclassroom and groupactivities• tries to manage anger,listen to others, andapply logical reasonsto resolve conflicts;usually knows whento get adult help• can explain simpleproblems or issues andgenerate and selectsimple, logicalstrategies• treats others fairly andrespectfully; oftenshows interest incorrecting injustice• shows a growing senseof responsibilitytoward the classroom,school, community, andworld; wants to make adifference, but needshelp identifying
opportunities foraction• friendly and kind, andoften seeks opportunities to help or includeothers• voluntarily takesresponsibility inclassroom and groupactivities (effective)• considers others’ viewsand uses some effectivestrategies for resolvingminor conflicts; takesresponsibility andshows good judgmentabout when to getadult help• can explain an increasing variety of problemsor issues and generateand evaluate strategies• fair and respectful;shows growingcommitment to fairand just treatmentfor everyone• shows a strong sense ofresponsibility in theclassroom and anemerging sense ofidealism—wants tomake the world a betterplace; beginning tonotice opportunitiesfor actionB C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P O N S I B I L I T Y ( D R A F T)○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○62Not Yet Within Expectations Meets Expectations Fully Meets Expectations Exceeds Expectations(Minimal Level)Elaborated Scale: Grades 4 to 5 Social ResponsibilitySection 1: Contributing to the Classroom and School CommunityIn most cases, this section of the Elaborated Scale can be used to evaluate student developmentanytime during the year. Note that evaluation of studentprogress in this area requires observation of actual student behaviour. Written activities or otherproducts do not generally offer appropriate evidence.The student is oftenunfriendly, ignoring the
feelings and needs of others.The student shows littlecommitment to the groupor class and has difficultyfollowing basic rules forworking together.Observations may include:• sometimes behaves in anunfriendly way; may notrecognize needs of others• may not be able toidentify effects of own andothers’ words and actions• needs prompting andsupport to contribute todiscussions or activities• focuses on own needs;does not show commitment to the class or group• may have difficulty takingturns or acceptingsuggestions• rarely shows appreciationor support for others• unable to take on aleadership role• has difficulty selfassessing socialbehaviours; maymisrepresent whathappenedThe student is usuallyfriendly and, if asked, willhelp or include others;generally willing andcooperative in classroomand group activities; mayneed some support.Observations may include:• generally friendly; usuallyhelps or includes otherswhen asked• if prompted, can oftenidentify effects of wordsand actions• sometimes contributesideas; willing to take onhis or her share of work• may need help to focus ongroup needs; commitment
varies from one situationto another• follows basic rules forworking cooperatively• when reminded, may showsupport and appreciation• with support, can leadgroup in simple anddirect tasks• self-assesses simple socialbehaviours and groupskills accurately, but maynot be able to givespecific examplesThe student is friendly,considerate, and helpful;contributes and showscommitment to classroomand group activities.Observations may include:• routinely friendly; mayindependently noticeopportunities to help orinclude others• often able to describeeffects of words andactions• contributes to discussionsand activities; mayvolunteer• shows focus andcommitment to groupneeds and goals• follows basic rules forworking cooperatively;takes on various grouproles when asked• shows support andappreciation, oftenmodelling someone else’swords or actions• can take on leadershiproles once an activity hasbeen initiated• self-assesses socialbehaviours and groupskills accurately; may needprompting for specific
examplesThe student is friendly andkind, and often seeksopportunities to help orinclude others. The studentvoluntarily takes responsibility in classroom andgroup activities (effective).Observations may include:• friendly; sensitive andresponsive to others’needs; finds opportunitiesto help and include others• can describe effects ofown and others’ wordsand actions• takes an active part indiscussions and activities;may volunteer for extraresponsibilities• shares responsibility forgroup needs and goals;accepts group decisions• consistently follows rulesfor working with others;takes on various grouproles• frequently showsappreciation and supporton own initiative• often shows leadership;may initiate and help toorganize activities• self-assesses social orgroup skills accurately;identifies specificbehaviours that wereeffective and ineffectiveG R A D E S 4 T O 5 ( D R A F T )○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○63Elaborated Scale: Grades 4 to 5 Social ResponsibilitySection 2: Solving Problems in Peaceful WaysThis section of the Elaborated Scale considers how students behave in conflict situations and how wellthey are able to apply problem-solving strategies toboth real and hypothetical situations. In most cases, this section can be used to evaluate studentdevelopment anytime during the year.The student does not takeresponsibility or listen to
another’s views in a conflictsituation; tends to blameand put down others. Thestudent has difficultystating problems or issuesand may be unable tosuggest or chooseappropriate strategies.Observations may include:• sees most conflicts asneeding to be solved byan adult• shows some empathy inimmediate or concretesituations (e.g., if othersare hurt or crying)• tends to blame or putdown others• may offer irrelevant orillogical arguments or beunable to explainreasoning; shows no senseof how the listener isreacting• often unwilling to listen topoints of view that differfrom own• may deliberatelymisrepresent a situationto avoid consequences• often unable to state aproblem or issue inown words• needs help to generateideas for solving problems• has difficulty choosing anappropriate problemsolving strategyThe student tries to statefeelings and manage anger,but often needs support toresolve conflicts, frequentlyoverestimating or underestimating the need foradult help. The student canidentify simple problems orissues and generate somestrategies; tends to rely onthe same strategies for allproblems.
