Banking on Family

Grades: 
6, 7, 8

Students examine their family trust relationships and connect their experiences with the trust bank account. They brainstorm things their family depends on them for and decide if they feel trustworthy at home.

Lesson Rating 
0
Duration 
PrintOne 20-minute Class Period
Objectives 

The learner will:

  • review the meaning of a trust bank account.
  • brainstorm a list of things a family depends on.
  • question a partner repeatedly to determine an underlying motivation.

Instructions

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  1. Anticipatory Set:

    Ask the students to raise their hands if they would be willing to lend ten dollars to a stranger. Their brother or sister? Their parent or grandparent? Ask how they know if they will get their money back from someone. Tell the students that trust is earned within a family by making deposits in a trust bank account [a buildup of many positive experiences with another person that cannot easily be undermined with a single withdrawal]; review trust capital from the previous lesson. Those trustworthy relationships are built up with family and friends, but not with strangers.

  2. Ask the students to think about this question, "Does your family see you as trustworthy?"

  3. Have each student list (individually or in a group brainstorm) what their family depends on them to do or say. (Examples: walk the dog, eat a healthy snack, make my bed, use please and thank you, be home on time to take care of my sister, save some of my allowance, etc.) Have the students raise their hands if they always do the things on their list without reminders. Ask, "If you need a reminder, are you trustworthy?" (The discussion should reveal that needing a reminder doesn't mean you aren't trustworthy.)

  4. Ask, how does doing these things help the common good of the family? What happens if you don't do these things?

  5. Play the "Five Whys" game with student partners. Have partners turn to one another. One partner explains in one sentence one thing he or she does for his or her family or does not always do that is expected of him or her. Examples: I do not always walk the dog, or, I take care of my sister after school. The other student asks, "Why?" The original person explains, to which the second student asks again, "Why?" They repeat this pattern until the second partner asks why five times. Each time, they get deeper into the reason they are or aren't following through.

  6. If time, partners switch roles to ask why five times.

Cross Curriculum 

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 generationon.org.

Philanthropy Framework

  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark MS.4 Give examples of how individuals have helped others.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 01. Self, citizenship, and society
      1. Benchmark MS.1 Define the phrase <i>community/social capital</i> and discuss how it relates to all communities.
      2. Benchmark MS.4 Describe the characteristics of someone who helps others.
  3. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark MS.1 Define and give examples of the motivations for giving and serving.
      2. Benchmark MS.2 Explain and give examples of enlightened self-interest, egoism, and altruism as they relate to philanthropy.
      3. Benchmark MS.8 Identify and describe examples of community/social capital.