How Is Your 'Trustworthiness' ?

Grade Level: 7

Subject(s): English/Language Arts,  Social Studies, Technical Skills, Developmental Guidance, Health

Learner Outcomes:

• Students will be able to identify, explain, and give examples of trustworthiness.
• Students will be able to present a basic power point presentation.

Materials: Copies of current news articles about events  in which some form of deception was involved.  One for each four to five students.  Paper, pencil, pens, computer-

Technology Tools/Courseware: Microsoft office: Power Point, Word

Teacher Notes:

• Go over group/teamwork rules before separating into groups.
• Review the basics of power point
• On separate note cards write the letters for the words: trustworthy, caring, responsible, respect, fair, citizenship.

• Day 1   What does  it mean to be trustworthy?  What is trust?  Have students view power point and/or video, Trustworthiness. Then discuss trust between peers, parents, and so on.  What could destroy trust?  Can trust ever be earned back? Why? Why not?
• Day 2    Review the concept of trust.  Divide students into groups and distribute the newspaper articles.  Tell the students the read the headlines and the first paragraph only.   Have them ask the questions about the articles: What made the accused to be dishonest?  How did the accused carry out the dishonest actions?  What was the result?  Who was affected? How?  How do you feel about the situation?  If you were the victim, would you feel safe and be able to trust next time in this situation? Why? Why not?
• Day 3  Students from the "trustworthy" group will present their program.

Modifications: Students with learning needs can be paired with a 'buddy' who is more proficient in computer functions to assist in areas needed. Students with visual impairments will need alteration in computer displays
( i.e.; larger fonts, etc. ).

Enrichment Activities:  Power Point including implementation of charts/graphs, additional sound waves, etc.   Throughout the unit, students will brainstorm, choose, and follow through with at least one service project to be completed at the school or in the community.

Evaluation/Assessment: Power Point Rubric completed by peers and teacher.

West Virginia Standards West Virginia State Department
Technology  7.163,  7.164,  7.165,  7.166,  7.167, 7.168, 7.169,  7.170, 7.171,  7.172 ,7.173
Language Arts   7.17, 7.65, 8.50, 9.66
Personal Growth  PW.1, PW.2, PW.5, PW.8, PW.9,  PW.11, PW.12, PW.13,  PW.15, PW.16, PW.17, PW.18, PW.19, PW.20, PW.21,PW.22, PW.24, PW.25

National Standards

• Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decision. (American School  Counselor Association)
• Plays a variety of roles in group discussions
• Uses new information to adjust and extend personal knowledge base
• Knows the common features and uses of desktop publishing software (e.g., documents are created, designed, and formatted for publication; data, graphics, and scanned images can be imported into a document using desktop software)
• Uses advanced features and utilities of word processors (e.g., uses clip art, a spell-checker, grammar checker, thesaurus, and outliner).

• Principle #1:  Character education promotes core ethical values as the basis of good character
• Principle #2:  Character is comprehensively defined to include thinking, feeling, and behavior.
• Principle #3:  Effective character education requires an intentional, proactive, and comprehensive approach that   promotes the core values in all phases of school life.
• Principle #4:  The school is a caring community.
• Principle #5:  To develop character, the school provides students opportunities for moral action.
• Principle #6:  Effective character education includes a meaningful and challenging academic curriculum that respects all learners and helps them succeed.
• Principle #7:  Character Education should strive to develop students? intrinsic motivation for developing good character.
• Principle #8:  The school staff is a learning and moral community in which all share responsibility for character education and attempt to adhere to the same core values that guide the education of students.
• Principle #9:  Staff and students demonstrate moral leadership.
• Principle #10:  The school recruits parents and community members as full partners in the character-building effort.
• Principle #11:  Evaluation of character education assesses the character of the school, the school staff's functioning as character educators, and the extent to which students manifest good character.

         Academic Development

         Standard A
         Students will acquire the attitudes, knowledge and skills
         contributing to effective learning in school and across the life span.

 
Career Development

Standard A
Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decision.

Standard B
Students will employ strategies to achieve future career success and satisfaction.

Standard C
Students will understand the relationship between personal qualities, education and training and the world of work.

Personal/Social Development

Standard A
Students will acquire the attitudes, knowledge and interpersonal skills to help them understand and respect self and others.

Standard B
Students will make decisions, set goals and take necessary action to achieve goals.

Standard C
Students will understand safety and survival skills.
 

References:
Microsoft Power Point Assistance
Teamwork/Group Assistance
CHARACTER COUNTS!  Resources
Character Education Partnership
 

Authors:
VeAnne Fuerhoff
Myla Kreinik
Alexandra Smith