Lesson Rating 
0
Duration 
PrintOne 20-minute Class Period
Objectives 
The learner will:
  • identify people he or she trusts.
  • play a game in which partners depend on each other.
  • brainstorm actions that build trust and actions that break down trust.
  • define trustworthy.
Materials 
  • rope or other material to mark off a small territory the size of a bedroom
  • small objects to serve as obstacles (balls, cones, bowling pins, shoes, etc.)

Instructions

Print
  1. Anticipatory Set:

    Ask the students to think of someone they trust. This may be someone they could tell a secret to or someone they would trust to be there if they were in danger or trouble. Ask, "What does that person do or say that makes them strustworthy?" Discuss.

  2. Play a partnership game called Obstacle Course that dependson trust.Set up aplaying field by marking off a territory (outside or in the classroom) with ropes or cones. Scatter objects around inside the territory (bowling pins, cones, shoes, etc.). These are the obstacles that the students may not touch with their feetas they move across the field blindfolded. If the person in the field touches an obstacle, he or she has to go back to the beginning and start over. The teacher can make the activity harder by increasing the number of obstacles or easier by decreasing the number of obstacles. Students work in pairs. One student wears a blindfold or closes his or hereyes. The partner stands outside of the field and directs the blindfolded person around all the obstacles and across the field. The partners may communicate before they start about strategies or signals and words to use to make their expectations clear. Variation One: Make the game more difficult by making a rule that the blindfolded person cannot talk while in the field. Variation Two: Have several teams working their way across theplaying field at the same time. This creates more noise and confusion, but forces the teams to communicate about unique signals and alerts.
  3. Discuss the role of trust in making the partners successful in the game. Ask the following discussion questions: What made you feel more trusting of your partner? (communication, helpfulness) What made you feel less trusting of your partner? (joking, neglect)
  4. Define trustworthy with the class by asking the question, whatis a trustworthy person? (Example: A trustworthy person is someoneyou can depend on.)
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.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.4 Identify and describe the actions of how citizens act for the common good.