CHARACTER BUILDING SCOPE AND SEQUENCE, LEVEL 2

Ver.1; May 2010
Authored by Tomoko Matsuoka, Katiuscia Giusti, and Christi S. Lynch.
Copyright © 2010 by The Family International

Table of contents:
	Values and Virtues
	Social Skills
	Personal Responsibility

* * *

VALUES AND VIRTUES

Courage 
[The child should:]
a.	Recognize the need for courage in facing and confronting difficult situations; see that courage is a decision to move past fear and to persevere in doing right. 
b.	Understand that God will give courage and provide strength in order for His will to be performed. 
c.	Learn of historical characters who displayed great courage in the face of fear or seemingly insurmountable odds.
d.	Understand that courage enables us to face the daily challenges that are known to us, as well as the unknown fears that we have yet to encounter.
e.	Learn to recognize and practice courage in everyday situations, and understand that it is a skill that can be developed, which will allow one to face situations that previously had been thought too difficult. 
f.	Understand the difference between bravery and courage versus foolhardiness and actions that unnecessarily endanger oneself or others.
g.	(See also “Courage,” Level 1, CB.)

Contentment 
[The child should:]
a.	Understand what it means to be content with who one is: recognize that God has made everyone different, and that there is a unique and specific purpose for the way in which God has created each individual, both physically and characteristically; become familiar with Scripture upon which these principles are based.
b.	Learn about positive body image, and what one can do to establish a healthy body image of oneself. 
c.	Learn to focus on and develop the talents that God has given each individual. 
d.	Recognize that jealousy, envy, a desire for more material possessions, coveting what others have, not being satisfied with what one has, and negative comparisons, are all attitudes that show a lack of and need for contentment.
e.	Recognize thoughts that are rooted in jealousy, envy, covetousness, greed, and discontent, and the negative effects such thoughts can have on one’s happiness; learn what steps to take in order to practice contentment once again. 
f.	(See also “Contentment,” Level 1, CB.)

Wisdom 
[The child should:]
a.	Learn more of how the fear of God is the beginning of wisdom, and how this concept should play out in one’s daily life; study and memorize Scripture upon which these principles are based.
b.	Learn that one way to practice wisdom is through discernment; understand that discernment means that one seeks God’s perspective and judgment on matters that arise. 
c.	Learn that to practice discernment one must be willing to think matters through, to question, to counsel, and to pray in order for the right conclusion to be found. (See also “Critical-thinking Skills,” Level 2, CB.)
d.	Read of men and women in history who practiced discernment at pivotal moments, and how the practice of discernment led to their success. 
e.	(See also “Wisdom,” Level 1, CB.)

Orderliness and Adaptability 
[The child should:]
a.	Learn of both the adaptable and orderly nature of God's Spirit; become familiar with Scripture upon which these principles are based.
b.	Understand the importance and benefits of being adaptable; learn of the detriments to being inflexible.
c.	Be able to identify areas in life (e.g., interactions with others, etc.) that could benefit from a flexible approach, as well as what steps to take in order to practice this virtue.
d.	Be able to identify areas in life that could benefit from orderliness, as well as what steps to take in order to practice this virtue.
e.	Recognize and learn from historical examples when adaptability in approach led to success. 

Generosity 
[The child should:]
a.	Gain a deeper understanding of what it means to give. (E.g., It’s not simply giving when one has excess, but it’s giving even when one may not have much oneself, but sees someone with a greater need than one’s own.)
b.	Gain a deeper understanding of the times in the Bible and history when God asked individuals to give of what little they had, so that in turn they could receive greater blessings from Him.
c.	Understand that generosity is not only about giving money or material goods to others, sometimes it’s also a matter of giving of oneself to others—one’s time, skills, compassion, etc. 
d.	Learn of the concept of giving sacrificially; understand that sometimes God asks one to give something precious to oneself, to show love and devotion to Him.
e.	(See also “Generosity,” Level 1, CB.)

