Integrity
No man can purchase his virtue too dear,
for it is the only thing whose value must ever increase with the price it has cost us.
Our integrity is never worth so much as when we have parted with our all to keep it.
—Ovid, Roman poet
!
"
The supreme quality for leadership is unquestionably integrity.
Without it, no real success is possible, no matter whether it is on a section gang,
a football field, in an army, or in an office.
—Dwight D. Eisenhower, 34th President of the United States
From Many, One
Overview
In the course of this lesson, students will consider the
value of integrity both as an ideal for human behavior and
as a characteristic of the American political system. In Part I,
students reflect on the meaning of integrity as presented
in selected statements from the Founders. Part II focuses
the students on the definition and idea of integrity as it
relates to their personal lives. The small group discussion
in Part III reinforces the integrated nature of the principles
contained in our Founding documents. In Part IV, students
examine how the principle of separation of powers is
essentially an integrating principle: all three branches of
government working together as one. In a class-wide
discussion, students assess how a person of integrity would
act in certain situations. Finally, students attempt to apply
the value of integrity in their own lives.
Objectives
Students will be able to:
• explain the importance of the value of integrity in a
constitutional democracy
• compare the various meanings of integrity
• appreciate the integrated nature of the Founding
documents
• evaluate the integrating principles of the Constitution
(separation of powers)
• distinguish between those who act with integrity and
those who do not
• appreciate the necessity of integrity for thoughtful
participation in civil society
• apply the value of integrity to situations in their own
lives
Standards
CCE: (9–12) II.C, II.D, V.C, V.E
NCHS: (5–12, Ch. 3) Era III: 3.A, 3.B
NCTE: 1, 3, 4, 5, 7, 8, 12
CEP Principles: 1, 2, 5, 6, 7
NCSS Strands: 2, 5, 6, 10
Materials
Required:
Student Handouts
A. Reading Selections: Founders’ Views
on Personal and National Integrity
B. Integrity Quotes
C. Document Cards
D. Separation of Power Cards
E. Civic Value Record Sheet
Teacher Keys
Focus Questions
Transparency: Acting with Integrity
Character Challenges
Answer Key
Optional:
Historical Narratives
•
•
Henry David Thoreau: What I
Have to Do . . .
George C. Marshall: In Peace
and in War
Recommended Time
One 90-minute class block or two
45-minute class periods. Additional
time as needed for homework.
Integrity
137
Lesson Plan
I. Background/Homework [10–15 minutes the day before]
A. Distribute Handout A—Reading Selections: Founders’ Views on Personal and
National Integrity. For homework, have the students read the selections and answer
the accompanying questions.
B. Optional: Assign one or both of the historical narratives and accompanying questions.
II. Warm-Up [15 minutes]
A. Review the students’ answers from the previous night’s homework.
B. Have students complete one of the following exercises at the beginning of class the
day of the lesson (or in addition to the homework the night before the lesson).
1. Ask students to write a one-page response to the prompt: “What do we mean
when we say that people should act with integrity?”
2. Give students Handout B—Integrity Quotes. Ask them to choose one and write
a response, focusing on their understanding of what it means to act with integrity.
C. Using the provided Focus Questions, continue the discussion about integrity and
reach class consensus about the best definition, listing class contributions on the
board or overhead.
III. Small Group Discussion: National Integrity [15 minutes]
A. Introduce the next activity by telling students that they will be imagining what it would
be like if the Founders had not created a unified or whole system of government; in
other words, a government of integrity. They will look first at the Founding
documents and then take a detailed look at some aspects of the Constitution.
B. Prior to class, make sufficient copies of Handout C—Document Cards so that each
student can have one. Students should form themselves (or be formed) into groups
of three. Shuffle the cards and ask students to draw one. Each group will have
several possible combinations of cards.
C. In their small groups, students should answer these questions (Answers will vary):
1. How would American history be different if the Founders had written only the
document(s) in front of you (and not the other ones)?
2. What specifically would be missing from American history and American
traditions if we were missing the other documents?
3. If we had only the document(s) in front of you, how would your life be different?
4. Why is it necessary to study and understand all three documents to fully
understand American history and American civic values?
5. Do the principles contained in these three documents offer an integrated picture
of American political values?
