Module 4: Post-viewing activities


Subject Corruption and integrity education
Learning outcomes Students should be able to:
  1. Recall the main ideas or scenes in the video
  2. Describe links and relationships between corruption, bribery and integrity
  3. Identify scenes in the video that mark a turning point in the corruption story
  4. Challenge the misperception that certain types of corruption are harmless
  5. Make connections between bribery and the animal in the video, and how the animal changes throughout the story
  6. Explain how the animal represents corruption and how corruption impacts people and society
Essential question How does corruption deprive people of access to goods and services, and their human rights?
Rationale The video contains metaphors and other subtleties; while powerful, they need teacher facilitation and student engagement to be expanded on.
Instructional time 45-60 minutes
Materials needed Paper, writing tools

Lesson plan procedures

After viewing the video:  

1. Hold the debriefing session immediately or very soon after watching the video. If the debriefing session takes place well after the viewing of the video, you should replay the video.

2. Prior to the debriefing session, develop ground rules for discussing the sensitive topics that are raised in the video. Involve the students in the development of these rules. Remind the students that developing a culture of integrity and preventing corruption require their participation and accountability.

  • Ask students to reflect on the best group discussions that they have participated in and identify what made these discussions stand out
  • Ask the students to reflect on the worst group discussions that they have experienced and identify what made them the worst
  • From these lists, compile 5-10 rules for the debriefing session and appropriate consequences
  • Periodically assess whether these rules are working as intended

3. Begin the debriefing session by clearly communicating its purpose to the students. Explain to the students that the purpose of the debriefing session is to engage them in the inquiry process (posing questions, testing assumptions, solving problems and analysing scenarios), rather than simply being told the video's message.

4. Start by asking a general question, such as "What are your first impressions of the video?". Then move to the specific questions in the Discussion Guide

5. The Discussion Guide will help facilitate the debriefing session. You may need to replay and pause the video to reinforce certain key ideas and concepts.

6. During the debriefing session review the key messages in the Discussion Guide. The key messages help the students to make connections between certain elements, such as bribery and the animal in the video, and how the animal changes throughout the story.

7. Use the glossary to define certain terms.

8. When the debriefing session is over, ask the students to record at least three things they have learned. This will enable you to assess the activity.

9. Ask the students to list questions that they may still have about corruption.     

Close by reiterating the following anti-corruption messages. Get the students to write the messages in the (L) section of their Know-Want-Learned-Questions (K-W-L-Q) exercise ( module 2).


Key messages

  • Corruption is not a way of life. Everyone has a responsibility to act with integrity to stop the spread of corruption.
  • Corruption is not just a problem in certain countries. Corruption is a global concern because corruption is found in every country. Poor people tend to suffer the most.
  • Sometimes individuals and communities benefit from corruption. However, this benefit ultimately harms everyone, including the person or persons benefiting. 
  • Prevention is important to stopping the spread of corruption.
  • Corruption deprives people of basic services and their human rights.


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