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

Living Integrity
Lesson 4
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Academic Standards
Philanthropy Framework

Purpose:

Lesson Four features scenarios which bring integrity to life.

Duration:

One 20-minute lesson

Objectives:

The learner will:

  • analyze a scenario.
  • respond to questions.
  • determine what acting with integrity looks like.

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:

  • Two definitions from Lesson Three on display
  • Student copies of Attachment One: Integrity Lesson Four Scenarios
Handout 1
Lesson Four Scenarios

Instructional Procedure(s):

Anticipatory Set: 

Integrity means "being true to yourself and others" and "knowing and doing what's right." Today, you'll have the opportunity to identify acts of integrity through some written scenarios.

  • Scenarios for discussion are the focus of this lesson. Give each student a copy of Attachment One: Lesson Four Scenarios. The teacher should choose the best way to discuss the scenarios: whole group or small group. Discussing all four scenarios with the whole class will take more than one 20-miunte class period. The teacher may choose to discuss only one or two scenarios as a whole class or have four small groups each read and discuss one scenario and report back a summary to the whole class.
  •  

    After discussions, have the students write in their character education journals two connections to integrity that they gained in the discussions about the scenarios.

Cross-Curriculum Extensions:

Four scenarios are provided.  If you choose to use all four in whole-class discussions, then two days of class time will be needed to adequately discuss the scenarios.

Lesson Developed By:

Jan Dalman
Curriculum Consultant
Learning to Give

Handouts:

Handout 1Print Handout 1

Lesson Four Scenarios

Scenario #1: 
You’re at a sleepover at Cassie’s house with a new-to-you-group of girls. You’ve had a wonderful time with food and movies, and now you all settle in for sleeping. Mary suggests that everyone share her most embarrassing moment. Shirley goes first, and her story draws gasps of “I can’t believe you did that!” Each girl’s story tops the last one, so you share an embarrassing moment involving Melissa, your best friend, and you on a camping trip last summer. After much laughter and “oh, my gosh!” comments, Joselin tells her story.
On Monday, during lunch, Melissa, teary-eyed, comes to you and says, “I can’t believe you told. We agreed that camping story was just between us!” She hurries away.
1. What’s your next step?
2. How do you feel?
3. How do you undo the situation?
4. How can you demonstrate integrity?
 
Scenario #2:
The guys have agreed to go out for pizza after Friday night’s football game. You all meet up at the gate to walk to Domino’s, but on the way the group stops at Walgreen's so Mike can get some gum. Mike pays for his gum while the others look around the store. After arriving at the pizza place, Alex pulls six bags of candy out of his coat. 
“Where did you get those?” Travis asks.
“Walgreens just now,” Alex says with a grin. As you think about what he’s done, you wonder if you were standing by him when he stole them. You wonder if the video surveillance camera saw the two of you together?
1. What do you say?
2. You’ve been taught not to steal; how do Alex’s actions make you feel?
3. What’s your responsibility to Alex? To the group? To your own integrity?
 
Scenario #3:
For years, Randy, George and Pete have picked on Larry. First, it was calling him names; then they began to hit him. As they’ve gotten older and are in middle school, the abuse is more subtle. It might be a unkind look or a shoulder bump that causes Larry to drop his books and gym gear. You’ve watched Larry survive all of these events over time, but recently, you’ve noticed Larry is more of a loner. He walks through the halls with his head down; he just accepts the abuse/bullying that the guys deal out. You’ve never talked with Larry or stepped in to stop the bullying, even though you know bullying is wrong. What is the right thing for you to do?
1. Do you continue to watch and keep your distance from the bullies?
2. What else could you choose to do?
3. What are the risks to you saying something to the bullies? To Larry?
4. If you are demonstrating integrity, what must you do?
 
 
Scenario #4:
The current unit in science is a really hard one because of all of the theory and scientific terms that you’re responsible to know. You and your friend spent three hours studying together for the test, ready to give it your best effort. During the test, you notice that Robbie keeps moving her arm, which distracts you from concentrating. Suddenly, you see words written on the underside of her arm…she’s cheating! Disgusted, you return to your work and finish the test on time. The next day, the teacher hands back the test scores. You and your friend have each scored 90! Good job! Robbie gloats, “I got 98!”
1. What do you say to Robbie? To your friend? To the teacher?
2. Do you accuse her of what you believe she was doing?
3. What action, if any, do you take?
4. If you are demonstrating integrity, what will you do?
 

 

Philanthropy Framework:

Comments

Lisa, Teacher York, PA10/28/2012 8:52:13 PM

I'm having my kids work in groups, using these stories to draw pictures of the different scenes. They will create a little booklet, then come forward and share their stories and what they decided to do about them.

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