Gratitude 
[The child should:]
a.	Learn that one is not owed the good things that come into one’s life, but that they are a blessing from God, for which one should be grateful; become familiar with Scripture upon which these principles are based.
b.	Learn to show gratitude by thanking God and people, and identify ways to show thankfulness to others. 
c.	Understand that gratitude is a powerful mood lifter, and can enhance one’s daily experiences.
d.	(See also “Praise and Thanksgiving,” Level 1, CLF; “Gratitude,” Level 2, CB; and “Contentment,” Level 1, CB.)

Positiveness 
[The child should:]
a.	Learn that a positive outlook enhances one’s life experiences; understand that negativity takes the happiness out of life, which is why one must combat it with positive thoughts and reactions. 
b.	Learn of the art of positive thinking and the power it can have in helping us to rise above troubling circumstances by focusing on the good. Learn of the damaging results of negative thinking.
c.	Learn the Biblical principle that “all things work together for good” (Romans 8:28). Understand that one can be positive because God is in control, and one can trust Him to work things out.
d.	Learn to identify when one is succumbing to a negative cycle, and methods that can be employed to replace it with a positive outlook. 
e.	(See also “Contentment,” Levels 1 & 2, CB; and “Praise and Thanksgiving,” Level 1, CLF.)

Humility 
[The child should:]
a.	Learn that humility is a fruit of the Spirit, and is manifested when one abides in Jesus.
b.	Study and memorize Bible verses that build on humility.
c.	Understand that humility is a mindset that should govern one’s actions, and why that is. 
d.	Learn that humility is not putting one’s self down, but recognizing that there is a time to take the lower seat, even though it may be uncomfortable, or hurt one’s pride; recognize the difference between the way the world views pride and humility, and God’s perspective.
e.	Understand that humility is something that must be practiced, and the more often one takes a humble position, the easier it is to do. 
f.	Learn how to recognize the difference between acting in pride and in humility, and how to work toward making one’s reactions humble.

Truthfulness 
[The child should:]
a.	Recognize times when it would be difficult to practice truthfulness, and prepare oneself to tell the truth at such times. 
b.	Learn that being honest about one’s feelings and problems to a parent or caregiver can help one get the help needed to work out issues and difficulties.
c.	Understand that if a habit of lying or covering up is established in one’s life, one’s reputation can be damaged, and it is often difficult to regain the trust of others.
d.	Study the principle, as presented in the Bible, that one’s dishonesty will eventually come to light. 

Integrity 
[The child should:]
a.	Comprehend and define integrity and the important function that it plays in life; understand that to practice integrity in one’s life, one’s words must match up with one’s deeds. 
b.	Learn to recognize when one is practicing integrity, and when one is not.
c.	Understand both the positive and negative effects that result when integrity is or is not being practiced. 
d.	 (See also “Truthfulness,” Level 1 & 2, CB.)

Moderation 
[The child should:]
a.	Learn of and identify the benefits of moderation and living a balanced life; learn more in depth regarding maintaining a balance in each of the main pillars of life—physical health and well being, spirituality, one’s work or studies, one’s relationships with others.
b.	Compare and contrast the benefits of moderation in allowing oneself time to gain skills, develop positive relations with others, and live a balanced life, versus over indulgence in entertainment or other interests that robs one’s entire focus.
c.	Learn that addiction results from a continual satisfaction of one’s wants to the exclusion of moderation in life.
d.	Identify ways to curb desires for excess, extravagance, and unnecessary focus on satisfying wants. 
e.	Learn how to care for one’s spirituality, in regards to the input that one takes in; the negative effects and positive benefits of various types of input.

