"Eric has a really great message for kids and presents it in a way
that is fun for everyone.  I've never heard our students laughing so hard!"
- Principal Jon Peterson, Washington Elem., Pendleton OR

    Got Character? is a terrific musical and motivational program.  Eric starts off with an idea that we are all familiar with, "you are what you eat," and expands on that to show how we also are what we do, what we say and what we think.  Ultimately, we are what we choose, and Eric encourages students to do the best they can, think positively, have goals and perseverance, eat healthy foods and exercise, and to be kind to others with their words and actions.  Eric's talent for presenting material in both entertaining and meaningful ways is particularly evident in this program, where this subject matter comes off as cool and really fun and involving for the students.
    Got Character? works very well in support of any type of "Character Counts" or PBIS program, and also includes general aspects of living well such as good health, bravery, responsibility, treating others with respect, and using your time wisely.  This program fits into many state curriculum standards under Health Education and/or Social Studies (Civics).  See below for the curriculum connection pertaining to your state.
GOT CHARACTER? (K-6)

YOU ARE WHAT YOU...

EAT

DO

SAY

THINK

CHOOSE
"That was wonderful!  It was absolutely the best program we've had.  So appropriate and relevant and just what school-
aged kids need to hear. It was awesome and no questionable content..."
- Alisha Self, Assembly Coordinator, Albany OR

"Great, great, great, great show!" - Principal Christopher Arnold, Washington Hunt Elem., Lockport NY

"This show was AMAZING!!!! Eric is one of the most talented entertainers i have ever seen. The students (K-6) were engaged and involved throughout the entire performance. Eric was professional and a joy to work with. -Nikole Kepins, Assembly Coordinator, Shandon CA

About GOT CHARACTER...
Got Character? - Curriculum Connections by State

Alabama
  Health
    Instruction provides students with a basic understanding of personal health habits, including the need for a nutritious diet, the importance of regular health-enhancing physical activity, and the advantages of a positive, healthy environment.  A curriculum that focuses on them and on what they can do to promote their own well-being captures their interest and attention.  The curriculum begins with the students' immediate environment, enabling them to make clear connections to health-related information, concepts, skills, and behaviors. 
    Health education provides students with educational activities that foster the development of each individual's optimal physical, mental, and emotional well-being.

Arkansas
  Skills for a Healthy Life
    A) A student should be able to acquire a core knowledge related to well-being. 
      1) understand that a person's well-being is the integration of health knowledge, attitudes, and behaviors;
    B) A student should be able to demonstrate responsibility for the student's well-being.
  Physical Education and Health
    2. Health Related Fitness
    4. Personal and Social Behavior - Students shall demonstrate
responsible personal and social behavior that respects self and others.
    8. Healthy Life Skills and Relationships - Students shall
demonstrate the ability to use decision-making, goal-setting, and interpersonal
communication skills to enhance relationships and promote holistic
wellness.

Arizona
  Health Education
    Standard 3: Students demonstrate the ability to practice health-enhancing behaviors and reduce health risks.
    Standard 5:  Students demonstrate the ability to use interpersonal skills to enhance health.
      Personal, family and community health are enhanced through effective communication. The ability to organize and to convey information, beliefs, opinions, and feelings (both verbal and nonverbal) are skills that strengthen interactions and can reduce or avoid conflict. When communicating, individuals who are health literate demonstrate care, consideration, and respect for self and others.

California
  Social Sciences
    K.1 Students understand that being a good citizen involves acting in certain ways.
      Learn examples of honesty, courage, determination and individual responsibility.
    1.1 Students describe the rights and individual responsibilities of citizenship.
      Understand the elements of fair play and good sportsmanship, respect for the rights and opinions of others, and respect for rules by which we live, including the meaning of the "Golden Rule."
    2.5 Students understand the importance of individual action and character.
    3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.
      The importance of public virtue and the role of citizens, including how to participate in a classroom, in the community, and in civic life.

Colorado
  Civics
    Standard 4: Identifying significant characteristics of an effective citizen, including civic virtue, common courtesy, and honest and fair dealings.

