INTEGRITY

Introduction
In this chapter, you will identify behaviour that demonstrates honesty and integrit) You will further be able to appreciate qualities for personal integrity. Activities extracts to help you learn and appreciate integrity have also been provided. Integrit) is the quality of being honest and having strong moral principles. Having integrity means consistently behaving in a morally upright way even when there is no one
watching. Honesty and trustworthiness are indicators of integrity. These are important values for any good citizen to have. Integrity and corruption are a major concern of society. Speeches, newspaper articles, and songs have been written about them. Orgnisations have been formed to fight corruption. Can you identify any organisation that was set up to fight corruption? The Government of
Uganda has created a whole ministry of Ethics and Integrity. However, integrity is still lacking in society and corruption is said to be rampant. You too may have encountered corruption somewhere in your life. Can you recall any incident of
corruption that you have witnessed personally? The big question is; why is integrity elusive in society and why does corruption thrive in spite of all these measures that have been put in place by society? Maybe the answer lies with you. In the Activity3.0(a) below you are going to find out about your own integrity.

Activity 3.0(a): Brainstorm (The Integrity Index)
For each question, circle the response that best represents your character.
If your friend has bad breath, would you:
a) Take them aside and tell him or her about it?
b) Tell other friends about just to enjoy a good laugh?
c) Just keep quiet about it since it is none of your business?

2. On your way home you see a Fifty-thousand-shilling note lying on the road, would you:
   a) Pick it and put in your pocket?
   b) Try to look for its owner?
   c) Take it to any authorities in your vicinity?
3. You are very hungry and someone buys two large pancakes for you, would you:
   a) Keep one for a friend in need?
   b) Eat both of them since you are hungry?
4. Someone gives you One Million Shillings and asks you to keep it safely and return it after two years, would you:
   a) Keep it for the two years as requested
   b) Plan to use it for your own needs hoping that you will have it after two years?
   c) Plan to invest it so that you will have more money by the end of two years?
5. The straight road that leads to your home is long but there is a short-cut through three of your neighbour’s young maize gardens, would o

No,
6. At home, you have been entrusted with frying the meat for the evening meal. It looks very tempting, would you:
a) Take a little piece just to taste whether it is ready or not?
b) persevere until mother says the meat is ready to be served during the meal?
7. You disembark from a taxi and as you walk away, you realise that the conductor has given you excess change by mistake, would you:
a) Turn around desperately trying tofind the conductor so as to return his money?
b) Tryyour level best to put as much distance between yourself and the conductor?

8. After using the toilet you discover that there is no water nearby for you to wash
   your hands. Along the way, you meet a friend who raises a hand for a “high five”, would you:
   a) Raise your hand to complete the “high five?
   b) Excuse yourself by telling them the truth?
9. You are standing in a long line as you wait for your turn to be served food for lunch. Suddenly some people start skipping the queue, would you:
   a) Try to keep your place in the line?
   b) Try to jump the queue as well?
10. After eating that banana, would you:
    a) Throw away the peels in the most convenient direction?
    b) Don’t dispose of the peels until you find an appropriate place to do so?
11. In all your answers above did your answer:
    a) reflect on the real truth?

A-z Vocabulary: In pairs,

1. Read the words below aloud.
   Integrity, corruption, morals, honest, brutalise, torture, erode, constable,
   logistics, prioritise, code of conduct, pertinent, chain of command, resources
2. Find the meaning of the words using the internet or dictionary ofcurrent English.
3. Use the words to construct sentences about integrity.
4. Share your work with the rest of the class.
   3.1 Understanding Recorded Speeches Related to Honesty and Integrity in Personal/Public Life
   Recorded speeches give elaborate information. They pass on information the way the communicator arranged and delivered it. There are several devices people use to record speeches. Do you know these devices? Think about reasons why people record speeches.

Activity 3.1 (a): Listen and Write
In groups:
1) Listen to a recorded speech on integrity, “A Time for Choosing” by Ronald Reagan that your teacher presents to you.
2) Summarise the key points that the speaker puts forth.
3) Individually, give a one paragraph conclusion to the views that the speaker in the audio presents.