Observations may include:• often overestimates orunderestimates need foradult intervention• shows empathy and canidentify others’ feelings infamiliar situations• tries to make “I” statements,but may become frustratedand resort to blaming• offers at least one reasonfor position; may beloosely related to theissue; often repetitive• may need reminding tolisten to views that differfrom own• usually tries to report ownbehaviour accurately,even though there maybe consequences• can identify simpleproblems or issues andstate these in own words• generates some simpleideas for solving problems• tends to choose similarproblem-solving strategiesfor all situationsThe student tries to manageanger, listen to others, andapply logical reasons toresolve conflicts; usuallyknows when to get adulthelp. The student canexplain simple problems orissues, and generate andselect simple, logicalstrategies.Observations may include:• may try to resolveconflicts independently,but is easily discouraged;usually knows when toget help• shows empathy and candescribe others’ feelings inan increasing range of
situations• usually able to focus on “I”statements and avoidblaming others• tries to present logicalreasons that will appealto the listener• usually listens politely;with support, cansometimes explain a pointof view that is differentfrom own• reports own behaviouraccurately; takes someresponsibility• can identify and explainsimple, concrete problemsor issues• generates some ideas tofit specific problems• chooses among problemsolving strategies andgives simple, logicalexplanations for choicesThe student considersothers’ views and uses someeffective strategies forresolving minor conflicts;takes responsibility andshows good judgmentabout when to get adulthelp. The student canexplain an increasingvariety of problems orissues and generate andevaluate strategies.Observations may include:• feels responsible forresolving minor conflicts;shows good judgmentabout when to get help• can empathize anddescribe others’ feelingsin unfamiliar situations• makes “I” statements;avoids blaming; tries tosound non-judgmental• selects logical reasonsthat are likely to appeal
to the listener• listens carefully; instructured situations, canexplain a point of viewthat is different from own• reports own behaviouraccurately; takesresponsibility; can setgoals for future conflictsituations• can identify and explain avariety of problems orissues• generates a variety ofappropriate strategies forspecific problems• may consider bothpositive and negativeeffects in choosing amongcourses of actionNot Yet Within Expectations Meets Expectations Fully Meets Expectations Exceeds Expectations(Minimal Level)B C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P O N S I B I L I T Y ( D RAFT )○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○64Not Yet Within Expectations Meets Expectations Fully Meets Expectations Exceeds Expectations(Minimal Level)Elaborated Scale: Grades 4 to 5 Social ResponsibilitySection 3: Valuing Diversity and Defending Human Rights In most cases, this section of the Elaborated Scale can be used to evaluate student developmentanytime during the year.The student is sometimesdisrespectful; appearsunaware of others’ rights.Observations may include:• sometimes disrespectfultoward others• appears uninterested incultures and multiculturalism; may offermisinformation• focuses on own needsand wants; unaware ofothers’ rightsThe student is usuallyrespectful to others, but mayneed prompting to see howfairness applies to some
situations.Observations may include:• usually respectful of others;accepts feedback ondisrespectful behaviourand often apologizes• shows awareness andinterest in some featuresof various cultures; focuseson concrete experiences(e.g., festivals, music, food)• with support, can describesome basic human rightsand explain what is fairThe student treats othersfairly and respectfully; oftenshows interest in correctinginjustice.Observations may include:• fair and respectful ofothers, including thosewho differ in a varietyof ways• shows awareness andinterest in an increasingvariety of cultures; mayinitiate explorations• can describe some basichuman rights; showsinterest in correctingflagrant injusticesThe student is fair andrespectful; shows growingcommitment to fair and justtreatment for everyone.Observations may include:• consistently fair andrespectful; recognizes andcomments on unfairness• beginning to developinterest and pride inthe multicultural natureof Canada• can describe basic humanrights and give examples;often wants actions takenagainst injusticeG R A D E S 4 T O 5 ( D R A F T )
○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○65Not Yet Within Expectations Meets Expectations Fully Meets Expectations Exceeds Expectations(Minimal Level)Elaborated Scale: Grades 4 to 5 Social ResponsibilitySection 4: Exercising Democratic Rights and Responsibilities In most cases, this section of the Elaborated Scale can be used to evaluate student developmentanytime during the year.The student tends to beapathetic and may feelpowerless to affectclassroom, school,community, or world.Observations may include:• often needs to bereminded of rulesand routines• appears apathetic; unableor unwilling to suggestways that he or she canhelp in most situations• may try to use resourceswisely, but own wants andneeds often prevail• may have difficultyoffering specific ideasabout how to make theworld a better place; tendsto be very generalThe student is willing toparticipate in actions thatothers initiate to improvethe classroom, school,community, or world, butmay be unclear on thepurpose or impact ofthese actions.Observations may include:• usually follows rules androutines, and apologizesfor lapses• if prompted, usuallywilling to contribute tohelpful or charitableactions initiated by others• attempts to use resourceswisely and practise