Connecticut
  Health and Balanced Living
    Standard 3: Demonstrate the ability to practice health-enhancing behaviors to reduce health risks.
    Standard 13: Exhibit responsible personal and social behavior that respects self and others.

District of Columbia
  Social Studies
    1. Concepts of individual responsibility and respect.
 
Delaware
  Health
    Nutrition
      1. Healthy Eating
    Physical Activity
      1. Healthy Physical Activity
    Emotional Health
      1. Positive Self-Image
      3. Interpersonal Relationships and Communication

Florida
  Health Education
    Standard 1: The student knows health-enhancing behaviors and how to reduce health risks.
    Standard 3: The student knows how to use effective interpersonal communication skills that enhance health.
  Civics
    Standard 2: The student understands why personal responsibility (e.g., taking advantage of the opportunity to be educated) and civic responsibility (e.g., obeying the law and respecting the rights of others) are important.

Georgia
  Social Studies
    Illustrate positive character traits and qualities of honesty, patriotism, loyalty, courtesy, respect, truth, pride, self-control, moderation, and accomplishment.

Hawaii
  Health
    Standard 1: Students comprehend concepts related to health promotion.
    Standard 5: Interpersonal Communication-Students use interpersonal communication skills to enhance health.
  Civics
    Standard 6: Recognize and demonstrate democratic values (i.e. fairness, cooperation, and participation in a group). Demonstrate respect for self and others, regardless of differences.
    Standard 7: Identify and evaluate how personal behaviors, decisions, actions, and/or inaction affect others in the school and community.

Idaho
  Health
    Healthy Lifestyles
      1.1: Acquire the essential skills to lead a healthy life.
      5.1: Understand and demonstrate the key components to positive mental and emotional health.
  Social Studies
    Civics
      4.3: Build an understanding that all people have rights and assume responsibilities.

Illinois
  Physical Education and Health
    The goals and standards for physical development and health foster workplace skills, including identifying short and long-term goals, utilizing technology, following directions, and working cooperatively with others. Problem solving, communication, responsible decision making, and team-building skills are major emphases as well.
  Social & Emotional Learning
    Goal 1: Develop self-awareness and self-management skills to achieve school and life success.

Indiana
  Civics
    3.2.1 Explain that people are citizens* of their community, state, and nation and explain the importance of good citizenship.
    5.2.9 Demonstrate civic responsibility in group and individual actions, including civic dispositions - such as civility, cooperation, respect, and responsible participation.
  Health
    Standard 1: Students will comprehend concepts related to health promotion.
    Standard 4: Students will demonstrate the ability to apply self-management skills to enhance health.
    Standard 5: Students will demonstrate the ability to utilize interpersonal communication skills to enhance health.

Iowa
  Health Education  
    Development of life skills and human growth and development.

Kansas
  Social Studies
    Civics
      Benchmark 2: Student identifies and defines the characteristics of a good citizen (e.g., honesty, courage, patriotism, tolerance, respect).

Kentucky
  Practical Living
    Big Idea: Personal Wellness
      Wellness is maximum well-being, or total health. Personal Wellness is a combination of physical, mental, emotional, spiritual and social well-being. It involves making choices and decisions each day that promote an individual's physical well-being, the prevention of illnesses and diseases, and the ability to remain, physically, mentally, spiritually, socially and emotionally healthy.
    Big Idea: Nutrition and Physical Wellness
      Academic Expectations
        2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.

Louisiana
  Foundation Skills
    5. Citizenship: The application of the understanding of the ideals, rights, and responsibilities of active participation in a democratic republic that includes working respectfully and productively together for the benefit of the individual and the community.
  Health Education
    Standard 3: Recognizing and practicing health-enhancing behaviors can contribute to a positive quality of life.

Maine
  Health and Phys. Ed.
    C. Health: Students will demonstrate the ability to practice health-enhancing behaviors.
    I. Personal And Social Skills and Knowledge: Students will demonstrate and explain responsible personal and social behavior.

