Act of Honesty

6, 7, 8

Students role-play familiar scenarios in ways that follow the rules and support straightforward communication and also ways that do not support the rules. They discuss the value of rules for promoting the common good. This lesson extends over this class period and the next (Lesson Three is a continuation.)

PrintOne 20-minute lesson

The learner will:

  • engage in a role-play contrasting irresponsible/dishonest and responsible/honest behaviors.
  • describe how honest behaviors relate to the common good.
  • identify in scenarios how following rules and taking personal responsibility are examples of honesty.

One copy of Handout One: Scenario Cards, cut into the individual scenarios


Learning to Give Lesson: "I Feel Angry or Sad When ..."


  1. Anticipatory Set When the students are seated, turn off the classroom lights (or do something else that is trivial, but was obviously your action). Then say to the students, "I know some of you think I turned out the light, but I didn't do it. I think someone walking by must have done it. I would never do that." Allow the students to respond to your obvious dishonesty and lack of personal responsibility. Then ask them what they observed about your behavior and its effects (i.e., shifted the blame, denied responsibility, lost some respect, not honest, etc.).

  2. Tell the students that they will work in groups (of four or five) to act out familiar scenarios in honest and dishonest ways. Each group will get a scenario to act out. Hand out (randomly) the scenario cards. (See Handout One: Scenario Cards.) Each group prepares to act out the scenario in two ways: First they will act out the scenario without regard to rules or honest behavior. The scenario will show how the inappropriate behavior affects the common good. The second role-play will enact following the rules appropriately and taking personal responsibility for honesty and the common good. Encourage the students to refer to the vocabulary from the previous lesson as they explore positive applications of the scenario. The groups will involve each student in the role-plays. Give the groups about five minutes to prepare for their brief role-plays.

  3. Each group acts out their two interpretations. After a role-play, the group remains in the front of the class for a minute to answer questions and discuss the effects of the different behaviors. Ask the rest of the class what the role-play of the scenario communicated about responsibility, honesty, and the common good. Repeat for each group.

  4. The remaining groups may finish their dramas in the following class period.

Philanthropy Framework

  1. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 01. Self, citizenship, and society
      1. Benchmark MS.4 Describe the characteristics of someone who helps others.
    2. Standard PCS 02. Diverse Cultures
      1. Benchmark MS.2 Describe the importance of hearing all voices in a community and respecting their right to be heard.
      2. Benchmark MS.3 Give an example of how philanthropy can transcend cultures.
  2. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark MS.3 Identify and give examples of stewardship in cultural traditions around the world.
      2. Benchmark MS.4 Identify and describe the actions of how citizens act for the common good.
      3. Benchmark MS.5 Describe the responsibility students have to act in the civil society sector to improve the common good.