UNIT OUTLINE –MORAL/ETHICAL PHILOSOPHY– ETHICS AS GLOBAL CITIZENS - YEAR 10 - TERM 2
Unit Objective: Students will understand a number of different ethical theories and how they work in the modern world by applying a chosen ethical theory to a modern ethical issue to come to a solution. Students will then propose a solution and undertake social, political or cultural
action to help change the current situation of their ethical dilemma.
Framing Question: Do ethics have a place in modern society and how can we use them to enact social change?
Assessment: Students will undertake an inquiry using the TESTAR method on a chosen ethical issue. They will propose a solution to an ethical issue and try to enact social change.
Formative Assessment: Two mini-inquiry units in which student’s peer teach the class. Reflective Journal of the inquiry process handed in at the end of the unit
Summative Assessment: Students will present in any form they choose, an explanation of their ethical issue and possible solutions. They will analyse the solution that they create and outline the actions they could take to change the situation as it currently stands (using the solution from
their ethical theory)
Skills: Web search skills (Boolean Search terms), key question formulation, source analysis, philosophical analysis
Inquiry Model: TELSTAR
Week Lesson Homework Resources WALT/WILF
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Discussion about morality – can you only have morality if you get to make your own decisions?
Students to write down what they think a suitable punishment is for:
o Dropping litter,o Stealing makeup,o mugging an old lady,o coming in late to school,o torturing a cat by tying a tin can to his tail,o stealing milk bottles,o stealing a car,o running out of a restaurant without paying,o stealing a purse,o murdering a family member.
Class discussion about punishments and the answers they gave. Philosophy circle discussion about the difference between
choosing to do something and being forced. Students to discuss if they would change their punishments if the person was forced to do something.
Students to complete Resource 1 – Moral Responsibility Ask students to reflect silently about someone they know
personally who made a regretted mistake that changed his/her life. Did that person get a second chance? After giving students time to reflect silently, ask the following question:
o Do you believe young people who make mistakes should be given a second chance? Why or why not?
Students to write their own reflection about the idea of a second chance based on today’s lesson.
Resource 1 – Moral Responsibility
WALT: Students will examine a range of concepts concerning morality and discuss why morality exists in society
WILF: Students should be able to explain the concepts behind morality
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Students to complete Your Initial Moral Orientation (Resource 2).
Class discussion about results and why they think people’s answers may have been similar/different.
Discussion about cultural relativity. Watch clip of Meet the Natives (Resource 3)
Philosophy circle about Meet the Natives. Focus on how the actions of the Tana people reflected their cultural norms and how students perceived this.
Focus question: Should a culture just accept the actions of another?
Students to write a reflection about a time they had a ‘clash of cultural norms’
Resource 2 – Moral Orientation worksheet
Resource 3 – Meet the Natives (DVD) or Clickview
WALT: Students will examine the concept of moral and cultural relativity
WILF: Students should be able to explain cultural relativity and state examples to support their explanation.
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Get students to define Ethics and what it means. Ask students how people develop sets of ethics. What sort of
experiences would make a person come to that particular conclusion about whether a situation is right or wrong?
Discuss why it is important to use ethical behaviour. If students get stuck here are some reasons for ethical behaviour:
o Ethical behaviour establishes trusto Unethical behaviour leads to organizational dysfunction.o Unethical behaviour creates public outrage.o Unethical behaviour could create a personal moral
dilemma. Hand out an ethical dilemma (Resource 4). Students to come to a
consensus in groups as to what they would do. Have a discussion about how they came to that idea.
Outline focus for the rest of term.
Students to work on how they are going to present to the class.
Resource 4 – Ethical Dilemmas,
WALT: Students will examine the concept of ethics and ethical behaviour
WILF: Students should be able to define ethics and explain why ethical theories might exist
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Explain next lesson – students are going to learn about and then teach the class a particular ethical theory.
Break up class into groups of four and assign theories using Resource 5.Teacher note: if class is small then ignore natural law, contract theory and relativism
Explain to students the purpose of their research – to find information that explains the main ideas, theorists and criticisms of their assigned ethical theory
Explain to students that they are going to have to do some research for this mini inquiry and are going to have to note down not only the information they find in their inquiry but also the key words and search-phrases they used to get there.