Maryland
  Health
    1.0 Mental and Emotional Health - Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance one's self-concept and one's relationship with others.
    6.0 Nutrition and Fitness - Students will demonstrate the ability to use nutrition and fitness knowledge, skills, and strategies to promote a healthy lifestyle.

Massachusetts
  Health
    Standards: Physical Fitness, Nutrition, Mental Health
    Healthy Self-Management enables students to: integrate and apply knowledge and skills with respect to their health-related decisions, actions, and conduct; learn to assume increased responsibility for their health-related decisions, actions, and conduct; and consider potential consequences and evaluate outcomes. Healthy self-management entails self-assessment, goal setting, and decision-making based on an understanding of risk and probability. By practicing a repertoire of developmentally appropriate behaviors that promote health, students can significantly increase the likelihood of good physical, emotional, cognitive, social, and environmental health.

Michigan
  Curriculum Standards Introduction: All students will engage in challenging and purposeful learning that blends their experiences with content knowledge and real-world applications in preparation for their adult roles, which include becoming: literate individuals, healthy and fit people, responsible family members, productive workers, involved citizens, self-directed, lifelong learners.

Minnesota
  Social Studies
    Government and Citizenship
      A. Civic Values, Skills, Rights and Responsibilities
        1. Students will demonstrate knowledge of civic values that facilitate thoughtful and effective participation in civic life, including patriotism, liberty, self-reliance, cooperation, responsibility, honesty, justice, courage, self-discipline.

Mississippi
  Comprehensive Health
    Identify a relationship between health behaviors and individual well-being.
    Investigate the effects of exercise on well-being.
    Identify the characteristics of a good friend.
    Identify responsibilities within the family.

Missouri
  Health Education
    Big Idea: 1. Personal and Family Health
      A. Personal Health: Identify behaviors that keep a person healthy (e.g., physical activity, good nutrition)

Montana
  Health Enhancement
    Introduction: The Health Enhancement curriculum integrates lifestyle management throughout the curriculum; focuses on the total self and the development of responsibility, values, attitudes and behaviors; gives students decision-making tools for personal health; and addresses the intellectual, social, emotional and physical dimensions of healthy lifestyles.

Nebraska
  Social Studies
    Students will recognize good citizenship and its importance.
      Example indicators: Explain why it is important to show respect for self, family, and others, e.g., taking care of his/her own things and respecting what belongs to others. Identify examples of honesty, courage, patriotism, and other admirable character traits. Identify how choices and actions affect themselves and others.

Nevada
  Health
    Students will demonstrate the ability to practice health-enhancing behaviors.
    Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health.

New Hampshire
  Health and Physical Education
    Curriculum Guideline 2: Achieves and maintains a health enhancing level of physical fitness.
    Curriculum Guideline 6: Exhibits responsible personal and social behavior that respects self and others.

New Jersey
  Comprehensive Health
    A. Personal Health
      1. Describe the physical, social, and emotional dimensions of wellness.
    B. Growth and Development
      3. Discuss factors that contribute to healthy physical, social, emotional, and intellectual growth and uniqueness.
    C. Nutrition
      4. Discuss how healthy eating provides energy, helps to maintain healthy weight, lowers risk of disease, and keeps body systems working.

New Mexico
  Health
    Standard 1: Identify and understand how personal choices relate to health and how the consequences of those choices affect self and others.
    Benchmark: Describe how physical, social, and emotional environments influence personal health.
   
New York
  Social Studies
    Citizenship
      As an individual grows the experiences which the individual internalizes build a concept.
        Individual responsibilities at home and in school.
    Identity
      Awareness of one's own values, attitudes and capabilities as an individual and as a member of different groups.
    Civic Values
      Important principles including justice, honesty, self-discipline and respect.

North Carolina
  Healthful Living
    Students should demonstrate functional knowledge of the most important and enduring ideas, issues, and concepts related to achieving and maintaining good health.
    Healthful Living is most effective and efficient when it focuses on health-related behaviors, not just knowledge; has a positive, wellness orientation.