6. Do any of these principles contradict each other? Which ones and how?
IV. Small Group Discussion: Political Integrity [15 minutes]
A. Prior to class, make sufficient copies of Handout D—Separation of Power Cards
so that each student can have one. Students should then form themselves (or be
formed) into groups of three. Shuffle the cards and ask students to draw one. Each
group will have several possible combinations of cards.
B. In their small groups, students should answer these questions (Answers will vary):
1. How would American government be different if the Founders had created only
the branches on the cards in front of you?
2. What challenges would our government face if we were missing one or more
of the branches of government?
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Citizenship and Character
Lesson Plan
3. If our government had only the branch(es) in front of you, how would your life
be different?
4. Throughout history, many governments have had only one or two branches (e.g.,
the absolute monarchies of France had no separation of powers; the British
parliamentary system does not have an independent executive; the American
government under the Articles of Confederation lacked an executive branch).
What is the value in having three separate branches integrated into one system?
V. Small Group Discussion: Personal Integrity [15 minutes]
A. Explain to the students that a person who acts with integrity is one who is whole or
undivided in his or her ethical or moral code. Such a person tries to make all ethical
decisions based upon the same ethical or moral code.
B. Place a transparency of Acting with Integrity on the overhead projector and read
each Character Challenge to the class, asking for student responses to the
questions. Answers will vary, and students may not be able to apply each value to
all of the situations. Guide the discussion toward an appreciation of the value of
integrity as well as an awareness of the difficulty of acting with integrity.
VI. Wrap-Up Discussion [10–15 minutes]
A. Ask students how easy or difficult it is to be a person of integrity; i.e., a person who
consistently makes all of his or her decisions according to ethical or moral values.
What are the main challenges to being a person of integrity?
B. Explain to students that even the Founders found it difficult to be people of
integrity, but they never stopped trying to achieve that goal. Share with them the
example of Benjamin Franklin who, in his Autobiography, told of his efforts to
improve himself one virtue at a time.
C. Distribute Handout E—Civic Value Record Sheet and ask students to keep track
of how well they are living according to these civic values over the course of the next
week (or the next day). Encourage them to be people of integrity.
VII. Homework Options
A. Write an essay in which you argue in favor of integrity in our daily lives.
B. Find an article/photograph of individuals or institutions acting with integrity and
write a paragraph predicting the consequences of their integrity.
C. Find an article that illustrates the separation of powers in the U.S. government and
write a one paragraph explanation of why this is an example of political integration.
D. Write a one-page response to your Civic Value Record Sheet answering this question:
What did you learn about yourself while completing this exercise?
CD-ROM Interactive Activity
Extension
Complete a close reading of Chapter 6 of The Autobiography of Benjamin Franklin and write a two- to
three-page paper comparing Franklin’s efforts to become a virtuous citizen with your own efforts to
become a person of integrity.
Moderation
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Integrity
139
Focus Questions
1. What words are similar to “integrity”? What do these words mean?
E.g., integer (a whole number); integration (bringing together of various elements); integrated
(the state of being together or wholeness); integral (essential or necessary to the wholeness
of something)
2. When we say that someone is a person of integrity, what do we mean?
Answers will vary, but most students will refer to the characteristics of morality, ethical
behavior, honesty, etc. Encourage them to think of integrity as also meaning wholeness or
completeness—a person of integrity embodies many values.
3. If a person acts with integrity, what are some of the values that will motivate his or
her actions?
E.g., honesty, courage, respect for others, perseverance, industry, responsibility, justice,
initiative, moderation, and others
4. Does a person of integrity base decisions on some values more than others?
Answers will vary, but most students will acknowledge that individuals are usually motivated
by only some values and that few individuals are able to base their actions upon consideration
of all ethical values (since ethical values are sometimes in conflict with each other).
5. Who do you think are persons of integrity, either living or dead? Why?
E.g., answers will vary but possible responses include Mother Teresa, Martin Luther King,
Jr., Mahatma Ghandi, members of the students’ own families
6. Has there been a time in your life when you have (or have not) acted with integrity?
How easy or difficult was it?
Answers will vary. Students are likely to relate instances in which they did (or did not) act
honestly. Encourage them to think of times when they made decisions based on more than
one civic value.
7. What does it mean to have a government of integrity?
Government’s integrity can be thought of in two different ways. A government of integrity
is one in which all participants are people of integrity and in which all decisions are based
upon moral and ethical principles. A second understanding refers to the nature of the
government itself: all the various parts work closely together to form the whole of the
political structure.