conservation; tends tobe inconsistent• can identify some ways tomake the world a betterplace; tends to be generalThe student shows a growingsense of responsibilitytoward the classroom,school, community, andworld; wants to make adifference but needs helpidentifying opportunities foraction.Observations may include:• consistently follows rulesand routines; acceptsconsequences of anylapses• shows interest in helpingwhen needs are broughtto his or her attention;often responds whenvolunteers are asked for• attempts to use resourceswisely and practiseconservation• can identify some ways tomake the world a betterplace; these tend tobe simplisticThe student shows a strongsense of responsibility in theclassroom and an emergingsense of idealism—wants tomake the world a betterplace; beginning to noticeopportunities for action.Observations may include:• consistently follows rulesand routines; may suggestchanges or improvements• draws attention tosituations where action isneeded and tries toinitiate action; increasinglycommitted to acting onown beliefs• attempts to use resources
wisely and practiseconservation; may takeextra responsibility• beginning to show a senseof idealism; can describesome ways to make theworld a better place;often simplisticB C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P O N S I B I L I T Y : AFRAMEWORK○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○66Sample 1: Making ChoicesCONTEXTStudents in this classroom frequently talked about making responsiblechoices and solving problems. The teacher had emphasized theimportance of empathy—of trying to “put yourself in someone else’sshoes.”PROCESSThe teacher read a story to the students to engage them in problemsolving. The first activity askedstudents to consider the problems andchoices faced by story characters; the second activity asked them to thinkabout choices in their own lives.Part One: Advice to Mei-LingThe teacher chose Mei-Ling and the Dragon. At a certain point in thestory, the teacher paused and asked students to write down any advicethey had for the character: “If you could talk to Mei-Ling right now, whatadvice would you give her?”Part Two: A Difficult DecisionAfter listening and responding to the story, students were asked to writeabout a time in their own lives when they learned a lesson or had tomake a hard choice.NOTE:Teachers in other classrooms completed similar activities using otherstories including: A Promise is a Promise and Town Mouse and CountryMouse.G R A D E S 4 T O 5○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○67NOT YET WITHIN EXPECTATIONSTeacher’s ObservationsThis student shows no empathy for Mei-Ling or the dragon and takes ajudgmental and somewhat punitive approach: “She has to learn herlesson.”u sometimes behaves in an unfriendly wayu not able to identify effects of own and others words and actionsu tends to blame or put down othersu needs help to generate ideas for solving problems
TRANSCRIPTAdvice to Mei-LingIf I could talk to Mei-Ling right now, I would tell her If you wanted to invite thedragon you could, but if get hurt, don’t come to me. I would tell her that becauseshe has to learn her leason.A Difficult DecisionI had a hard decision picking witch book to read, a funny one or scarey. I had ahard decision because I like funny but I like scarey to.B C P E R F O R M A N C E S T A N D A R D S : S OCIAL RESPONSIBILIT Y: A FRAMEWORK○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○68MEETS EXPECTATIONS (MINIMAL LEVEL)Teacher’s ObservationsThis student shows some empathy for Mei-Ling’s problem andencourages her to “try it again.” The choice that the student describesshows some problem-solving ability; the student also correctly choosesto get help in a bullying situation.u usually knows when to get helpu shows empathy in familiar situationsu becomes frustrated and resorts to blamingu generates some simple ideas for solving problemsNOTE:Original student work is not available.TRANSCRIPTAdvice to Mei-LingIf I could talk to Mei-Ling right now, I would tell her try it again to get the dragonto come because she wanted the dragon to come.A Difficult DecisionA difficult decision I made was when I was geting bullied. He was so mean I wasabout to punch him in the head but I knew I would get in trouble so I told on himand he didn’t bug me again.G R A D E S 4 T O 5○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○69FULLY MEETS EXPECTATIONSTeacher’s ObservationsThis student shows empathy for Mei-Ling and offers encouragement andsupport: “I would go with her and encourage her so that she wouldn’t feelbad or alone.” In describing a personal problem, the student offers asimple solution.u notices opportunities to help or include othersu tries to resolve conflicts independentlyu shows empathy and can describe others’ feelingsu generates some ideas to fit specific problemsTRANSCRIPTAdvice to Mei-LingIf I could talk to Mei-Ling now, I would tell her that I would go with her, and