North Dakota
  Health
    2.1.1 Explain how responsibilities change as we grow older.
    3.1.2 Identify examples of intellectual, emotional, social, and spiritual health, during childhood.
    1.2.2 Explain healthy behaviors and how they impact personal health (e.g., healthy eating-eating fruits and vegetables, exercise=more energy)

Ohio
  Social Studies
    Citizenship Standards
      Demonstrate personal accountability, including making choices and taking responsibility for personal actions.
      Recognize the importance of individual action and character and explain how they have made a difference in others' lives.

Oklahoma
  Social Studies
    Examine the rights and responsibilities of individuals in and to their communities, and identify actions people take to cooperate peacefully and achieve common goals.
    Provide examples of honesty, courage, patriotism, and other admirable character traits seen in United States history.
    Explain and demonstrate good citizenship (e.g., obeying classroom rules, taking turns, and showing respect for others and their belongings).
  Health, Physical Education and Wellness

Oregon
  Career Related Learning
    Personal Management
      CCG: Develop competence in personal management that contributes to fulfilling and balancing responsibilities of multiple life roles (i.e., individual, learner, producer, consumer, family member, citizen).
        Benchmark 1
          Exhibit appropriate work ethic and behaviors in school, community, and workplace.
          Describe responsibilities of a student.
          Identify the impact of one's own behavior on other individuals and groups.
          Demonstrate skills and behaviors necessary to get along with others:
respect, sharing, helping, and caring.
        Benchmark 2
          Exhibit appropriate work ethic and behaviors in school, community, and workplace.
          Describe the importance of personal responsibility and good work habits in the family, school, and community.
          Demonstrate how one's behavior impacts outcomes and consequences.

Pennsylvania
  Health
    Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to: Explain the relationship between personal health practices and individual well-being; Identify and engage in physical activities that promote physical fitness and health;
  Civics
    Identify examples of the rights and responsibilities of citizenship. Personal responsibilities.

Rhode Island
  Health Education
    Students will demonstrate the ability to practice health-enhancing behaviors.
    Students will demonstrate the ability to use goal-setting and decision-making to enhance health.

South Carolina
  Health
    Health-literate people exhibit the following characteristics: Responsible, productive citizenship;  Self-directed learning. Health-literate individuals assume personal responsibility for their own health and  wellness.

South Dakota
  Health Education
    Vision: The health literate person is a responsible, productive citizen.
    By accepting responsibility for personal health, students will have a foundation for living a healthy,  productive life.
    When communicating, individuals who are health literate demonstrate care, consideration, and respect of self  and others.

Tennessee
  Health
    Domain Description: Personal Health and Wellness involves a lifelong process of choices and behaviors that lead  to healthful living.
    It is important to balance food intake and physical activity to promote healthful living.
    The dynamic process of growth and development encompasses physical, mental, emotional, and social maturation.  Positive personal and family relationships provide a foundation that promotes healthy development.
    The student will understand the need and process of setting personal goals and standards for healthful living.
    Emotional, social, and mental health is dependent upon a healthy self-concept.

Texas
  Health
    Identify that healthy behaviors impact personal health.
    Recognize that there are multiple dimensions of health.
    Predict the potential outcomes of each option when making a health related decision.
    Identify responsible personal health behaviors.
  Social Studies
    Citizenship. The student understands characteristics of good citizenship as exemplified by historic figures and  ordinary people. The student is expected to: (A) identify characteristics of good citizenship such as a belief in  justice, truth, equality, and responsibility for the common good; (C) identify ordinary people who exemplify good  citizenship and exhibit a love of individualism and inventiveness.

Utah
  Social Studies
    Standard 5: Students participate in activities that promote good citizenship.
      Objective 1: Demonstrate basic citizenship skills.
        a. Follow agreed-upon rules and accept responsibility for assigned tasks.
  K-2 Core Curriculum
    Treat others with kindness and fairness.
    Function positively as a member of a family, class, school, and community.
    Meet and respect needs of self and others.
    Express self in positive ways.
    Learn proper care of the body for health and fitness.