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Citizenship and Character
Transparency
Acting with Integrity
What is the courageous action?
What is the respectful action?
What is the considerate action?
What is the persevering action?
What is the industrious action?
What is the responsible action?
What is the just action?
What action shows initiative?
What is the moderate action?
What is the action of a person
with integrity?
© The Bill of Rights Institute
Integrity
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Transparency
Character Challenges
1. You are the President of the United States and your country’s
commercial ships have been attacked by the British and French navies.
Half of Congress wants you to declare war against France; half wants
you to declare war against England. What should be done?
2. You are a United States senator and you have to vote on the guilt
or innocence of the president during his impeachment trial. The
majority of your own party members support conviction while the
president’s supporters are urging you to vote against conviction.
What should be done?
3. You are the Attorney General of the United States and the president
orders you to fire a special prosecutor because of potential challenges
to the president’s authority. What should be done?
4. You are an investigative reporter writing about a political scandal. Your
publisher, who is being pressured by the people reported on, strongly
encourages you not to publish the story. What should be done?
5. You have served two terms as President of the United States, and many
people would like you to serve a third term (and there is no
constitutional barrier to doing so). What should be done?
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Citizenship and Character
© The Bill of Rights Institute
Handout A
Reading Selections: Founders’ Views
on Personal and National Integrity
Directions: Read the following statements of the Founders about personal and national
integrity. Answer the questions that follow on a separate sheet of paper.
Selection 1
. . . His integrity was pure, his justice the most inflexible I have ever known, no motives
of interest or consanguinity [having a close relationship], of friendship or hatred, being
able to bias his decision. . . . The whole, his character was, in its mass, perfect, in nothing
bad, in a few points indifferent.
—Thomas Jefferson on George Washington
Selection 2
. . . The foundation of our national policy will be laid in the pure and immutable
principles of private morality, and the preeminence of free government be exemplified
by all the attributes which can win the affections of its citizens and command the respect
of the world. . . . There is no truth more thoroughly established than that there exists in
the economy and course of nature an indissoluble union between virtue and happiness;
between duty and advantage; between the genuine maxims of an honest and
magnanimous policy and the solid rewards of public prosperity and felicity . . .
—George Washington, excerpt from First Inaugural Address, 1789
Selection 3
We the People of the United States, in Order to form a more perfect Union, establish
Justice, insure domestic Tranquility, provide for the common defense, promote the
general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do
ordain and establish this Constitution for the United States of America.
—The Preamble to the United States Constitution
Questions
1. According to Jefferson, what factors did not influence Washington’s decision-making?
Why does Jefferson see this as an example of integrity?
2. What do you think Jefferson means by “pure” integrity?
3. According to Washington, what must be the foundation for American public policy?
4. What does Washington mean by “private morality”? Is there a difference today in
people’s understanding between the concept of private morality and public morality?
Was there a difference at the time of the Founding? Do morality and integrity
mean the same thing?
5. What three sets of “indissoluble unions” does Washington speak about? Why are
these sets indissoluble? What might happen if any one of these elements is missing?
6. According to the Preamble, what are the six purposes of government?
7. If our government is to be a government of integrity, can it ignore any one of
these purposes? If so, which one and why? If not, why not?
© The Bill of Rights Institute
Integrity
143
Handout B
Integrity
No man can purchase his virtue too dear,
for it is the only thing whose value must ever increase with the price it has cost us.
Our integrity is never worth so much as when we have parted with our all to keep it.
—Ovid, Roman poet
!
"
The supreme quality for leadership is unquestionably integrity.
Without it, no real success is possible, no matter whether it is on a section gang,
a football field, in an army, or in an office.
—Dwight D. Eisenhower, 34th President of the United States
!
"
Don’t worry so much about your self-esteem.
Worry more about your character. Integrity is its own reward.
—Laura Schlessinger, American author and radio talk show host
!
"
A single lie destroys a whole reputation of integrity.
—Baltasar Gracian, Spanish philosopher and Jesuit priest
!
"
If you have integrity, nothing else matters.
If you don’t have integrity, nothing else matters.
—Alan Simpson, American senator
!
"
Our success or failure, in whatever office we may hold,
will be measured by the answers to four questions—
were we truly men of courage?
were we truly men of judgment?
were we truly men of integrity?
were we truly men of dedication?
—John F. Kennedy, 35th President of the United States
!