Explain to students that this base knowledge will guide their major inquiry
Show students Resource 6 - Searching like a pro ppt. and take students through the activities
Students to do a basic background search on their theory
Resource 5 – Ethical Theories
Resource 6 – Searching like a pro.ppt
WALT: Students will re-search the ideas of a traditional ethical theory
WILF: Students should be able to recall the main concepts of their ethical theory
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Students to regroup into their ethical theory groups from last lesson
Students to create a list of key words that they can use to help them in their re-search and note these down in Resource 7 – Re-search Recording Sheet
Explain to students that they will also have to explain the re-search that they did to come to their conclusions including:
o What websites they looked ato What key words they usedo What kind of results they found
Students to continue researching
Resource 7 – Re-search recording sheet
WALT: Students will define their ethical theory and state its main ideas
WILF: Students should be able to confidently recall the main concepts of their ethical theory
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terms and record them Remind students how to take notes using Resource 8 – Note
Taking Students to spend the rest of the lesson researching and
recording their answers as a group
Resource 8 – Note Taking
WALT: Students will define their ethical theory and state its main ideas
WILF: Students should be able to confidently recall the main concepts of their ethical theory
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T Students to spend 30 minutes finalising presentation on their ethical theory.
Students to teach the class in their groups formed from last lesson.
Students are also to show the class how they found their information including the research terms that they used
Poster Paper
WALT: Students will explain their ethical theory to the class
WILF: Students should be able to demonstrate their understanding of the theory and re-search process
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Present Video on Organ Transplant – Kidneys for Sale (Resource 9 - http://s3.amazonaws.com/reasontv-video/reasontv_video_333.mp4)
Ask students the question - Should people be allowed to sell organs?
Have class discussion or philosophy circle about this idea to get students thinking about their own personal stance
Explain to students that in Philosophy they need to apply ethics (rather than their own opinion) to different situations and then evaluate the results of applying an ethical theory for its effectiveness.
Explain to students that they will be conducting another mini inquiry
Explain to students that they will be given some resources but that they will need to evaluate their usefulness and reliability
Introduce students to the CRAAP Test (Resource 10) Students are to then use the rest of the lesson to work through,
and take notes from, the list of resources outlined on Organs for sale link sheet (Resource 11)
Teacher note: The resources on Resource 11 are a mixture of reliable and unreliable sources. Be prepared to help students use the CRAAP test to determine the difference between the two
Resource 9 – Organ Transplants – Kidneys for sale
Resource 10 – CRAAP TEST
Resource 11 – Organs for sale link sheet
WALT: Students will examine a range of sources related to an ethical issue
WILF: Students should be able to apply criteria to different sources to distinguish reliable and unreliable sources through their inquiry
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Students are use the of the lesson to work through, and take notes from, the list of resources outlined on Organs for sale link sheet (Resource 11)
Teacher note: The resources on Resource 11 are a mixture of reliable and unreliable sources. Be prepared to help students use the CRAAP test to determine the difference between the two
Resource 10 – CRAAP TEST
Resource 11 – Organs for sale link sheet
WALT: Students will examine a range of sources related to an ethical issue
WILF: Students should be able to apply criteria to different sources to distinguish reliable and unreliable sources through their inquiry
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For group work, students should be separated into tables of four. The teacher can then either assign each student a role or it can be completed as a team. The roles and questions are as follows (also can be found in Resource 12):
o Background: What were the circumstances surrounding this event/concept? What caused it to emerge?
o Event/concept as ethical: Why do some argue that this event/concept was/is an ethical action/idea? What makes it morally right? Did/does it comply with any international laws or norms?
o Event/concept as unethical: Why do some argue that this event/concept was/is unethical? What makes it morally wrong? Did/does it violate any international laws or norms? What would your ethical theory say about whether it is right or wrong?
o Evaluation: As a group, do you think this event/concept was/is ethical or unethical? Why? What reasons are most compelling? (This section can be completed as a group. The student with this role can explain the group's reasoning during the share out).
o Solution: As a group what is your solution to this problem? What ethical theories support your solution? Which ethical theories might disagree with it?
Share Out: A representative from each group can explain whether or not their group felt that the event/concept was ethical or unethical and why.
o How would society receive your solution?What might people think about it?
Philosophy circle discussion Can the ‘right’ solution also be one that society might not agree with?