Activity 3.1 (b): Class Discussion
Read the passage below and answer the questions that follow.

The Meaning of Integrity Often times, I have been asked, ‘Does living in integrity mean always living life in truth?’ It is quite a challenging question but the truth is that honesty and integrity are
intricately linked. While growing up, my mother told me many stories about a great leader called Mahatma Gandhi. He was a leader who led his people with great integrity and honesty. One of the stories that moved me and I still remember to-date is about an encounter between Gandhi and a mother
One day a mother brought her child to Gandhi asking him to tell her child not to eat sugar, because

good for his diet or his developing teeth. Gandhi replied, ‘l cannot tell him that. However, you may bring him back in a month.’ The mother of the child was very angry as Gandhi moved on, brushing her aside. She had travelled some distance, and had expected the mighty leader to support her parenting. She had little
recourse, so she went back home. One month later she returned, not knowing what to expect. The great Gandhi took the small child’s hands into his own, knelt before him and tenderly communicated, ‘Do not eat sugar, my child. It is not good for you.’ Then he embraced him and returned the boy to his mother. The mother
was grateful but perplexed and queried, ‘Why didn’t you say that to him a month ago?’ the mother asked. ‘Well,’ said Gandhi, ‘a month ago I was still eating sugar.’ This is a rare kind of integrity that has great power. Imagine what the world would be like if all leaders and citizens today had that kind of integrity What if we
could depend on each other’s word in any situation? What if trust and confidence were the foundation of every business relationship? Because of his integrity, millions trusted him, learnt from him and followed him. Collectively, they became a force strong enough to gain political independence for India. True leaders demonstrate
their integrity by example.

Questions:
In groups:
1.Discuss what the passage is about.
2.How did Mahatma Gandhi demonstrate integrity?
3.What moral lessons do you learn from the passage?
4.Discuss the meaning of the sentence ‘True leaders demonstrate their integrity
by example’
5.Discuss the indicators of honesty and integrity in your school.
6.Look up the meaning of the following words as used in the passage:
iv) queried
iii) perplexed
i) intricately
ii) recourse
Apart from integrity and honesty, mention three or more other qualities that leaders today should demonstrate b exam le.

3.2 Appreciating the Importance of Honesty in Homes
Activity 3.2(a): Brainstorm
What are some of the indicators of integrity in homes?
Activity 3.2(b): Debate

1. One of the most common causes of dishonesty in children at home is fear of being punished. Most people, including the Government of Uganda discourage caning children as a way of punishing them. In your groups, hold a debate with the motion “Caning is not a good form of punishment for dishonesty in homes”.
   The proposer’s side should provide the house with the reasons why caning is not a good method of punishing dishonest children.
2. The proposer’s should also provide the house with better ways to punish dishonest children in homes.
   The opposer’s side should provide the house with reasons why they think caning is the best way to punish dishonest children in homes. They should also present better ways of punishing dishonest children.
3. As a group, summarise your findings from the debate and present your work before the class.

3.3 Summarising Opinions
There are various ways of summarising one’s opinions: bulletins, paragraphs and
oral presentations are some of these ways.

Activity 3.3: Dialogue
Recite the dialogue below and answer the questions that follow
A CONVERSATION BETWEEN MR KITTI AND MRS KITTI
(The scene opens with Mr Kitti sitting in an old chair reading an old newspaper while
drinking his evening tea. His children Kityo and Nakitto are doing their homework
with the help of light from the fireplace where their mother is cooking dinner. Nakitto
ound the small room absentmindedly instead of doing her work)

Questions: In groups:
1.Act out the dialogue.
Discuss whether or not it was necessary for Mr Kitti to tell his daughter the truth and give reasons why.
Summarise the points discussed in your notebook.
comment on Nakitto’s behaviour and attitude towards her father, Mr. Kiti.
As a teenager, what advice would you give to Nakitto?
Integrity helps one to be a responsible and patriotic citizen

Integrity helps one to be a responsible and patriotic citizen.

