The learners read the metaphor drawings of the other groups and copy strong words and phrases that help define trustworthiness. They identify traits of people they know (including themselves) and write a definition of trustworthy.
The learner will:
- act as a respectful audience for the creative work of their peers.
- identify and write words and phrases that define trustworthiness.
- write a definition of trustworthiness.
- labeled drawings (metaphors) from the previous lesson
- copies of the handout below What Is Trustworthy?
Display the group metaphor drawings from the previous lesson on the walls or desktops so the learners can move around the room, read the papers, and take notes.
Ask the learners to picture someone they can really trust. It may be a parent, neighbor, friend, or teacher. Have them keep in mind someone they trust as they look at the metaphors they all created in the previous lesson.
With a copy of the handout What Is Trustworthy? they walk around the room and read all of the papers made in small groups in the previous lesson.
First, tell them to read through all of the directions and questions on the handout. Then give them eight to ten minutes to read the displayed papers and take notes.
As they finish, the learners move back to their seats and write a personal definition for trustworthiness.
As a whole group, create a definition of trustworthiness. Start by asking for a volunteer to share their written definition. Have others suggest changes or additions. Work toward consensus on a definition.
Strand PHIL.I Definitions of Philanthropy
Standard DP 01. Define Philanthropy
Benchmark MS.4 Give examples of how individuals have helped others.
Strand PHIL.III Philanthropy and the Individual
Standard PI 01. Reasons for Individual Philanthropy
Benchmark MS.5 Describe the responsibility students have to act in the civil society sector to improve the common good.