The school board of miami-dade county, florida


Embassy of Haiti in Washington D.C



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Embassy of Haiti in Washington D.C.

http://haiti.org/

This embassy site provides a wealth of information on Haiti as well as on the services offered by the Embassy. The website provides information to anyone seeking to learn more or to visit Haiti.


Encyclopedia.com

http://www.encyclopedia.com/topic/Haiti.aspx

Online encyclopedia that provides more than 100 trusted sources for information.

Contains information on climate, history, plants and animals, industry, education,

housing, and much more.


Every Culture

http://www.everyculture.com/Ge-It/Haiti.html

This site provides a detailed description of Haitian culture, history, the economy, geography and politics, past and present.


Fact Monster: Haiti

http://www.factmonster.com/ipka/A0107612.html

A profile of Haiti providing information on: geography, maps, flag, history, current

government, area, population, capital, largest cities, languages, ethnicity/race, religion, literacy rate, economy, government.
History.com

http://www.history.com/search?q=haiti

This website which is part of the A&E History Channel contains information on climate,

history, plants and animals, industry, education, housing, and much more.
Library of Congress: Country Studies

https://www.loc.gov/resource/frdcstdy.dominicanrepubli00metz/?st=gallery

The Country Studies Series presents a description and analysis of the historical setting

and the social, economic, political, and national security systems and institutions of

countries throughout the world.


National Geographic: Haiti

http://travel.nationalgeographic.com/travel/countries/haiti-guide/

A guide to Haiti with articles, photos, facts, videos, and news from National Geographic.


U.S. Department of State

http://www.state.gov/r/pa/ei/bgn/1982.htm

Provides information on Haiti, covering topics such as people, history, government,

political conditions, economy, foreign relations, U.S. relations, and travel/business

Secondary Character Education Activities to Support

Haitian Heritage Month

Secondary Character Education Activities to Support

Haitian Heritage Month
Core Value: Integrity
Miami-Dade County Public Schools (M-DCPS) is committed to helping all students develop the values and strength of character needed for them to become caring, responsible citizens at home, school, and in the community. To support this goal, character education has been an instructional requirement, grades K-12, since 1995.
The foundation of the District’s character education requirement is the nine core values adopted by The School Board of Miami-Dade County, Florida in 1995. The District’s nine core values are: citizenship, cooperation, fairness, honesty, integrity, kindness, pursuit of excellence, respect, and responsibility. Each month a different core value has been designated for emphasis in all classrooms throughout the District.
In May, students need to recognize the importance of integrity. Integrity is acting in accordance with one’s beliefs and values and behaving ethically and morally at all times. When students act with integrity they have learned to incorporate all of the values into their daily life. This is a good time for students to review everything they have done for the year and to reflect upon whether they have acted with integrity. As students are preparing for promotion or graduation, they should think about how integrity will help them to succeed in the next phase of their life.
In addition to the enclosed lessons for Haitian Heritage Month, teachers may further emphasize the value of integrity through the following lesson ideas.


  • Have students answer the questions below as a self-assessment. Discuss the answers and emphasize that integrity means being honest and having strong moral principles.  Integrity is about making good choices. It is doing the right things for the right reason.  It is about being honest with yourself and with others.

True False

□ □ I am an honest person.

□ □ I always do what is right, even when it is difficult.

□ □ I do my own work at school.



□ □ I live up to the highest ethical standards.
I think I am/ am not a person of integrity because: ________________________________________________________________

  • Discuss the following questions:



  • What does the word “integrity” mean to you?

  • Have you heard the phrase “”Let your life speak.” What does this mean? Do you consistently follow this principle?

  • What does the phrase “walk the talk” mean to you? How do you feel when you hear people say one thing and do another?

  • What does “compromising your principles” mean? Give an example. Do you ever compromise your principles to get ahead?

  • Have you ever taken an unpopular stand on something and had to pay a price for it? What did you do? What did you learn from the experience? Would you take the unpopular stand again?

  • Is being thought of as a person of integrity important to you? Why or why not?



  • Using magazines, newspapers and the Internet, have students create posters illustrating people doing the right thing and acting with integrity.



  • Discuss a very common test of integrity in schools – cheating. Have students create a classroom honor pledge against cheating on assignments and tests. Have students voluntarily sign the pledge.



  • Create scenarios in which someone’s integrity is being tested and have students decide what they would do in each situation. Examples:



    • John and his friends went to the movies. His friends snuck in the side door and did not pay. Should John sneak in also?



    • Maria took a science test early in the school day and copied her answers down. At lunch, she shared her answers with Jose and other friends so that they could score better on the test later in the day. Should Jose use Maria’s answers on the test?



    • Paul found a new Smart phone in the cafeteria. Should Paul keep the phone?



  • Have students write their own eulogy, describing how they want to be remembered. Then ask them to write about what they need to do in their life to be remembered the way they would like. Include the challenges or obstacles they will face in order to reach this goal and how they will be overcome.

  • Ask students to identify someone in public life who they think has demonstrated a lack of integrity. Have students write a letter to this person expressing what they think of his/her behavior and what he/she should do to improve.







  • “The time is always right to do what is right.” – Martin Luther King, Jr.

  • “Character is doing the right thing when nobody’s looking.” – J.C. Watts

  • “If you have integrity, nothing else matters.  If you don’t have integrity, nothing else matters.” – Alan Simpson

  • “When I do good, I feel good.  When I do bad, I feel bad.” – Abraham Lincoln

  • “Be true to your work, your word, and your friend.” -Henry David Thoreau

  • “Honesty is the best policy. If I lose mine honor, I lose myself.” -William Shakespeare

  • “A half-truth is a whole lie.” -Yiddish Proverb


Sources:


  1. http://www.kellerisd.net/studentsandfamilies/know/community-of-character/documents/traits/coc_integrity_5-8.pdf

  2. http://www.goodcharacter.com/ISOC/Integrity.html




Anti-Discrimination Policy

Federal and State Laws

The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and educational programs/activities and strives affirmatively to provide equal opportunity for all as required by:



Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin.

Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin.

Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.

Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of age with respect to individuals who are at least 40.

The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and men performing substantially equal work in the same establishment.

Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.

Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications.

The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to "eligible" employees for certain family and medical reasons.

The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical conditions.

Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital status, or handicap against a student or employee.

Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status.

Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA) - Prohibits discrimination against employees or applicants because of genetic information.

Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulate categorical preferences for employment.

In Addition: School Board Policies 1362, 3362, 4362, and 5517 - Prohibit harassment and/or discrimination against students, employees, or applicants on the basis of sex, race, color, ethnic or national origin, religion, marital status, disability, genetic information, age, political beliefs, sexual orientation, gender, gender identification, social and family background, linguistic preference, pregnancy, and any other legally prohibited basis.  Retaliation for engaging in a protected activity is also prohibited. Rev. (05-12)

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