.4 Honesty/Dishonesty Among Public Figures
One of the most common dishonest behavior among public figures in Uganda for many years to-date is corruption. The government and other sectors have come up to fight this evil that has cost the government and the public sector a lot of money. However, it is still as prevalent as it was many years ago.

Investigation: Honesty Check
Psychologists say there are signs by which one can tell when someone is being
dishonest. These include:

• A change in speech patterns
• The use of non-congruent gestures (gestures that don’t match words being said)
• Not saying enough (due to lack of real details)
• Saying too much (to try and make up a story)
• Excessive fidgeting
  Can you ask your friend a question? After they answer, examine their face for these signs. Later tell them to reveal to you whether they were being honest or dishonest. How applicable were the signs?

) Activity 3.4: Comprehension
Read the passage below and answer the questions that follow.
IGP Cautions Officers on Corruption
Inspector General of Police, John Martins Okoth Ochola has laid down ways in which Police will regain its professionalism and restore public confidence. Mr.Okoth Ochola revealed this while meeting Regional staff of Wamala and Katonga on Thursday.
Accompanied by a team of four directors and other senior officers from Police Headquarters, the IGP said the provision of leadership in Police lies on everyone irrespective of the successes or failures. “We are the ones to shift the direction of

the institution. It’s therefore pertinent that we agree to take a common position and determine where we want to be as an institution,” Mr. Okoth Ochola said. He advised Police Offcers who are doing things outside the professional code of conduct to sto it immediately because it won’t be accepted.

Mr. Okoth Ochola added that what determines an officers professionalism is conduct. There should be a chain Of command in the institution. “The outlook of an officer determines his or her level of professionalism in regard to the way they respond to complaints from society, the customer care they give, the way they as officers interact with the public, and their general conduct. How do you behave in the eyes of the public?” he

added. He said that the public will only give respect to the Police Force w
institution conducts itself in a professional manner.
The IGP noted that brutalizing the citizenry will instead cause the public to
distance themselves from the Police. Torture should not be condoned by any member
of the Police leadership. We shall not accept this criminal conduct. Therefore, it is
everyone’s duty to win back the trust Of the public whose confidence in the Police
was eroded long ago,” he said, adding, “We have to re-establish systems so that
they function, Police leadership will not obstruct you from doing your normal duty
The systems must function. All directorates and departments should be able to take
decisions whether rightly or wrongly as long as one can defend the basis of that
decision- So, from tcday onwards don’t expect us to take decisions for you.”
He called upon staff to have teamwork, where all officers participate or
contribute to the operations of the institution. He added that every Police Offcer
should have self-confidence in order to discharge their duties and take decisions
without fear.
Mr. Okoth Ochola said that there is need to improve on the disciplinary mechanisms in the Police Force in order to help the institution to prevent an escalation of indiscipline among officers, “There shall not be protection of any offcer who is indisciplined,” he warned. He said there is need to improve on the image Of the Uganda Police Force by having a pro-people Police that is accountable to the public. The IGP stressed that there is need for capacity building for both human and nonhuman resource, where emphasis should be put on managerial courses especially for mid-level managers. “So, we are going to intensify conducting courses so that those officers who have become rusty can be brought back on board,” he said He noted that there will be need to revisit the training syllabus with the view of passing-out quality offcers. • The offcers we have now. especially the constables” he said, •need a lot of retraining’
The IGP noted that there is need to address the lack of logistics and also manage the available resources in a prioritised manner and plan further on how to use the resources available. •we shall have zero tolerance to corrupt tendencies and that should be our motto so that we clean the image of the Police Force,” he said.

He added that the institution shall not continue being ranked highest by the Uganda Human Rights Commission as a human rights abuser, while the institution looks on. “We should be able to walk with our heads high. We have to stop violating people’s rights if our image is really to be somewhere,” the IGP said.

Questions:

1. List five integrity-related vocabulary.
2. Read and discuss the main message in the passage above.
3. Identify ways in which the police offcials have been dishonest according to the passage.
4. In not more than 100 words, summarise how the police is planning to solve the problem of dishonesty in their sector Begin with a rough copy.