incourage her so that she wouldnt feel bad or alone.A Difficult DecisionA difficult choice I made was when I was playing with my friend and my cousincame over that never liked her and they were fiting so my cousin played with mysister and my friend played with me.B C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P ONSIBILIT Y: A FRAMEWORK○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○70EXCEEDS EXPECTATIONSTeacher’s ObservationsThis student shows sensitivity to Mei Ling’s situation and points out thatthe dragon is not to blame for her problem. In connecting to a personalchoice, the student again showed sensitivity and independent thinking.u sensitive and responsive to others’ needsu can describe the effects of own and others’ words and actionsu frequently shows appreciation on own initiativeu can empathize in unfamiliar situationsu selects logical reasonsu generates some ideas to fit specific problemsTRANSCRIPTAdvice to Mei-LingIf I could talk to Mei-Ling right now, I would tell her She has to realy think aboutwhat shes doing and decide for her self. Don’t let anyone tell you what to dobecause the Dragon could be shy, loanley, and sweet. It’s not his falt for yourproblemes.A Difficult DecisionBy my house in the middle of spring my brother aked me a question. My brotheraked me if I loved my mom or my dad more. I didn’t know? My mom was my momand my dad was my dad. finally I answered I love my dad but I love my mom so Icouldn’t anwer that question. I ran out of my brothers room and gave them a bighug. I love them both dearly!G R A D E S 4 T O 5○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○71Sample 2: Solving Playground ProblemsCONTEXTSeveral students in this class had recently been involved in conflicts onthe playground.PROCESSStudents worked in small groups to brainstorm responses to thefollowing questions and record their ideas on chart paper:u What do you like about the way kids play on the playground atrecess and lunch?u What are some problems you have seen?u How do you solve problems on the playground?Groups displayed their charts and shared their ideas with the wholeclass. The teacher then asked students to respond without consulting
each other to the following questions:u What would you like to see changed?u How would this change affect others?u␣Would it be fair to everyone else in the school?B C P E R F O R M A N C E S T A N D A R D S : S O C IAL RESPONSIBILIT Y: A FRAMEWORK○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○72NOT YET WITHIN EXPECTATIONSTeacher’s ObservationsThis student’s suggestions are egocentric. There is no sense ofresponsibility toward improving the playground for everyone—simply alist of things the student would like to do, without regard for how theymight affect others. The illustration shows inappropriate behaviour.u does not recognize needs of othersu not able to identify effects of own and others’ actionsu focuses on own needs and wants; unaware of others’ rightsu unable or unwilling to suggest ways that he or she can helpTRANSCRIPT1. How do you feel about the way kids behave at school?I feel sometimes disaponted at the teams aren’t fear in soccer so now I dont play.I also feel disaponted when people use to bully me. I feel sorry when people gethurt or bulled like me. I know the feeling. Some things I like about thease school istheirs lots of students.G R A D E S 4 T O 5○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○732. What would you like to see changed? How would this change affectothers? Would it be fair to everyone else in the school?I thnik we should have no dutes outside. I wish we could do a little bit of playfighting. I wish we had newer equitment that would invalv exersize. I wish wecould go werever you like. I wish we could have a reaf for soccer and all sports atthis school. I wish we could make soup box derbes.3. What is the best way to solve problems that happen at school?1. moniters2. byself3. other people4. teacher5. them6. walk away7. tell dont like itB C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P O N S I B I L I T Y : AFRAMEWORK○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○74MEETS EXPECTATIONS (MINIMAL LEVEL)Teacher’s ObservationsThis student offers some general suggestions, most of which do not
consider interactions among students (e.g., more equipment, bring backfood). The student does suggest less fighting, but offers no suggestionsabout how this might be accomplished. All of the actions described arerule changes or actions to be taken by someone else (i.e., no sense ofpersonal responsibility).u can identify simple problems or issues and state these inown wordsu generates some simple ideas for solving problemsu can identify some ways to make the world a better place; tends tobe very generalTRANSCRIPT1. How do you feel about the way kids behave at school?I feel okay right now but before people were not behaving. I think if people get introuble then if you see them going in and they don’t get a monader. If people arefighting over a toy then you see them getting nasty get one again. If someoneshurt you try to take him or her to the office and go back out. Go in or out of yourdoor to.G R A D E S 4 T O 5○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○752. What would you like to see changed? How would this change affectothers? Would it be fair to everyone else in the school?More equepment for intermedets, all we have are burmer bridge and swings. Iwould like to see no more fighting because when they grow up they will still fightalot. Change some rules to more experience things and have fun. You can bringback food as well.3. What is the best way to solve problems that happen at school?1. Work it out2. Get help from poer meet eater3. Don’t brag4. Have fun5. Ingoe equement6. Don’t hurt peopleB C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P O N S I B I L I T Y :A FRAMEWORK○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○76FULLY MEETS EXPECTATIONSTeacher’s ObservationsThis student identifies two problem areas (soccer and swings) andsuggests some specific ways to improve the playground and make thingsfairer for everyone.u tries to present logical reasonsu can identify and explain simple, concrete problems or issuesu generates some ideas to fit specific problemsu fair and respectful of othersTRANSCRIPT1. How do you feel about the way kids behave at school?