Students to write a personal reflection on the Philosophy circle question from today’s lesson
Resource 12 – Thinking through ethical issues
WALT: Students will evaluate an ethical theory using their research from the previous lesson
WILF: Students should be able to apply the ethical theory to an issue and justify their conclusions.
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Explain assignment to students and go through task sheet Explain to students that they can choose the type of response to
the topic (multi-media, essay) but that they have take a stance on the issue and show that they’ve tried to enact social change.
Explain to students that they will also be expected to reflect on their progress and introduce students to the isearch process reflection from readwritethink.org (http://www.readwritethink.org/classroom-resources/printouts/search-process-reflection-chart-30786.html)
Work with students to create a timeline for those who struggle with time management as to what they have to do lesson by lesson using Process Questioning Framework
Explain to students how useful this is for the moments that they find themselves stuck
Show students the Question Compass from The Knowledge Compass and explain how it works.
Handout Research Book – Task 3 (Resource 16) and explain to students that this must be handed in with their assessment
Students to spend the rest of the lesson brainstorming ideas of ethical issues they might want to try
Students are to use the Question Compass to generate their own responses to the task.
Task SheetResource 14 - I-Search Process Reflection Chart –Resource 15 - Question Compass
WALT: Students will understand the assignment topic and guidelines of the task
WILF: Students should be able to explain the ideas behind the task and choose a topic
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Explain to students that they can work in groups for the research part of the task but that it’s still marked individually
Ask one student to create a table of everyone’s topics so people can see who they can work with.Teacher note: This is also a good way of getting students who are struggling with ideas to find
Students to complete background research to gain a broad understanding of the topic.
Students to continue working towards assessment.
WALT: Students will research the background information for their assignment.
WILF: Students should be able to explain the basic ideas of their chosen ethical issue
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Outline Question Quadrant on the ground (Teacher note: Masking tape is good for this) and explain to students what goes in each quadrant/
Break students into pairs and give 2 questions (Resource 17) to each pair.
Ask students to determine which quadrant the questions belong to.
Students will then have to justify their decisions to the group. Discuss the answers with students After the discussion, ask students to stand in the quadrant they
think has best questions to discuss. Discuss the idea that the best questions are researchable ones. Show students the SQUID Generative Question Framework
(Resource 18) Students are to spend 20 minutes using this framework to generate a number of questions that they can use to guide their inquiry.Teacher note: Students can use Resource 16 – Research Booklet – Task 3 to record their SQUID analysis
Students are to choose 5 of the questions that they generated through the SQUID framework and map them on the Question Quadrant
Resource 17 – Question Quadrant sheetMasking TapeResource 18 – SQUID exemplarResource 16 – Research Booklet – Task 3
WALT: Students will understand the difference between closed, open, literal and research questions
WILF: Students should be able to generate their own questions and identify which questions are open and researchable.
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Students to continue researching using their key questions from last lesson
End of lesson spend 10 minutes reflecting using the i-search process reflection
Resource 16 – Research Booklet – Task 3
Resource 14 - I-Search Process Reflection Chart –
WALT: Students will research their chosen topic and use the Question Compass as part of their Process Questioning Framework.
WILF: Students should be able to identify answers to the Process Questions
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Students to continue researching Stop and Reflect – Use the whiteboard as a reflection tool for
students. Students can write up any issues that they are having and the class can work together to solve them.
Students to continue researching End of lesson spend 10 minutes reflecting using the i-search
process reflection
Students to continue working towards assessment.
Resource 16 – Research Booklet – Task 3
Resource 14 - I-Search Process Reflection Chart –
WALT: Students will research their chosen topic and reflect on their progress at the end of the lesson
WILF: Students should be able to help their peers solve any problems with their inquiry.
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Students to continue researching End of lesson spend 10 minutes reflecting using the i-search
process reflection
Students to continue working towards assessment.
Resource 16 – Research Booklet – Task 3
Resource 14 - I-Search Process Reflection Chart –
WALT: Students will research their chosen topic and reflect on their progress at the end of the lesson
WILF: Students should be able to recognise appropriate information in their research and appraise sources.
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Students to continue researching End of lesson spend 10 minutes reflecting using the i-search
process reflection As an exit strategy students are to write a 3 stars and wish about
their project.o Three things they think they are doing well ono One thing they need help with or are struggling
Teacher note: Take the three stars and wish card and type up the wishes that can be solved by other students.
Students to continue working towards assessment.