Patience 
[The child should:]
a.	Learn of historical characters who exemplified the virtue of patience, and identify ways to emulate this quality. 
b.	Learn that in today’s world it can be especially difficult to exercise patience due to the speed at which life moves, but that this only magnifies the need to develop this virtue. 
c.	Learn patience in regards to receiving answers to prayer from God. (See “Prayer,” Level 2e, CLF.)
d.	Study and memorize scriptures on the importance patience plays in one’s life.
e.	Describe ways that acting in impatience can cause one to make mistakes and poor decisions.

SOCIAL SKILLS

Courtesy 
[The child should:]
a.	Be able to identify more of the social habits and expectations of the land one lives in, and social sphere one lives and interacts amongst; learn general etiquette points as pertaining to social interactions; describe how to interact with people in various social settings, as well as those of differing social status.
b.	Learn more of how one’s behavior affects others, and modify one’s behavior accordingly; learn how to comport oneself in a way that causes others to feel comfortable in one’s presence.
c.	Learn that courtesy should be extended to everyone, regardless of rank, race, religion, or personal preference. 

Friendship 
[The child should:]
a.	Be able to describe the importance and benefits of friendships; identify the variety of relationships that are present in life, and how each friendship affects one’s life.
b.	Learn how we are responsible to look out for the welfare of one’s friends, and allow them to look out for one’s welfare as well.
c.	Be able to state ways to reach out to those in need of friendship, and how to discern who to reach out to; learn how to include others so no one feels left out.
d.	Be able to describe what peer pressure is, how to be motivated by positive peer pressure, and how to take a stand against negative peer pressure. 
e.	Be able to identify the difference between bullying and leadership, and how to influence others for good.

Communication and Interaction
[The child should:]
a.	Be able to state the importance of sharing one’s thoughts and feelings with those who are in a position to help one grow, and understand the benefits of doing so. 
b.	Be able to identify that one’s behavior is a large part of how others come to know Jesus; describe how to express oneself and behave in a manner that is a good example of being like Jesus, and which causes others to feel comfortable and cared for in one’s presence. 
c.	Be able to describe ways in which to express oneself clearly and to accurately represent one’s thoughts; be familiar with speech habits to avoid.
d.	Learn how to express oneself when upset or angry so as not to hurt others’ feelings, while still expressing oneself in a truthful and appropriate manner. (See also “Resolving Conflicts,” Level 2g, j, CB.)
e.	Be able to describe gossip and unkind speech, and how to avoid it when tempted with it; identify the hurtful repercussions caused by gossip.
f.	Be able to identify how to avoid flattery, yet be sincere in giving compliments. (See also “Tact,” Level 2f, CB.)
g.	(See also “Communication and Interaction,” Level 1, CB; and “Truthfulness,” Levels 1 & 2, CB.)

Compassion 
[The child should:]
a.	Understand that when one shows compassion to another one is giving another a bridge of acceptance that will help that person overcome something that may be discouraging or holding that person back.
b.	Be able to describe what it means to be judgmental, and the negative effects of such an attitude; identify ways to show compassion rather than passing judgment.
c.	Learn the joy of thinking of another’s need for encouragement instead of being self-absorbed with one’s own problems.

Forgiveness 
[The child should:]
a.	Be able to identify the benefits of forgiveness to both the forgiver and the one forgiven, and how the person who forgives is the one who benefits the most; learn of the detrimental effects on one’s life when forgiveness is not practiced, and how when practiced, it is an important step in overcoming resentment or bitterness.
b.	Understand that even though God or others forgive, one must still do one’s part to manifest repentance in order to learn and grow from mistakes. 
c.	Be able to describe the importance of forgiving oneself, and having hope and faith in what one can achieve despite past errors; understand that God forgives all, and continues to have faith and hope in each individual, even when mistakes or sins are committed. 
d.	Learn that forgiveness is not something the other person needs to ask for or recognize the need for in order to be given forgiveness. 
e.	Learn that forgiveness is an action that often doesn’t need to be done just once, but for deeper hurts must be acted upon over and over.
f.	Learn that to show faith in someone after that person has done wrong is one manifestation of forgiveness.
g.	(See also “Forgiveness,” Level 1, CB.)