3.5 Understanding and Appropriately Responding to Various
Extracts/Texts About Honesty/Dishonesty/Integrity
Being a key aspect of life, various texts have been written about integrity and its values. You are required to understand such texts: after which you will respond.

Activity 3.5(a): Comprehension

Read the passage below and thereafter summarise what you have understood
from it
Samuel was just an average student; not particularly smart but not terrible, either. His grades were neither good nor bad. At times, he could be a little lazy. The one thing you could say for sure about Samuel, though, was that he was alone. He had very few friends, and even fewer who really cared about him.
That loneliness led Samuel to start hanging out in the wrong crowd. He began making bad life choices. Soon, it became a downward spiral that he couldn’t control until an incident changed both his outlook on life and his actions.
It all began as just a normal day at school. During his Mathematics class, Samuel excused himself to go to the bathroom. But, instead of going to the bathroom, he went to hang out with his friends or, at least, the closest thing he had to friends, on the school roof The kids in his group didn’t like being bound by things like school
rules. They would often skip lessons and climb up to the roof through one of the maintenance rooms. When Samuel arrived, he saw some boys huddled in a circle playing a mobile phone game. Others were hunched over in a corner, talking. There wasn’t anything exciting going on, they just didn’t want to spend time in class. As Samuel approached, one of the boys walked over to greet him. His name was Patrick, and he was the group’s unofficial leader. As the son of two business people who rarely paid any attention to him, Patrick was angry at the world and

unafraid to show it. “Glad to see you could finally join us,” said Patrick, smiling as put his hand on Samuel’s shoulder. ‘Come, we have something to show you: Patrick led Samuel over to the group of boys in the corner, They were clearly in the middle of a discussion, and it seemed as though they had some sort of object with them. As Patrick approached, the boys formed a line, almost as if they were
soldiers whose sergeant had arrived. One of the boys handed the object — a key, ‘Can you guess what this key is for?’ asked Patrick in a proud tone.
‘I’m not sure. What is it for?’ replied Samuel, not knowing what the big deal was. ‘Not even a guess?’ asked Patrick, a little disappointed. ‘This is our key to success.’ Samuel was starting to lose patience with Patrick’s game. ‘Key to what?’ Patrick smiled, clearly enjoying how clueless Samuel was. “It’s the key to the teachers’ lounge. We’re planning on sneaking in while everyone is out for lunch so we can
steal the answer sheets for the upcoming test,” he said with a grin. ‘Steal the answers?’ said Samuel, taken by surprise. ‘Won’t we get into trouble for that? Patrick started laughing, and the other boys quickly joined in. ‘Well we’re not going to get caught. I have a foolproof plan,’ said Patrick confidently. ‘So what
do you say, would you like to join in on our mission?’ Samuel panicked.

This was worse than anything the boys had done before But he knew that if he said nor he would be kicked out of their group. So he agreed to take part. Samuel was too caught up in the moment to see the true weight Of the situation. All he knew was that he was helping his new friends. The plan was
executed perfectly. The boys snuck into the teachers’ lounge and copied out the answers from the computer. They had got away with it or so they thought. The next morning in class, Samuel’s teacher made an announcement.
Apparently, they had discovered that the computer in the lounge had been accessed by a student, Now, they were about to conduct an investigation to find out who was responsible.

As the day rolled on, Samuel became more anxious. What if they got caught? What would happen to him then? After school, Samuel immediately went to find Patrick and tell him how he felt. Patrick, as usual, remained unperturbed. ‘IDon’t worry, no one is going to get caught,” said Patrick with a sneer “l have planned for every outcome”
With nothing to trust except the word of his friend, Samuel continued with his lessons. The following morning, whispers were going around the school that the student who had stolen the test answers had been caught. Apparently, someone had come forward with information about the thief.
When Samuel heard this, his heart skipped a beat. The student wasn’t one of the boys from his group. The student was innocent — and he knew exactly who was responsible. As soon as he could, Samuel went to find Patrick. He and the other boys were up on the roof, as usual. Samuel took a deep breath, then went over and
confronted them. None of the others seemed to know what was going on. The only person who didn’t look shocked was Patrick. “l told you guys not to worry,” said Patrick. “l knew that for the plan to succeed, somebody needed to get caught.

