Character in the Media

Initial Post (Due Monday)
Part 1: Character in the Media

Use the individual traits from Ten Essential Virtues (Lickona, 2003) or any vocabulary from the character programs (perseverance, grit, integrity, etc.) and find an age-appropriate short video, song, or book that teaches about that character. Post the link of your chosen resource and answer the following:

  • What age level would you use this media tool with?
  • What impressed you the most about the media tool you chose that led you to believe it would be valuable to bring to the classroom?
  • How does this media enhance teaching character development?
  • How would you implement your media choice into the curriculum, classroom or workplace?
  • Be sure to cite your media choice properly in APA 6th edition format.

Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.

Part 2: The Three Types of Character (Create a new thread separate from your Character in Media post)

Create a visual that shows the relationship between the three domains: moral, performance and civic character.

All character education is about morals/values/character traits. Seider (2012) has drawn an artificial distinction, calling them moral character, performance character, civic character—calling attention to the application of morals/values/character traits.

When a moral/value/character trait is applied, such as responsibility, to furthering a relationship, you are talking about moral character. When you apply responsibility to completing a project, you call it performance character. When you apply responsibility to your community, you call it civic character.

There are some traits, like grit and resourcefulness, which are mainly in the domain of performance character.

Consider Seider’s (2012) warning as you design this visual: “Performance character must always be regulated by moral character to ensure that we do not do bad things in the pursuit of our goals” (p. 128). See page 33 for an idea.

Your drawing needs to be original. Past students have used a tree, a Venn diagram, a pyramid, a train, etc. to demonstrate understanding. This is a visual metaphor that demonstrates your understanding of how these three domains are related. You may use computer graphics to refine this drawing, or online infographic tools to help you develop your ideas into a visual representation. (Hint: Imagine a bulletin board.)

Once you complete this model, post your visual (you may use a graphics program or take a picture of what you drew/created) and an explanation of how you might use your tool with families, adults, students, or others.

Peer Responses (Due Tuesday)

Read your classmates’ posts. Respond and substantively comment at least one of their posts from Part 1 (Character in the Media) and Part 2 (The Three Types of Character). Share your initial positive reactions, one take-away you would like to apply, and your vision of how you would use the tool for your classroom. Support your statements with evidence from the required studies, other research, and experiences. You are required to respond to comments or questions about your posts.


Lickona, T. (2003). The content of our character. Retrieved from

Seider, S. (2012). Character compass: How powerful school culture can point students toward success. Cambridge, MA: Harvard Education Press.

>> Here are two classmates’ posts<<

Part 1: Character in the Media (Empathy) 

Teaching Students Empathy Through Media