"
Arguments of convenience lack integrity and inevitably trip you up.
—Donald Rumsfeld, American Secretary of Defense
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Citizenship and Character
© The Bill of Rights Institute
Handout C
Document Cards
Declaration
of
Independence
Constitution
of the
United States
of America
Bill
of
Rights
Declaration
of
Independence
Constitution
of the
United States
of America
Bill
of
Rights
Declaration
of
Independence
Constitution
of the
United States
of America
Bill
of
Rights
© The Bill of Rights Institute
Integrity
145
Handout D
Separation of Power Cards
146
Executive
Branch
Legislative
Branch
Judicial
Branch
Executive
Branch
Legislative
Branch
Judicial
Branch
Executive
Branch
Legislative
Branch
Judicial
Branch
Citizenship and Character
© The Bill of Rights Institute
Handout E
Civic Value Record Sheet
Are You a Person of Integrity?
For the next seven days, try to keep track of how often you act or make decisions with
one or more of these civic values in mind. Put a checkmark down each time you act
according to a specific value.
DAY 1
DAY 2
DAY 3
DAY 4
DAY 5
DAY 6
DAY 7
Courage
Respect
Consideration
Perseverance
Industry
Responsibility
Justice
Initiative
Moderation
Integrity
Your Choice
Your Choice
Your Choice
© The Bill of Rights Institute
Integrity
147
Henry David Thoreau
What I Have to Do . . .
!
“As I stood considering the walls of solid stone,
two or three feet thick, the door of wood and iron,
a foot thick, and the iron grating which strained
the light, I could not help being struck with the
foolishness of that institution which treated me as if
I were mere flesh and blood and bones, to be locked
up. . . . I did not for a moment feel confined, and the
walls seemed a great waste of stone and mortar.”
Locked in jail, Henry David Thoreau felt free.
For over a year, Thoreau had been
living in a small, bare cabin near
Walden Pond, Massachusetts,
observing,
admiring,
and
absorbing the natural world. In
the middle of the Industrial
Revolution of the late
nineteenth century, he had
decided to set himself apart
and live according to
Transcendentalist principles:
simplicity, economy, and
moderation.
Now he found himself in
a more spartan environment—
prison. He had known that he
would end up there. As he listened
to his cellmate claim innocence in the
face of barn-burning charges, Thoreau
knew his own guilt. He was holding firm to
his beliefs. He intended to make a point.
In 1846, the state of Massachusetts, like a
number of others, required that citizens pay a tax
to vote (commonly called a “poll tax”). The same
year, 1846, the United States became heavily involved
in a war with Mexico. Strongly opposed to the war,
Thoreau believed that winning it would surely mean
an expansion of slavery throughout the West and
South. As a staunch abolitionist, he adamantly
opposed the use of his tax money to support the
government’s efforts. He explained, “What I have
to do is to see that I do not lend myself to the wrong
which I condemn.”
Thoreau’s opposition to slavery was not new.
He had been raised in a home where slavery was
regarded as evil. His mother was one of the early
members of the Concord Woman’s Anti-Slavery
Society, founded in 1837, and spoke out often
against slavery. The Thoreaus also participated in
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Citizenship and Character
"
the Underground Railroad, bringing many escaped
slaves to freedom. Raised in this environment,
Thoreau witnessed and took part in this form of civil
disobedience. In fact, the founder of the Concord
Woman’s Anti-Slavery Society remembered in 1851
that “Henry Thoreau more often than any other
man in Concord” was involved with caring and
providing for the “passengers” that came through
at night on the Underground Railroad.
Unlike his mother who was involved
in abolitionist organizations, Thoreau
placed more emphasis on the
individual’s responsibility to live
a life of integrity that did not,
however seemingly minutely,
support unjust enterprises.
Thus, he refused to pay his
poll tax and was arrested.
His actions got the attention
of the community, and he
received some support for his
protest. While incarcerated,
his mentor—friend, fellow
Transcendentalist, and essayist—
Ralph Waldo Emerson, visited.
Emerson asked, “Henry, what are
you doing in here?” Thoreau quickly
retorted,“What are you doing out there?”
To follow an unjust law, it seemed to
Thoreau, was an immoral act.“Under a government
which imprisons any unjustly, the true place for a
just man is also a prison,” he reasoned. “If the
alternative is to keep all just men in prison, or give
up war and slavery, the State will not hesitate which
to choose.”