hat’s w y rame someone e set so t at none of us would get in trouble.” Patrick then explained that he had stolen the ID card of another student from his class. While they were copying the answers for the tests off the computer, Patrick purposely left the ID at the scene of the crime. He made it look as if someone was
in a rush and had dropped it. And, to make the story more solid, Patrick told the school’s headteacher that he had seen that same student loitering near the teachers’ lounge at lunch time on the day of the theft.
To Samuel’s astonishment, when Patrick had finished explaining, the other boys cheered at Patrick’s brilliant plan. Was he really the only one who felt uneasy about this? They had got someone else in trouble for something they had done. But suddenly, all eyes were on Samuel; the others had noticed he wasn’t cheering along with them. Samuel forced a grin and tried to shake his doubts from his mind
As the day dragged on, though, the feelings of guilt lingered. He tried his best to ignore them, but they wouldn’t go away. Samuel avoided saying goodbye to his friends at the end of the day, and he lingered by his locker until they had left.
As he began to walk down the empty corridor, he heard the sound of someone crying. It was coming from inside one of the classrooms. Tentatively, he approached the classroom door and peered into the room; he saw a student sitting opposite a teacher, sobbing. Neither had noticed Samuel’s presence.
“l swear I didn’t sneak into the teacher’s lounge!” the boy cried desperately. ‘iWe found your student ID on the teacher’s desk, and a classmate of yours confessed that you had been seen hanging around the lounge,” said the teacher. “I’m afraid I’ll need to speak with your parents about this.”
Samuel felt sick. He turned and walked away as the boy started to cry harder. What had he done? He’d been so desperate to please his friends that he had allowed an innocent person to get in trouble. He couldn’t let this happen — hed never be able to shake the guilt. As soon as he arrived home, he sent Patrick a message telling him about what he had seen. Samuel: We should come clean

Patrick: Are you mad?? Of course, we’re not going to do that. What was t e pan of doing all this if we come clean and say it was us?
Samuel: But we can’t just let someone else take the punishment for us
Patrick: Sure we can!
Samuel: I can’t do this. I’m telling the teacher about this tomorrow
Patrick: We’ll see about that.
Samuel realised too late that telling Patrick wasn’t a good idea. Now, he would have to be on the lookout for Patrick and the others in case they tried to stop him.

The next day, Samuel set off for school earlier than usual, in the hopes that he could clear everything up before Patrick even had a chance to stop him. Unfortunately, things weren’t going to be that easy. When he arrived at school, Patrick and the others were waiting for him outside the entrance. Samuel pushed the boys aside and ran into the school compound. Knowing that he wouldn’t be able to outrun them, he took a swift detour to the

teachers’ lounge, hoping that he could lose them along the way. However, the plan proved too simple, and the boys had almost caught up with Samuel. In a last-ditch attempt to slow them down, Samuel shrugged off his bag and hurled it behind him at the boys, then sprinted to the teachers’ lounge.
The teachers were shocked when they saw Samuel burst, breathless, into the room. They were even more shocked when he told them what he and the others had done. It took him some time to explain everything. They didn’t believe Samuel at first, but after he showed them the messages on his phone as proof, they finally connected all the dots.
Patrick, Samuel, and the other boys were all put in detention. Even though Samuel told the truth, he ended up getting punished along with the others. Still, Samuel felt relieved. He had done the right thing and for that, he was proud of himself, even if his ‘friends’ hated him for it. Of course, the test questions needed to be changed to make things fair for everyone, but to his joy and surprise, Samuel managed to pass it with ease. But he also passed a bigger and much more important test: the test of his honesty.

EIWriting Skill
Based on the reading of the passage in the above activity, discuss and write an ssay of not less than 500 words about what usually leads people to be dishonest. Suggest what can keep people on an honest path.