I feel good about the way kids feel because theres not very much fighting asthere was last year. I also feel safe about that because I don’t want to end up in afight. Also people cooperate alot and play fair but I’m still not so sure on thegrade 4 soccer because I’v seen them play and they have broke some of the realrules.G R A D E S 4 T O 5○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○772. What would you like to see changed? How would this change affectothers? Would it be fair to everyone else in the school?I would like to see the soccer changed because they broke alot of real soccerrules and there should be fair teams and penaltys for swearing handballing andbullying. It would be more fair if they played like this and more people wouldwant to play. People like me. Another thing is to get more swings because theyare very popular in this school and people fight over them. It would be more fairif there was more to share.3. What is the best way to solve problems that happen at school?1. Get help from a moniter.2. Talk instead of fight.3. Choose fair teams4. Make fair rules5. Take turns on swings6. Let other kids join in your gamesB C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P ONSIBILIT Y: A FRAMEWORK○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○78EXCEEDS EXPECTATIONSTeacher’s ObservationsThis student is able to offer some specific, logical suggestions forimproving interactions on the playground.u shows good judgment about when to get helpu avoids blaming; tries to sound non-judgmentalu can identify and explain a variety of problems or issuesu generates a variety of appropriate strategies for specific problemsu recognizes and comments on unfairnessTRANSCRIPT1. How do you feel about the way kids behave at school?Sometimes I feel scared that some kids are going to bully me and push me around.If they do I’ll just tell a peer mediator that someone is bullying me.2. What would you like to see changed? How would this change affectothers? Would it be fair to everyone else in the school?I would like to see more peer mediators so less kids can get bullyed. I would liketo see one peer mediator watching each game and making sure nobody hurtssomebody or seeing if the game is not fair and seeing if somebody gets hurt byan accaident and the person that gets hurt blames it on the person that did theaccaident.G R A D E S 4 T O 5
○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○793. What is the best way to solve problems that happen at school?1. Get a peer mediator.2. Say sorry and make sure the person is alright.3. If someone breaks a window by an accaident and then runs away I’ll tell Mrs.Walters.B C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P O N S I B I L I T Y : A F R A MEWORK○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○80Sample 3: Environmental AlphabetCONTEXTStudents in this classroom frequently discuss environmental issues andhave undertaken a number of small projects to contribute to the schoolenvironment (e.g., finding ways to reuse paper and other classroomsupplies; developing strategies for reducing the amount of lunchtimegarbage).PROCESSStudents reviewed previous discussions about environmental problemsand identified new topics of concern. Following a class discussion, eachstudent created an Environmental Alphabet, in which they listedenvironmental problems and posed solutions. The teacher provided avariety of alphabet books they could look at to get ideas. Students wereencouraged to:u identify both problems and solutionsu tell about causes of some of the problemsu include things they could personally do to help solveenvironmental problemsG R A D E S 4 T O 5○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○81NOT YET WITHIN EXPECTATIONSTeacher’s ObservationsThis student does not include any environmental problems or solutions.u unable to state a problem or issue in own wordsu needs help to generate ideas for solving problemsu has difficulty offering specific ideas about how to the make theworld a better placeTRANSCRIPTabc anviormentAnts rule the grassbabaloo’s live in the treescats are cutedogs are messyelefants have big trunksfood helps you get energry
goats are stornghawks fly high in the skyinsects hang aroung grassJackrabbits hop around treesKangaroos hop on grassLeaves fall off of treesmonkeys climb on treesnuts are good for youOur earth is cleanPlese dont’ litterQuilts are warm to go inrats sometimes hide in the grasssqurrels climb on treestrees grow biguncut the treesvarios animals climb treeswe like tree’s abtxox means kissyou like grass tooZoo helps animalsB C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P O N S I B I L I T Y :A FRAMEWORK○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○82MEETS EXPECTATIONS (MINIMAL LEVEL)Teacher’s ObservationsThis student touches on some environmental issues in a very generalway, but does not offer ideas about the causes or solutions.u can identify simple problems or issuesu can identify some ways to make the world a better place; tends tobe very generalTRANSCRIPTABCA is for Atmosphere oxygen and carbon dioxide are found in the Atmasphere.B is for ————————— live saith of the middle of the earthC is for campast. My Mom and Dad use a campost to put in leavs and grass.D is for Dam. Which gives us electricity.E is for Extinct. When a Person or animals are gome.F is for Forest. whar lots of anmals areG is for Green house. A gree house is whare plats grow.H is for Habat. habat is whare lots of anmals are.I is for Insects. insects are very cool.J is for jaguars live 2 places in the woled.K is for Kindness what is nice to have.L is for Lizirds. There are 50 kinds of them.G R A D E S 4 T O 5○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○83