Acting with such consistency and integrity was
not easy. In his essay about the experience, Civil
Disobedience, Thoreau reflected, “I felt as if I alone
of all my townsmen had paid my tax.” His fellow
citizens, he lamented, lacked the integrity to live up
to their ideals. They talked but they would not act.
“They hesitate, and they regret, and sometimes they
petition; but they do nothing in earnest and with
effect. They will wait, well disposed, for others to
remedy the evil. . . .” By standing up for his beliefs,
Thoreau paid his version of a “tax”—a night in
jail—and fulfilled what he thought were his
responsibilities as a citizen.
© The Bill of Rights Institute
The seemingly small act was not simply
symbolic. Thoreau hoped that his example might
inspire others to act with integrity and stay true to
their beliefs. “If one honest man, in this State of
Massachusetts, ceasing to hold slaves, were actually
to withdraw from this co-partnership, and be locked
up in the county jail, it would be the abolition of
slavery in America.”
The next day, however, Thoreau was a free man.
His aunt paid the tax for him and he was released.
Thoreau was not pleased. Nevertheless, he continued
to protest slavery. He applauded the actions of
abolitionist John Brown and his assault on the U.S.
Arsenal at Harper’s Ferry. He also openly condemned
the U.S. government for hanging Brown and for its
support of the Fugitive Slave Law.
In a speech to the citizens of Concord,
Massachusetts, in 1859, Thoreau declared, “I would
rather see the statue of Captain Brown in the
Massachusetts State-House yard, than that of any
other man whom I know. I rejoice that I live in this
age, that I am his contemporary. What a contrast,
when we turn to that political party which is so
anxiously shuffling him and his plot out of its way,
and looking around for . . . someone who will
execute the Fugitive Slave Law, and all those other
unjust laws which he took up arms to annul!”
Thoreau’s ideals of uncompromising honesty
and integrity influenced many people even decades
later. His words and actions inspired Americans
opposed to McCarthyism in the 1950s, those fighting
apartheid in South Africa in the 1960s, and antiwar efforts of the 1970s. Mahatma Gandhi and
Martin Luther King, Jr., embraced his ideals of
passive resistance and civil disobedience. Henry
David Thoreau understood that one person of
integrity, who holds to his or her beliefs in action as
well as word, can change the world: “For it matters
not how small the beginning may seem to be: what
is once well done is done for ever.”
Questions
1. Acting with integrity by definition means being sincere and honest. In what ways
did Henry David Thoreau act with integrity?
2. Thoreau expressed what were considered at the time dissenting views. Can a
person have dissenting views and still be considered a person of integrity?
3. What are the benefits of acting with integrity?
4. Think of someone in your life that you respect and perceive as a person of
integrity. What did he or she do to earn your respect? Explain.
© The Bill of Rights Institute
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149
George C. Marshall
In Peace and in War
!
The waves of applause began to subside as he
approached the podium. Still, whispers lingered,
questioning the selection of this man for the award.
Within the first five minutes of his speech, General
George Catlett Marshall answered his critics. He
began, “There has been considerable comment over
the awarding of the Nobel Peace Prize to a soldier.
I am afraid this does not seem as remarkable to me
as it quite evidently appears to others. . . . The
cost of war in human lives is constantly
spread before me, written neatly in
many ledgers whose columns are
gravestones.”
These were not the words
of an arrogant, battle-hungry
warrior. He stood before them
that evening to accept the
Nobel Peace Prize of 1953, an
intelligent and compassionate
soldier-statesman. This was
the man who had helped lead
the Allied forces to victory in
World War II. This was the
author of the Marshall Plan, so
critical to the economic rebuilding
of Europe in the war’s aftermath.
His words were evidence of the
principles by which he lived—initiative,
perseverance, courage, moderation. Marshall
was a man of the highest integrity.
His concern for future generations resonated
in the hall. The key to a lasting peace, he asserted,
was education. “Because wisdom in action in our
Western democracies rests squarely upon public
understanding, I have long believed that our schools
have a key role to play. Peace could, I believe, be
advanced through careful study of all the factors
which have gone into the various incidents now
historical that have marked the breakdown of peace
in the past.”