3.6 Writing Poems, Songs and Compositions on Integrity
Activity 3.6(a): Comprehension
In groups, practise and sing the song below before the class. (Use your own tune to Sina the sonq)

My Integrity
The bible says the truth shall set you free I am free
My friends! Break away from the cage of dishonesty
Let your wings fly
Fly and carry the truth in your wings.
Chorus: Honesty, honesty, honesty!
Whether everyone and anyone tells lies
I will tell the truth
To myself and to everyone
Figur
If I do something wrong, I’ll admit it right away.

I do not have to hide in the dark,
I do not have to hide my tongue in the dark
For my tongue speaks the truth
My truth lights in the dark.
Ohh! ohh! My truth, my integrity
My integrity, my identity.
Dishonesty is my enemy.
Chorus: Honesty, honesty, honesty!
Whether everyone and anyone tells lies
I will tell the truth
To myself and to everyone
If I do something wrong, I’ll admit it right away.

Questions: Answer the following questions individually:
1.Choose a tune and sing the song above before the class.
2.What is integrity according to the poet?
3.What part of the song appeals to you most? Give reasons for your answer?
4.What lessons do you learn from the song?
5.In what ways should the youth behave to show integrity?
6.Give evidence to show that the poet is religious.
7.Compose and write a song about integrity to be sang in your group.
Let your group sing your song before the class.

Problem Solving
Fear of the Outcome of Honesty
Today, one of the major reasons for people’s dishonesty is fear of being implicated. Fear of taking responsibility for their mistakes. Given that honesty is very important, how do you think people can be encouraged to be honest?
& Activity 3.6(b): Role-play

1. Your teacher has organised an inter-group class competition. Each group is required to organise a short skit of seven minutes. In the skit, each group is supposed to create a scenario of a student who was caught by the teachers while engaging in examination malpractice.
2. In your groups, organise a skit to be presented before the class.
3. Your skit should clearly show the result of practicing such a dishonest act.
   +4 Activity 3.6(c): Composition
   Compose and write a song about integrity in examinations. Your song should have
   one verse and a chorus.

knowing the Silent Letters in the Pronunciation of the English word

The English language is full o words with ‘silent letters’. A silent letter is one that is not pronounced in a given word.
Examples of words with silent letters

A-Z Vocabulary: In pairs,
1.Read the words below and identify the silent letters.
watch, would, Christmas, design, biscuit, foreigner, wedge, talk, writing,
sword, wroter column, knickers, knuckle, hustle
2.Use a dictionary to find out what each word means.
3.Use each word to construct sentences.
4.Compare your work with that of your colleagues in class.

3.8 The Past Conditional Tense
Mention the things you did in the past that you regret doing. The past perfect
tense is used to express wishes about what happened in the past.
A conditional sentence has two parts. The first part is the ‘if clause’ and the second
part is the ‘result clause’ as shown below:

To form the past conditional tense, you should use the past perfect tense in the ‘if lause’. This means that you should use ‘had’, followed by a past participle verb to form the past conditional tense. Then use ‘would have’ followed by the past participle in the result clause as shown below:

Read the sentences below and construct seven more.
If I had not practised examination malpractice, I would not have been suspended
1.
from school.

2. If we had known the consequences, we would not have stolen the money.
3. If they had lived an honest life, they would have earned people’s respect.

ICT Activity
Using the internet, search and download images showing different dishonest activities practiced by people in your community and other parts of the world. Use the images you have downloaded to organise a PowerPoint presentation showing dishonesty in our communities.

Chapter Summary
In this topic, you have been able to:

• understand recorded speeches related to honesty and integrity in personal/ public life
• appreciate the importance of honesty in a home
• summarise opinions
  identify examples of honesty/dishonesty in public life
  understand and appropriately respond to various extracts/texts about
  honesty/dishonesty/integrity
• write poems, songs and compositions on integrity and use drama to convey what integrity means
  know the ‘silent’ letters in the pronunciation of English words