The learner will:

• define "community capital."
• cite an example of "community capital."
• illustrate "community capital" in the classroom.

Anticipatory Set:
Ask students to pair off and define the word "trust." (to place confidence in)
Have teams report their definitions.

Teacher's Note: The teacher will need to obtain several (8-10) photographs and/or magazine pictures showing various groups of individuals that will be both widely familiar and unfamiliar to the students. It is a good idea to have half of the pictures that are actual photographs of groups of people known to the students, such as a picture of the teaching staff, a class picture, perhaps the high school football team, parents from the Parent Teacher Organization, etc. The other half need to be photos of unfamiliar groups, which might include a group of seniors in a nursing/retirement facility, a group of handicapped people, class pictures of students from obviously different racial or ethnic groups, etc. Depending on your location, this will vary somewhat. Post pictures in random order on a bulletin board. Label the pictures A, B, C, etc. It is best to put the pictures up (without comment) a day or so in advance of the lesson.

Day One:

• Ask students to name each group (they can create their own names for the unfamiliar pictures) and then ask them to respond to the questions on Whom Do You Trust? (see Attachment One). Allow ten minutes for naming the groups. It is a good idea to allow the students to move freely about while completing this assignment. Impromptu conversations will naturally occur that will facilitate later development of the lesson.
  
  
• After the worksheets are completed, arrange the students in groups of four to six to discuss the worksheet. Each student should be given an opportunity to share his/her responses in this small, cooperative group. Again, it is a good idea to time this activity. Allow about two minutes for each student in the group. The total time should be no more than ten to twelve minutes.
  
  
• Bring the entire class together as a group for a teacher-directed discussion. Be sure to lead the class in the direction of the following conclusion: People tend to trust others who they know or who appear to be like themselves. Examples of discussion questions might be:
  • How do we decide whom to trust?
  • Why do we tend to distrust certain people?
  • Under what conditions could someone learn to trust another person who is different from them?
    
    
• Closure - Each student will refer to their worksheet, finding the group that was rated the least likely to be trusted. Using index cards, students will be asked to write two or three sentences, or a brief paragraph, in which they create a fictitious scenario that will allow them to become familiar with a person or persons in the photo they selected. These will be collected by the teacher.
  
  

Day Two:

• Select three to five examples from the index cards completed on day one. These are to be read aloud to the class. In selecting the cards to read, the teacher should consider those examples that would be most likely to occur in the lives of the students. Solicit student comments about the suggestions. Encourage students to respond by relating similar situations they have actually encountered, read about, or seen on television, in films, etc.
  
  
• Post a sign with the words "community capital" written on it and give the class the following definition: banked good will between groups of people that help solve problems. (It is a good idea to point out that this is the opposite of "factions.") Ask students if there is such a thing as community capital. Is it in the school? Solicit examples from students. If there is such a thing as community capital between groups, how does it work to solve problems?

Any of the following activities that build community capital would be an appropriate extension to this lesson. Choosing an extension activity will be based on the amount of time and potential contacts available in your area.

• Arrange to have "pen-pals" with students from another part of the country or world. Have students share information and pictures telling about themselves and their own area. If Internet access is available, this can be done via e-mail.
• Arrange regular visits to a local retirement facility. It is often exciting for students to have "senior friends." They can be paired up with a "buddy" for exchanging notes and pictures, or for reading and/or board games, etc.
• Arrange for students to be "reading buddies" with younger students or arrange for older students or community members to be reading buddies with them.
• Arrange or encourage activities with special needs students.
• Arrange for visitors from the community to come into the classroom and share their experiences with the students. Adults who have recently traveled and experienced different cultures, adults from differing ethnic/racial backgrounds, or adults who work with a specific segment of the community are good choices.