Resource 16 – Research Booklet – Task 3
Resource 14 - I-Search Process Reflection Chart –
WALT: Students will research their chosen topic and reflect on their progress at the end of the lesson
WILF: Students should be able to recognise appropriate information in their research and appraise sources.
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Show students the list of anonymous wishes and ask students for their suggestions as to how the problems could be solved.
Students to continue working towards assessment. . Students to continue researching and start to formulate their plan
of action End of lesson spend 10 minutes reflecting using the i-search
process reflection.
Resource 16 – Research Booklet – Task 3
Resource 14 - I-Search Process Reflection Chart –
WALT: Students will suggest ways of solving issues relating to the inquiry process and continue to research their chosen topic
WILF: Students should be able suggest ways of overcoming problems and evaluate information from their sources
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Discuss with students what their campaign could look like and what they could do to achieve change
Invite students to go back to their process questions generated in Week 4 so that they can remind themselves of the ideas that they came up with during that question and answer process.
Students to begin creating their campaign End of lesson spend 10 minutes reflecting using the i-search
process reflection.
Students to continue working towards assessment.
Resource 14 - I-Search Process Reflection Chart –Resource 15 - Question Compass
WALT: Students will begin to formulate their plan of action.
WILF: Students should be able to analyse their ethical issue to see how they create social change.
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Students to work on their campaign and what they want to achieve
End of lesson spend 10 minutes reflecting using the i-search process reflection.
Students to continue working towards assessment.
Resource 14 - I-Search Process Reflection Chart -
WALT: Students will begin to formulate their plan of action.
WILF: Students should be able to explain their campaign and how it has been designed
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Students to work on their campaign and what they want to achieve
Ask students to pitch their campaign to their classmates and use them as critical reflection buddies.
End of lesson spend 10 minutes reflecting using the i-search process reflection.
Students to continue working towards assessment.
Resource 14 - I-Search Process Reflection Chart -
WALT: Students will begin to formulate their plan of action.
WILF: Students should be able to explain their campaign and how it has been designed
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Students to work on their campaign and what they want to achieve
End of lesson spend 10 minutes reflecting using the i-search process reflection.
Students to continue working towards assessment.
Resource 14 - I-Search Process Reflection Chart -
WALT: Students will begin to formulate their plan of action.
WILF: Students should be able to explain their campaign and how it has been designed
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Students to begin drafting their response to the task which encompasses their research, analysis and campaign.
End of lesson spend 10 minutes reflecting using the i-search process reflection.
Students to continue working towards assessment.
Resource 14 - I-Search Process Reflection Chart -
WALT: Students will create their response to the topic
WILF: Students should be able to defend their choices in the campaign and construct a clear and insightful response.
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Students to continue working towards assessment. Peer review of work between students (Resource 19). Draft due date End of lesson spend 10 minutes reflecting using the i-search
process reflection.
Students to continue working towards assessment.
Resource 14 - I-Search Process Reflection Chart –Resource 19 – Peer Reflection sheet
WALT: Students will continue to construct a response to the topic
WILF: Students should be able to defend their choices in the campaign and construct a clear and insightful response.
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Students to take on draft feedback from both peers and teachers and implement changes where necessary
Students continue to work on their campaign and response.
Students to continue working towards assessment.
Resource 14 - I-Search Process Reflection Chart -
WALT: Students will use peer and teacher feedback to improve their work.
WILF: Students should be able to defend their choices in the campaign and construct a clear and insightful response.
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Assessment finished and submitted by the end of the lesson Do something relaxing
WALT: Students will finalise their assessment
WILF: Students should be able to submit a completed assessment.
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Ask students to reflect on their unit. Students should use their reflective worksheets from the unit and
write or draw a response that shows how they have changed, cognitively, socially and emotionally over the unit.
Teacher note: Encourage students to not only focus on their academic change or the results of their assignment but also on the following:
o Their concepts about how social change comes abouto Their emotional responses (frustration, anger,
excitement) during the inquiry processo Their new understanding of the inquiry processo What they found frustrating or rewardingo What they would change if they did the assignment againo What they would keep the same if they did the
assignment again What skills, knowledges or understanding they think they can
transfer to other subjects.
Students to complete their reflections
WALT: Students will write a reflection about their experiences within this unit
WILF: Students should be able to analyse, defend and select evidence from their ongoing inquiry to support their reflection.