M is for Midnight wich we go to sleep.N is for Nacher whare lots of animle.O is for O-zom its around us.P is for People wich planet.Q is for Quit taking parts of the earth.R is for Rain wich helps us grow.S is for Salmon need clean water.T is for Tadpul is a small fish.U is for Uper laks most lakes are uper.V is for Vegebule wich we eat.W is for Water we drink to stay alive.X is for Exzan how we can help our earth.Y is for young we can make a difrince.Z is for zedra is so coolB C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P O N S I B I L I TY: A FRAMEWORK○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○84FULLY MEETS EXPECTATIONSTeacher’s ObservationsThis student identifies a variety of environmental issues and describessome positive actions people can take.u can identify and explain simple, concrete problems or issuesu generates some ideas to fit specific problemsu attempts to use resources wiselyu can identify some ways to make the world a better place; thesetend to be simplisticTRANSCRIPTA,B,Cs environmentAnimals—don’t pullute the water or cut down trees because mammals live inthere and animals live on trees.Bears—people go hunting and they kill bears. Stop killing bears because it’s notworth it.Clean up—don’t leave things lying around because it will cause a bigger mess soclean up.Day light—don’t waste your time doing bad things in the daytime do good things.Electricity—stop wasting your electricity and use other things too.Forest—don’t waste the paper because your wasting trees.G R A D E S 4 T O 5○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○85Garden—grow beautiful plants and water them.Help—help more than you did last time. If you do you’ll be proud.Inprove—Inprove in what you do. Do good things.Junk—if you have junk don’t throw it away recycle it.Keep—don’t litter istead keep the earth clean.Monkeys—monkeys are intelligent animals so take care of them.Nature—don’t pollute, litter or cut down trees because your runing nature.
Ocean—don’t throw things in the ocean respect it.Pets—don’t be disrespectful to your pets that means don’t be mean.Queen bee—take care of the qeen bee’s nest so you’ll have honey.Recycle—if you have a broken pencil don’t throw it away turn it into somethingnew.Salmon—don’t pollute the water where the salmon live.Trees—when your using paper draw things useful because if you don’t your wasting trees.Universe—make the universe a safe place.Vitamin—a vitamin gives you the strenght so you can help the environment.Whales—keep pollution out of the water so that the whalss can survive.Exthra help—help the world even more and you’ll see a difference.Yard—keep your back yard clean so beautiful things can grow.Zoo—make sure people take care of the animals in the zoo so they can live properly.B C P E R F O R M ANCE STANDARDS: SOCIAL RESPONSIBILIT Y: A FRAMEWORK○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○86EXCEEDS EXPECTATIONSTeacher’s ObservationsThe student has identified and elaborated on a wide range of problemsand shows a sense of responsibility, often describing actions “we” shouldtake. A number of the alphabet choices are innovative: “P is for part. Weall have to do our part in cleaning the earth because not just one personcan clean it. Q is for quiet. Don’t be quiet about cleaning the earth telleveryone.”u can identify and explain a variety of problems or issuesu generates a variety of appropriate strategies for specific problemsu draws attention to situations where action is neededu beginning to show a sense of idealism; can describe some ways tomake the world a better placeTRANSCRIPTA,B,C of the EnvironmentA—is for amazon rainforest. We have to take care of the amazon rainforest.B—if for birds. Birds fly high in the sky.C—is for cleaning the environment. Cleaning the environment is very important.D—is for deforestation. Deforestation happens when the trees are cut down forthe wood or for paper.G R A D E S 4 T O 5○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○87E—is for evaporation. Evaporation happens when water from the ocean evapoates.F—is for forest. We have to keep the forest clean because we don’t want to destroy their home.G—is for greenhouse. A greenhouse helps us by growing fruits and vegetables.We need fruits and vegetables to live.H—is for home. A home keeps animals protected from their prey.I—is for instead. Inslead of throwing things away we should try to recycle them.J—is for junk. You should not throw junk on the ground because it is bad for theenvironment.