Vermont
  Health
    Identifying healthy behaviors and choices (e.g., exer- cise, healthy diet, safety).
    Identify the importance of eating nutrient-rich foods.
    Identifying indicators or characteristics of physical, mental, emotional, and social health during childhood.
    Describing positive health habits for the adolescent (e.g., diet, physical activity).
    Differentiating between internal (e.g., knowledge, attitudes, beliefs) and external (e.g., peers, family,  media) influences on personal health behaviors.
    Demonstrating ways to communicate care, consideration, and respect of self and others.
   

Virginia
  Health
    Students understand how their decisions can impact their health and well-being now and in the future. Students  relate choices with consequences.
    The student will demonstrate healthy mental and emotional development.
    The student will explain how nutrition affects personal health and academic achievement.
    The student will demonstrate responsible personal and social behaviors in the school community. Key  concepts/skills include cooperative behavior; respect for others; adherence to school rules; acceptance of  responsibility; respect for the property of others.

Washington
  Civics
    1.2.1b Identify the traits of responsible citizenship and explain how they contribute to the democratic ideal
    4.1.1a Identify individual rights and the responsibilities they imply and the importance of respecting the rights of others
    4.3.1a Describe how one person can make a difference in school or the local community
   Health and Fitness
      Active Lifestyle - The student acquires the knowledge and skills necessary to maintain an active lifestyle: movement, physical fitness and nutrition.
      The student acquires the knowledge and skills necessary to maintain a healthy life: Recognize patterns of growth and development, reduce health risks, and live safely.
      Influencing Factors - The student analyzes and evaluates the impact of real-life influences on health.
      Recognize social skills to keep out of trouble and resist pressure from others. Choices: decision making; avoidance, peer pressure.
      From Part 3 of Classroom-Based Assessments for Health and Fitness: We tend to remember 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we see and hear, 70% of what we say, 90% of what we say and do.

West Virginia
  Health
    The health literate student is a critical thinker and problem solver, a self-directed learner, an effective  communicator, and a responsible, productive citizen.
    Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks.
    Students will discuss the concepts of responsibility, trust and respect for self and others.
    Students will record eating and exercise habits and discuss positive and negative health behaviors.
    Students will differentiate between healthy and unhealthy behaviors or comments.

Wisconsin
  Learning Applications
    Connections with Community
      - Recognizing and acting on responsibilities as a citizen
      - Preparing for work and lifelong learning
  Health
    Health-literate individuals are critical thinkers and problem solvers when confronting health problems and
issues; self-directed learners who have the competence to use basic health information and services in  health-enhancing ways; responsible and productive citizens who help ensure their community is kept healthy, safe,  and secure
    Identify positive mental, emotional, social, and physical factors that influence health.
    Identify ways to be healthy during childhood.
    By accepting responsibility for personal health, students will have a foundation for living a healthy and  productive life.

Wyoming
  Health Education
    Introduction: Health education skills are used in real-world interactions both inside and outside the school  setting and throughout life. The Wyoming Common Core of Skills components utilized in the Health Education  Standards are: problem solving, interpersonal communications, critical thinking, creativity, and life skills.
    Because health education focuses so heavily on personal behavior, knowledge acquisition, problem solving,  decision-making, goal setting, advocacy, resistance skills, and understanding consequences have all been integrated  throughout the content standards.
    Self Management: Research confirms that many diseases and injuries can be prevented by reducing harmful and  risk-taking behaviors. More importantly, recognizing and practicing health-enhancing behaviors can contribute to a  positive quality of life. Strategies used to maintain and improve positive health behaviors will utilize knowledge  and skills that help students become critical thinkers and problem solvers. By accepting responsibility for  personal health, students will have a foundation for living a healthy, productive life.




Curriculum standard connections by state:
AL AK AZ AR CA CO CT DE DC FL GA HI ID IL
IN IA KS KY LA ME MD MA MI MN MS MO MT NE
NV NH NJ NM NY NC ND OH OK OR PA RI SC SD
TN TX UT VT VA WA WV WI WY