Choices of Integrity
  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark MS.1 Define philanthropy as individuals and organizations providing their time, talent, and/or treasures intended for the common good throughout history and around the world. Give examples.
      2. Benchmark MS.4 Give examples of how individuals have helped others.

The learners address the overarching question, "Is this person acting with integrity?" through examining scenarios.

PrintOne 20-minute lesson

The learner will:

  • read an assigned scenario.
  • analyze the situation to determine if the person is being true to self and others.
  • state viewpoints and support with rationale.

Handout of 4 scenarios is provided. If you choose to use as whole group, then the total handout needs to be copied for each student. If you choose small group process, then handout can be cut into the individual scenarios for distribution to group.

  1. Teacher Note: One of the scenarios in this lesson relates to teen pregnancy. Please review it and decide if this scenario is appropriate for your culture/environment.

    Anticipatory Set:

    Tell the students that over the last few days, they've discussed being true to self and others, as the definition of integrity. And they discussed how integrity may include taking action for the common good (example of Elizabeth Cady Staton). Remind them that the definition of philanthropy is sharing time, talent, or treasure and taking action for the common good. Discuss whether acting with integrity can also be an act of philanthropy. Ask students to give examples to support their arguments.

  2. Tell the students that today they will read scenarios of different people taking action in tough situations. In each of these cases, the students will discuss the question: Is the person acting with integrity?

  3. Alternative One: Give each student a copy of Handout One: Integrity Scenarios. Tell the students to quietly read through the first scenario and think through the questions. Then ask the questions aloud at the bottom of the scenario and discuss as a whole group.  Ask students to vote on whether the person showed integrity and give their rationale.

  4. Work through all four scenarios with this procedure.

  5. Alternative Two: Cut the Handout apart into the four scenarios. Give each of four groups a scenario to read and discuss. At the end of five minutes, give each group a chance to read the scenario to the whole class and report a summary of their discussion. The rest of the class may comment on the groups' discussion.