K—is for kind. Be kind to the environment because we only have one earth.L—is for life. There’s lots of in the environment so we must keep it clean.M—is for mammals. Don’t pollute the earth because if we do their homes will bedestroyed.N—is for nation. We should keep our country clean as well as our earth becausewe al have to share the earth.O—is for oxegen. We all need oxegen to live without it we will die.P—is for part. We all have to do our part in cleaning the earth because not justone person can clean it.Q—is for quiet. Don’t be quiet about cleaning the earth tell everyone.W—is for water. If we pollute our water then we can’t drink it. And we will die andso will the animals.X—is for xerophyte. It means a plant that can grow with only a little bit of water tosurvive. If we destroy our water supply you’ll need more plants like this.Y—is for yea. Yea we all cheered. We cleand up the earth all by ourselves.Z—is for zero tolerance. We should not have any tolerance for people that pollutethe earth.B C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P O N S I B I L I T Y : A F R AMEWORK○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○88Sample 4: Choosing a DesignCONTEXTStudents in this classroom frequently work in groups. The teacher hasprovided direct instruction and guided practice to improve their groupskills and their conflict-resolution strategies.PROCESSStudents were asked to work in groups to choose a design for a quilt tomake together.NOT YET WITHIN EXPECTATIONSTeacher’s ObservationsTrevor rejected every idea anyone in the group suggested, ofteninappropriately, saying things such as, “That’s ugly. I don’t want to do astupid design like that.” He frequently tried to divert group membersfrom the task by poking them and taking their equipment. At one point,he left the group and went to bother another group. When the teacherreprimanded him, he said, “It’s not my fault. They’re picking on me. Theyalways leave me out. They hate me.”u sometimes behaves in an unfriendly way; does not recognize theneeds of othersu focuses on own needs; does not show commitment to the classor groupu has difficulty taking turns and accepting suggestionsu has difficulty self-assessing social behaviours; may misrepresentwhat happenedu tends to blame othersG R A D E S 4 T O 5○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○
89MEETS EXPECTATIONS (MINIMAL LEVEL)Teacher’s ObservationsLuke clearly became frustrated and angry with Trevor’s behaviour. Hecame close to losing his temper, but was able to control himself. He didspeak angrily to Trevor, saying, “Stop ruining everything.”u becomes frustrated and resorts to blamingFULLY MEETS EXPECTATIONSTeacher’s ObservationsPasha was visibly bothered by the problem and kept trying to get back ontask. He continued to work through the conflict and did not respond toTrevor except to say at one point, “Come on, Trevor, let’s get back to work.We’ll give you another chance.”u independently notices opportunities to include othersu often shows focus and commitment to group needs and goalsu follows basic rules for working cooperativelyu tries to resolve conflicts independentlyEXCEEDS EXPECTATIONSTeacher’s ObservationsAfter the first time Trevor left the group, Pahmoni said, “Come on Trevor.We really do want you in our group. You’ve got some good ideas. Howabout you tell us which design you like best?” When his negativebehaviour persisted, she asked an adult for help.u friendly; sensitive and responsive to others’ needsu shares responsibility for group needs and goalsu shows leadership; helps to organize activitiesu feels responsibility for resolving minor conflicts; shows goodjudgment about when to get helpB C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P O NSIBILIT Y: A FRAMEWORK90Sample 5: Welcoming a New StudentCONTEXTStudents in this classroom frequently work in small groups. They hadrecently worked on criteria and created posters to illustrate effectivegroup work.PROCESSThe teacher invited students to think of a time when they had to gosomewhere they had never been before or do something new (e.g., a newschool year, visit someone in a new city, move with your family). Studentsshared some of their experiences and talked about how new experiencescan make you feel.The teacher then posed the following situation:Imagine that a new student arrives in our class. What could you do tomake him or her feel welcome?Students wrote individual responses and then met in small groups to sharetheir ideas and create a collaborative list. They chose their best ideas asthe basis for an illustration with a caption. They shared their work withthe class, elaborating on the ideas in their picture and responding to
questions. The teacher observed the groups as they worked.NOTE:All groups worked within expectations.MEETS EXPECTATIONS (MINIMAL LEVEL)Teacher’s ObservationsGroup 1 needed some help from the teacher to get started and toorganize their work. Their list consisted of relatively impersonal, concreteactions (e.g., show them around, show them the classroom, play a gameat recess). Their picture showed them guiding the new student aroundthe school. They did not include any ideas about making the studentcomfortable or initiating a personal relationship.u usually helps or includes others when askedu needs help to focus on group needsu follows basic rules for working cooperativelyG R A D E S 4 T O 5FULLY MEETS EXPECTATIONSTeacher’s ObservationsGroup 2 followed instructions and were able to work independently.Their collaborative list included a variety of actions, some of