Learning to Give, Philanthropy education resources that teach giving and civic engagement

Acting with Integrity
Lesson 4:
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Lesson
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Academic Standards
Philanthropy Framework

Purpose:

Lesson four features integrity applied to scenarios that students will discuss and provide rationale for their thinking.

Duration:

One 20-minute lesson

Objectives:

The learner will:

  • analyze a scenario.
  • justify answers based upon decision-making with integrity.
  • share thinking.

 

 

Service Experience:

Although this lesson contains a service project example, decisions about service plans and implementation should be made by students, as age appropriate.
Learn more about the stages of service-learning.

This character education mini-lesson is not intended to be a service learning lesson or to meet the K-12 Service-Learning Standards for Quality Practice. The character education units will be most effective when taught in conjunction with a student-designed service project that provides a real world setting in which students can develop and practice good character and leadership skills.  For ideas and suggestions for organizing service events go to www.generationon.org.

Materials:

  • Flip Chart or Board
  • Definition of integrity displayed: Knowing and doing what's right.
  • Student copies of Handout One: Acting With Integrity
Handout 1
Acting with Integrity

Instructional Procedure(s):

Anticipatory Set: 

Remind the learners that the definition of integrity is "Knowing and doing what is right."  Ask: Can we have one without the other (knowing and doing)?  What makes you say that?  (Ask three or four students to share their reasons.)

  • Teacher:  Let's check our thinking on integrity by examining a few situations.
  • Group students into three groups and assign one scenario from Handout One: Acting With Integrity to each group. Each group, after making decisions on their situation, should select a student from the group to read the scenario aloud to the class. Then any members of the group may share their key discussion points with the class. Make certain that the students are sharing their thinking/rationale when they share their answers. If time permits, the teacher could ask the "audience" if they have questions or different ideas. 
  • Teacher:  Integrity is knowing and doing what's right. What was the connection between all the scenarios? (not being true to one's word)  Why is both knowing and doing what's right so important to being a person of integrity? What are the benefits to acting with integrity?

 

 

 

Lesson Developed By:

Jan Dalman
Curriculum Consultant
Learning to Give

Handouts:

Handout 1Print Handout 1

Acting with Integrity

Scenario #1: Pete’s mother has agreed to take Pete and five friends to play laser tag on Saturday afternoon. Pete can choose five friends because that is the limit of space in their car. On Thursday, Pete starts inviting the guys he hangs with. He invites Louis, Jose, Matt, and Eric. He’s looking for Brady (the fifth friend) when Glen, a really cool, popular, girls-like-him guy, asks if he can come. Pete would really like to hang with Glen and his group, so, in a quick moment of decision, Pete says, “Sure!” The next person Pete sees is Brady who has already talked with Eric and knows that Pete is going to invite him to the laser-tag event. 

  1. What should Pete say? 
  2. What should Pete do? 
  3. Did Pete act with integrity? Explain your answers.
 
 
Scenario #2: The sixth-grade girls basketball coach is posting tryout results this week. Twenty-five girls tried out, but only twelve will be selected. Rosie, Barb, and Kathy are best friends, and they’ve make a pact that all three will be on the team or none of them will be. That’s their pledge of friendship! They are ecstatic, for during the last two days of practice, Coach Larson has praised each girl both privately and publicly for their skills, energy, and teamwork. They are certain they’ll be named to the team. On the day of the posting, all of the girls gather in the gym to learn who will make the team. Coach calls out the names: Kathy #2, Rosie #5, Carrie #11…Barb is sure she’ll be #12. Then Coach calls out “Kim.” 
  1. What should the girls do? 
  2. What will their conversation be? 
  3. If they act with integrity, what will they choose? Explain your answers.
 
 
Scenario #3: Tyler believes that Mrs. Thorton, the orchestra teacher, has been unfair to him. All of the other students in sixth-grade orchestra have been given more time or more opportunities to play their musical piece, soloing privately in front of Mrs. Thorton. This solo time entitles them to participate in the select sixth-grade group who will perform special numbers at the Christmas concert. Tyler has shared his sense of unfairness with Joey and Matt, and they agree that Tyler isn’t getting his fair time to show his skills The boys have had this conversation for two weeks, so, finally, after talking with his mother and being encouraged to talk directly with Mrs. Thorton about the issue, Tyler asks Joey and Matt if they will come with him to talk with Mrs. Thorton. He needs their friendship and support! They agree to go with him, for they know they would want support if they were in his shoes. After school on Thursday, as planned, Tyler waits outside of Mrs. Thorton’s office for his friends to arrive. Five minutes pass; 10 minutes pass; 15 minutes pass…no show! 
  1. What choices does Tyler have? 
  2. If Tyler acts with integrity, what will he do? 
  3. What will the next conversation with his friends be? 
  4. Can he accuse them of not acting with integrity? Explain your answers.

 

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