Respect 
[The child should:]
a.	Recognize that respect is not solely something shown to those older than oneself or who have authority, but it’s what one shows to each individual, whether younger or older, because each person is God’s creation and is therefore worthy of respect. 
b.	Understand that respect is a two-way street—the way one treats others is the way one in turn is treated. (See also “Tolerance,” Level 2, CB.)
c.	Understand that there are those who are responsible for us (such as, parents, grandparents, teachers, caregivers), and their judgment and the authority they have should be respected, even if there is not always agreement. 
d.	(See also “Respect,” Level 1, CB.)

Tact 
[The child should:]
a.	Understand the importance of practicing tactfulness; recognize situations where tactfulness is called for. 
b.	Be able to describe how practicing tact is a part of one’s Christian behavior and a reflection of Jesus abiding in oneself.
c.	Identify that tact is a practical way in which we show kindness to another; and one aspect of this is presenting the truth in a way that would be easiest for the listener to accept. 
d.	Be able to describe ways to be tactful even in difficult situations or in disagreements; learn that tact enables one to face difficult situations with confidence knowing that one will do one’s best to not hurt another’s feelings. 
e.	Be able to compare and contrast the difference between being bluntly honest (and hurtful) and being tactfully honest.
f.	Learn the difference between flattery and tact. 
g.	(See also “Communication and Interaction,” Levels 1 & 2, CB.)

Tolerance 
[The child should:]
a.	Recognize that mankind is united together as God’s creation. 
b.	Understand that the foundation of tolerance lies in the scripture, “God is not a respecter of persons,” and how God shows individuals respect based on one’s heart and actions, not on one’s status, creed, race, talents, or knowledge. 
c.	Learn that tolerance is an understanding and acceptance of the differences found in other nationalities, cultures, or those of different races or religious backgrounds, etc. (See also “Courtesy,” Level 2a, CB.)
d.	Be able to compare and contrast tolerance, not as a lowering of one’s personal convictions and beliefs, but as the acceptance that people see things differently, have unique needs and viewpoints; describe the need to find common ground and harmony, even if agreement on all fronts cannot be established. 

Teamwork 
[The child should:]
a.	Recognize the power of collaboration in order to accomplish goals. 
b.	Be able to list what traits and actions to take in order for teamwork to flourish, and identify factors that hinder the practice of teamwork. 
c.	Recognize whether a chore, a challenge, or an assignment calls for help from an outside source, and learn how to ask for help. 
d.	Learn that great accomplishments are rarely done alone; read examples from history where teamwork was used to accomplish something great.
e.	(See also “Brotherhood and Unity,” Level 2, CB.)

Resolving Conflicts 
[The child should:]
a.	Learn that there will always be a measure of conflict with others; conflicts arise from differences, which are to be expected with unique personalities and characteristics. 
b.	Understand the danger of anger; when one tears others or things down in rage, not only does one inflict hurt on others, but one is inflicting hurt on oneself. Study what the Bible has to say about those who don't control their temper and rage, as well as the benefits of those who are slow to anger.
c.	Learn that mending hurts caused by anger is hard work; and one may never be able to fully repair the damage one has caused.
d.	Learn the difference between godly anger as portrayed in the Bible, and human anger that is not manifested in love.
e.	Learn ways to cope with angry feelings, and not let them hold sway over one’s emotions. 
f.	Learn that resolving conflicts is a creative act; there are many solutions to a single problem. One must employ positive and patient methods, as well as learn how to adopt a give-and-take attitude in order to resolve conflicts with others.
g.	Learn that in most conflicts, both parties have some degree of responsibility, and that one should take responsibility for one’s part of the conflict; learn to avoid the blame game, and look at one’s own role played in the conflict. 
h.	Learn how to resolve conflicts by recognizing and managing one’s emotions, paying attention to the feelings being expressed by the other person, awareness and respectfulness of differences, and genuinely considering the person’s point of view. 
i.	Learn to walk away when a conflict gets out of hand or neither one is willing to back down, allowing for space and time to ease the tension. 
j.	Learn about bullying, and what steps one can take when one encounters a bully.