whichshowed a commitment to making the new student comfortable: “Askthem what they like to do and let them do it.” “Tell them about myselfand ask them about their old school.” Their illustration showed theminteracting with the new student.u often able to describe effects of words, actionsu contributes to discussions and activitiesu shows focus and commitment to group needs and goalsu follows basic rules for working cooperativelyu shows empathyEXCEEDS EXPECTATIONSTeacher’s ObservationsGroup 3 worked effectively and appeared to enjoy the activity. Theyappeared to be relaxed and cheerful, listening to each other and oftenasking each other questions. They created a long list of suggestions,including several that addressed the new student’s emotional needs:“Tell them this is a safe school.” “Tell them not to worry about beingincluded—everybody is included in our class, so they will always havesomeone to play with.” In their illustration, they showed a conversationwith the new student where all four participants are smiling and standingclose together. The caption read, “The kids at our school are nice. You’lllike them. And the teachers are nice too. I think you’ll be happy youmoved here.”u sensitive and responsive to others’ needsu can describe effects of own and others’ words and actionsu takes an active part in discussions and activitiesu shares responsibility for group needs and goalsu consistently follows rules for working with othersB C P E R F O R M A N C E S T A N D A R D S : S O CIAL RESPONSIBILIT Y: A FRAMEWORK○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○
92Sample 6: Listening to a StoryCONTEXTThe teacher in this classroom often emphasizes the importance ofrespectful and inclusive behaviour. Students have worked through androle-played a variety of simple conflict situations.PROCESSThe teacher read a book to the class, with students seated on the floor.NOT YET WITHIN EXPECTATIONSTeacher’s ObservationsAshley pushed to the front, pushing Jackie out of the way, so that shecould see the pictures. Jackie could no longer see the pictures. Hisfeelings were hurt, and he moved away from the group altogether.u sometimes behaves in an unfriendly way; does not recognize needsof othersu not be able to identify effects of own words and actionsu sometimes disrespectful toward othersMEETS EXPECTATIONS (MINIMAL LEVEL)Teacher’s ObservationsYusif waited patiently for the story to start. He didn’t say anything.u needs help to focus on group needsG R A D E S 4 T O 5○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○93FULLY MEETS EXPECTATIONSTeacher’s ObservationsAfter the teacher noticed the actions of another student, Daniel, andcomplimented him on being inclusive and responsible, Mohammedchimed in, “You could sit by me, too, Jackie.”u routinely friendlyu shows empathyEXCEEDS EXPECTATIONSTeacher’s ObservationsDaniel noticed that Jackie’s feelings were hurt and said, “Jackie, come andsit by me. I’ll make room for you.”u sensitive and responsive to others’ needs; finds opportunities tohelp and include othersu feels responsible for resolving minor conflictsu avoids blamingB C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P O N S I B I L I T Y : AFRAMEWORK○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○94Sample 7: Choosing TeamsCONTEXTSoccer is a very popular game at this school. The school community hasestablished that everyone who wants to play can do so—no one can beexcluded. Students take turns being captains.
PROCESSA dispute arose about how to choose teams. Some students had beenthinking the teams were unfair recently; others were upset because somestudents always choose their friends or choose all the boys (or girls) first.NOT YET WITHIN EXPECTATIONSTeacher’s ObservationsBob is insisting, loudly, that he is captain for the day and that he canchoose anyone he wants. Finally, he shouts, “And I don’t want you on myteam, Sam. You’re just a ball hog. They can’t make me pick you.”u sometimes behaves in an unfriendly wayu not able to identify effects of own words and actionsu has difficulty taking turns or accepting suggestionsu tends to blame or put down othersu often unwilling to listen to points of view that differ from ownMEETS EXPECTATIONS (MINIMAL LEVEL)Teacher’s ObservationsJeff is a good friend of Bob’s, but he moves away from the students whoare arguing and does not contribute. He does not support Bob, but hedoes not challenge him.u needs help to focus on group needsu tries to manage angerG R A D E S 4 T O 5○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○95FULLY MEETS EXPECTATIONSTeacher’s ObservationsFred tries to help, saying, “Come on you guys. Don’t fight about it, or we’llnever get to play. It doesn’t matter who’s on the teams.” Bob and theothers who are arguing pay no attention.u shows focus and commitment to group needs and goalsu tries to resolve conflicts independently, but easily discouragedEXCEEDS EXPECTATIONSTeacher’s ObservationsTed tries to come up with a solution, suggesting, “Come on—why don’twe pick by birthdays. That would be fair—all the January birthdays onone team; February on the other team. Like that.” When Bob continuescomplaining about Sam, Ted intervenes again, saying, “Sam’s okay—hedeserves to play just like everybody else. We have to include everybody—that’s the rule our class made.”u sensitive and responsive to others’ needsu shares responsibility for group needs and goalsu often shows leadershipu feels responsible for resolving minor conflictsu avoids blaming; tries to sound non-judgmentalu generates some ideas to fit specific problems