Financial Literacy Resources
Creative lessons and resources teaching financial literacy to youth K-12.
Paw Prints to Learning
Teach young people about animal welfare and how they CAN make a difference in animals' lives.
Activity
At-a-Glance
Time:
1 hour
Materials:
- Newsprint
- Easel
- Self-Stick Notes
- Markers
Physical Setting:
Physical Setting Room should be set up so that participants can talk to each other and see the newsprint. The large group will be asked to separate into smaller groups during the activity.
Purpose:
- To introduce the philosophy of trusteeship.
- To begin the idea that trust is a building process.
Activity:
- Begin by writing “Trusteeship” on newsprint posted in front of the room. Explain that this is new language for many and participants are going to explore the meaning of trusteeship.
- Ask, “If the word Trusteeship is broken down to its root word, as was done in school, what is the root word?” Answer: Trust. Write Trusteeship on a piece of newsprint and highlight the Trust part of the word.
(Another option is to write the word in different color markers TRUST/EE/SHIP and talk about trust, then trustee and then trusteeship.)
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Ask each person to think of someone they trust. Emphasize that this should be a person they really trust; one who is really trustworthy.
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After participants identify a person they really trust, ask them to list the reasons they trust that person on a piece of note paper. What are the qualities or characteristics of that person?
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Ask them to form small groups of 3 to 4 people. Ask one person to be the reporter and one to be the recorder. Instruct the group to share the list of qualities and characteristics that each listed and then develop a list of common characteristics for the group. The group’s list of qualities or common characteristics are those they agree are important or are those that have appeared on several of the lists.
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In the small groups, instruct participants to list the qualities and characteristics on Post-it Notes, one per note. Bring groups back together and ask the recorders in each small group to place one self-stick note on the newsprint. Continue to round robin until every group has posted all of their notes. Duplications are not allowed.
Processing:
- Why would the trust qualities or characteristics listed be important to a community? Why would they be important to an organization?
- Can anyone think of a person or group who they consider a trustee of the community? Why do they consider this person (or organization) a community trustee?
- How have you, as an individual or with other young people, been a trustee in your community? When have you displayed these qualities or characteristics in your community?
Note: Facilitator needs to take time with the group to understand “trusteeship.”
Variation:
When the groups have exhausted all their characteristics from their lists, as an entire group invite them to come up with additional characteristics or qualities for the list.
This option might be helpful for young people who have not experienced a lot of trust in their lives.
Ask the group to think of times in life when trust in someone was lost. List the reasons why they lost trust. Print each reason on a self-stick note.
Each person brings the self-stick up and places it down one side of the newsprint. Participants are invited to provide details if they so desire as self-stick notes are placed on newsprint.
When all self-stick notes are affixed on the left-hand side of newsprint, ask the group to quickly call out words or meanings which show trust. List these on the right-hand side of the news¬print. Use the words on the right-hand to discuss trusteeship and note differences with left-side column.
Facilitator asks the group to review the qualities listed on the newsprint.