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Module 2: Previewing the anti-corruption video

 

Subject Corruption and integrity education
Grade level Secondary ages (13-18)
Learning outcomes Students should be able to:
  1. Recall prior knowledge about corruption
  2. Identify misconceptions about corruption
  3. Record what they have learned about corruption
  4. Ask questions about other aspects of corruption
Essential question What do I already know about corruption?
Rationale The Know-Want-Learned-Question (KWLQ) activity helps students recall prior learning and organize their ideas before, during and after viewing the video.
Instructional time 30 minutes
Materials needed Paper, writing tools
 

Teacher information

Previewing activities are conducted prior to watching the video. Previewing is not watching a trailer or excerpts of the video. Previewing helps to activate the students' prior knowledge. One way to preview is to help students discover what they already know or think they know about corruption. Identifying misconceptions is critical before introducing a new topic.

Use the KWLQ activity before viewing the video. This activity can be carried out with students in groups or individually using a chalkboard, paper or a computer.

The purpose of the activity is to identify what the students know (K) about corruption, what they would like to learn about corruption (W) and what they learned (L) from the anti-corruption video. Finally, students can identify what further questions (Q) they have about corruption. This part of the activity offers the opportunity to explore questions that students have about issues of corruption that are not covered in the video.

 

Lesson plan procedures

1. Divide the students into groups of 3-5, depending on the size of your class. Place students with special needs in groups where dedicated staff can help support their participation.

2. Ask the students to write down everything they know (K) about corruption (e.g., corruption is bad, corruption affects primarily poor countries, etc.). Please do not provide the definition of the term yet. Emphasize that this is a brainstorming activity.

3. Ask students to identify what (W) they would like to learn about corruption (e.g., how to stop corruption, what is corruption, etc.).

4. Invite the students to share their (K) and (W) results.

5. Invite the groups to present their work to the class. Ask the students to compare and contrast what the different groups have reported.

6. Ask the students if they noticed any patterns.

Closure: The (Q) offers an opportunity to explore questions that the students have about issues of corruption that are not covered in the video. For example, sports-related issues such as match-fixing, illegal betting, nepotism, lack of transparency and conflicts of interest, which can all serve as a catalyst for bribery and fraud.

 

Key messages

Close by reiterating the three anti-corruption messages that teachers are urged to frame their lessons around and share with their students:

  • Corruption hinders sustainable development and the respect for human rights
  • Everyone has a role or stake in preventing corruption by acting with integrity and making ethical decisions and choices
  • Citizen and youth participation is critical to combating corruption

 

Next: Module 3 - Viewing the anti-corruption video with a purpose
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