Loyalty 
[The child should:]
a.	Understand that loyalty is support and faithfulness to people (specifically friends and family) one trusts, or ideas that one believes in. 
b.	Understand that before one gives loyalty to a person or an idea, one should evaluate whether the person or idea is worthy of one’s support. 
c.	Understand that there will be times when one’s loyalty will be tested, and one must learn how to keep one’s commitments or give one’s support in spite of opposition. (See also “Friendship,” Level 1d, CB and “Friendship,” Level 2d–e, CB.)
d.	Recognize when loyalty is being manifested, and is able to evaluate whether one is practicing it in one’s life. 
e.	Understand that loyalty to godly principles and beliefs should take precedence over one’s loyalty to an individual; individuals may change over time, and while a person may have initially been worthy of one’s loyalty, if that person no longer adheres to godly principles, then one should be true to godly principles over an individual. 
f.	(See also “Conviction,” Level 2, CB.)

Justice 
[The child should:]
a.	Recognize the importance of justice in society at large, as well as the practice of it in one’s daily lives. 
b.	Understand that justice is fairness and equality; it is rewarding good work, and punishing evil; it is standing up for what is right, and doing one’s best to right wrongs. 
c.	Learn that one must trust God to right some wrongs that one is unable to right on one’s own, and that God’s judgments are wise and sure. 
d.	Identify causes that need championing, and list ways in which to do one’s part to help. 

Confidence 
[The child should:]
a.	Understand that the Biblical basis for confidence in oneself is a belief that with God’s strength all things are possible; study and memorize Bible verses that highlight this principle.
b.	Recognize when one is acting with confidence, and when one is not; learn to seek God’s help when one is lacking in confidence. 
c.	Understand that making mistakes is a part of growth, and that practicing confidence means to continue to try even when mistakes have been made. (See also “Perseverance,” Levels 1 & 2, CB.)
d.	Learn the difference between pride and confidence; learn the part that humility plays in having confidence.
e.	(See also “Faith,” Level 2, CLF.)

PERSONAL RESPONSIBILITY

Excellence 
[The child should:]
a.	Recognize the importance of and reason for excellence in one’s daily life; study and memorize Bible verses upon which these principles are based.
b.	Learn of good examples from history/literature of those who practiced excellence. 
c.	Understand that the practical ways to strive for excellence are rooted in initiative, motivation, self-discipline, diligence, and perseverance; learn to ask oneself if one is giving one’s all to what one is doing, learn to find satisfaction in giving a task one’s best.
d.	Understand that excellence requires motivation; motivation inspires one to find excitement, happiness, and pleasure in whatever tasks one is doing. 
e.	Be able to identify the benefits of motivation as well as the results of a lack of motivation.
f.	(See also “Perseverance,” Levels 1 & 2, CB; and “Self-discipline,” Levels 1 & 2, CB.)

Perseverance 
[The child should:]
a.	Understand that when one perseveres, great things can be accomplished; if one gives up when things begin to get difficult nothing great would ever be accomplished.
b.	Read about good examples from Bible and history on perseverance.
c.	Be able to evaluate the importance of what one is doing, and visualize the future results of the completion of whatever task or objective one has undertaken.
d.	Learn to set goals; learn to focus on one task at a time in order to accomplish one’s goals.
e.	(See also “Perseverance,” Level 1, CB.)

Health and Personal Care 
[The child should:]
a.	Learn that one’s appearance affects how others view a person; it also affects how one thinks about oneself, as well as one’s actions toward others.
b.	Learn hygiene related information appropriate to one’s age. 
c.	(See also “Health and Personal Care,” Level 1, CB.)