The retired general understood the
importance of education in his own training. He
began his service in the United States Army in
1901. He earned high praise for his leadership
abilities. He also served as an instructor and staff
officer for many years. Although his promotions
came slowly, Marshall persevered. He worked
under General Pershing during World War I, and
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Citizenship and Character
"
played an integral role in development of military
strategy.
In 1927, two events greatly affected Marshall’s
life: the sudden death of his wife and his assignment
as head of the Infantry School at Fort Benning,
Georgia. He plunged into depression, but the task
of training soldiers gave him a focus. Under his
guidance and initiative, a training program at Fort
Benning was restructured. During his five
years there, over two hundred future
generals were trained. The experience
reinforced his strong commitment
to education.
From 1932 to 1936, Marshall
had more opportunities to
develop his leadership skills.
He worked with the Civilian
Conservation Corps and the
National Guard. With the
beginning of World War II,
the army reassigned him. In
September 1939, President
Franklin Roosevelt selected
him to serve as Chief of Staff of
the War Plans Division. The
promotion
coincided
with
Germany’s invasion of Poland.
Marshall spent the majority of his
career responding to the consequences of the
invasion. During his acceptance speech for the
Nobel Peace Prize, he reflected that America had
“acquired, I think, a feeling and a concern for the
problems of other peoples. There is a deep urge to
help the oppressed and to give aid to those upon
whom great and sudden hardship has fallen.”
Marshall recognized the importance of the
United States in the international community. As
the head of the army, Marshall went to Congress
and the president, in the face of great opposition,
to make the case for American support of the war
in Europe. He urged them to realize the effect war
would have on the United States. His perseverance
again led to success, and he began to prepare for
the possible entrance into war. In the meantime,
Marshall’s foresight and approach gained him a
reputation for honesty and courage.
Marshall also recognized his personal
responsibility to the United States. Following
© The Bill of Rights Institute
America’s entry into World War II in 1941,
President Roosevelt began to rely on him in both
the military and political arenas. By 1945, he was
indispensable. When faced with the difficult choice
of leading the D-Day invasion of Normandy or
staying in Washington, he placed duty before selfinterest. The president said he “could not sleep at
ease,” with Marshall on the front line. Marshall
stayed. Later, such personal sacrifices and public
contributions earned him several honors. He was
given the title General of the Army, and Time
named him “Man of the Year.”
Following his military service, Marshall became
Secretary of State in the Truman administration.
Post-war Europe presented new challenges. In 1947,
he tackled the task of defining America’s new role
as a world power. He wanted to help the “. . . millions
who live under subnormal conditions and who have
now come to a realization that they may aspire to a
fair share of the God-given rights of human beings.”
He believed that if the United States acted “with
wisdom and magnanimity,” it could “guide these
yearnings of the poor to a richer and better life
through democracy.”
Marshall saw industry as critical to European
recovery. In a speech to the graduating class of
Harvard University, he shared what became known
as the Marshall Plan. Although it was clear that
Europe needed aid from the United States, he
stressed a moderate approach. “The remedy lies in
breaking the vicious circle and restoring confidence
of the European people in the economic future of
their own countries and of Europe as a whole,” he
said. “This is the business of Europeans.” Over the
next two years, the United States helped stabilize
the economies of western European nations and
establish the North Atlantic Treaty Organization
(NATO) for their security.
George C. Marshall’s dedication and courage
had earned him the respect of world leaders like
English Prime Minister Winston Churchill and
President Franklin D. Roosevelt. His guiding
principles and personal integrity helped lead the
United States through perilous times. Through his
initiatives, Marshall placed other nations on the
path to prosperity. America, he said, is “young in
world history, but these ideals of ours we can offer
to the world with the certainty that they have the
power to inspire and to impel action.” The Nobel
Peace Prize winner prepared to leave the stage,
concluding, “I have done my best, and I hope I have
sown some seeds which may bring forth good fruit.”
Questions
1. A person with integrity embodies a number of admirable character traits. What
traits did General George C. Marshall exemplify?
2. What would happen if Marshall had been a man of great courage but acted
without moderation? or was perceived as honest but unwilling to persevere?
3. What happens when you emphasize one positive character trait, but neglect others?
4. Do you think that General George C. Marshall is a good example of a “man of
integrity”? Why or why not?
© The Bill of Rights Institute
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Resources
Integrity
Henry David Thoreau
Cain, William E., and William B. Cain, ed. A Historical Guide to Henry David Thoreau. Oxford: Oxford
University Press, 2000.
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