Responsibility 
[The child should:]
a.	Understand that being responsible for something shows maturity and generates trust. 
b.	Recognize that the basis for taking on responsibility comes from accepting and understanding the unique talents and stewardship opportunities one has been given. 
c.	Know that one should not agree to a job without committing to following it through to its completion. 
d.	Understand that to be responsible means that one must do the best job that one can; it is being willing to accept both the credit and the blame for a task that one has undertaken.
e.	Learn to be willing to take responsibility for and fix mistakes that one makes.
f.	Read of and recognize good/bad examples from history on taking responsibility.
a.	(See also “Responsibility,” Level 1, CB.)

Choice and Decision-making 
[The child should:]
a.	Be able to define “the majesty of choice,” and describe how it is one of God’s greatest gifts to mankind.
b.	Be able to identify the importance that choices and decisions play in directing the course of one’s life, and how one’s attitudes, success, relationships, etc., are all a result of choices and decisions one has made.
c.	Be able to identify the consequences and repercussions of both good and bad choices.
d.	Learn how one may not see the immediate effect of some of the choices one makes, but all choices eventually add up to determine the course of one’s life, which is why one must learn to choose rightly; learn that one has a choice in the way one behaves toward others, and in the daily decisions that one makes. One is able to evaluate the consequences of one’s actions and choose rightly.

Self-discipline 
[The child should:]
a.	Learn how disciplining oneself is the key to success in life; self-discipline forces one to do those things that may not initially be desirable to do, so that ultimately one will be able to reach goals and do those things one desires to do. 
b.	Learn how self-discipline is manifested in daily living and in the choices one makes.
c.	Be familiar with good/bad examples from history of successful people who practiced self-discipline.

Service 
[The child should:]
a.	Understand that being of service to others is one of the ways to show love and obedience to God.
b.	Learn that love and a desire to meet the needs of others is one of the reasons to serve others.
c.	Learn that serving others causes happiness and joy in one’s life.
d.	Learn how to take initiative: learn to recognize, anticipate, and respond to the needs of others.
e.	Be familiar with good examples from history of those who practiced service for others.
f.	Recognize how practicing service is manifested in both large and small ways: in one’s personal life, neighborhood, and community.
g.	Learn what social consciousness and social responsibility means, and what one can do to contribute toward one’s immediate community.

Learning and Study Skills 
[The child should:]
a.	Learn the value of one’s scholastic training.
b.	Learn various skills associated with successful learning. (See “Excellence,” Level 2, CB; “Perseverance,” Levels 1 & 2, CB; “Self Discipline,” Levels 1 & 2, CB; “Critical-Thinking Skills,” Level 2, CB.)
c.	Learn about applying oneself to study those things that are both easy and fun to learn, and those that require perseverance and increased concentration.
d.	(See also “Learning and Study Skills,” Level 1, CB.)

Critical-thinking Skills 
[The child should:]
a.	Be able to define what “critical thinking” is, and what it is not; how it is meant to be used, and the benefits when it is used, as well as the negative effects of when it is not.
b.	Learn how to use critical thinking when evaluating the truth or worth of an opinion or theory; learn what questions to ask that will result in a greater understanding of a topic; learn to find out the context in which an opinion or theory has been given, and to evaluate its effect on the subject matter.
c.	Learn of the components of coming to the right conclusions and thoroughly analyzing a subject: curiosity, research, evaluation, objectivity, hypothesizing, experimenting, concluding, and taking action.
d.	Learn to identify areas that need critical-thinking skills (e.g., when making decisions, problem solving, or subject analysis); learn to evaluate both the positive and negative sides to each situation, and conclude with a decision, option, or action based on one’s evaluations.
e.	Learn to consider both sides of an opinion, debate, or situation, in a respectful and humble manner that encourages open mindedness in finding the right end result or conclusion, and which enlists others’ help in finding the right conclusions.
f.	(See also “Problem Solving,” Level 1, CB.)

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