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ETHIKA - Ethics and Values Education in Schools and

Educational ResourcesThe Mathematics exam

Topic: JusticeAge Group: 11

Ethics and Values Education in Schools and Kindergartens

Educational ResourcesThe Mathematics exam

Justice 11-14 years old

Ethics and Values Education in Schools and

Educational Resources The Mathematics exam

Ethics and Values Education - Educational Materials and Tools

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Authors

Bruno Ćurko

Acknowledgement

We would like to thank the all teachers and educators that participated at the Ethics and Vales Education training events in Ljubljana (23-27 March 2015) and Zadar (11-16 April 2016) and all other teachers and educators that are involved in the Ethika project for providing valuable feedback on the contents of these materials and tools.

Pictures

© 2015 iStockpicture

Copyright

Materials can be used according to the:

Creative Commons Non Commercial Share Alike license

Disclaimer

This project has been funded with the support of the European Union and the Slovenian National Agency for the Erasmus+ Programme. This publication reflects the views only of the author, and the European Union and the Slovenian National Agency for the Erasmus+ Programme cannot be held responsible for any use which may be made of the information contained therein.


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Table of contents

The Mathematics exam ........................................................................................................ 5

Description of workshop ................................................................................................... 5

Did you know?.................................................................................................................. 6

The Mathematics exam ........................................................................................................ 7

Worksheet ............................................................................................................................ 8

4

The ETHIKA educational materials:

Conflict resolution

Ethical action

3-5

y.o

.

Who's faster?

Overcoming

obstacles

5-7

y.o

.

Sign Choosing

Cooperative

games

7-9

y.o

.

We all like our

logo Civic action

9-1

1 y

.o.

Making Peace Code of ethics for

volunteers

11

-14

y.o

.

Listening and

Communication Skills

Charity club for a

better world

Ethika advocates for moral education in pre

We hope this material will bring a new dimension to your work and inspire you to use it for fostering tolerance, understanding and respect for diversity among young people.

The following educational material was designed Ethics and Values Education in Schools and Kindergartenswith teachers and parents coming from Croatia, Slovenia, Spain, Italy, Germany and Austria through focus groups and questionnairJustice, Respect, Responsibility, Self esteem.

Each material is accompanied by key learning points as well as several interesting facts or pieces of information which are intended to be used to provoke further most appropriate age group and related emotional intelligence are indicated.

Wherever possible we have included a short interactive activity that can be carried out with students or a series of suggested questions to ask, in order to introduce the topic of each material. Should you wish to explore certain topics or themincludes a link to other related one. A general list of additional educational resources related to the topics is also provided.

The material and accompanying text are designed as standalone educational aids. In this respect, the manual is intended to provide an overall framework from which you can pick and choose the issues most relevant to your activities. The manual can be used within any country or context as it deals with issues, which are cross


The ETHIKA educational materials:

Ethical action Justice Respect Responsibility

Overcoming

obstacles

Tomato’s feelings

The speeches

round Pumpkin Signs

Cooperative

Sad Broccoli

Elf’s Box

Story about

Peter

Civic action

Unfair rain

Why do we need to respect others?

A Girl and a Dog

Code of ethics for

volunteers

What is justice?

Step forward Superheroes

Charity club for a better world

The Mathe-matics exam

The Debate and

the Jury A poem for a better world

Ethika advocates for moral education in pre-primary, primary and secondary www.ethics


The following educational material was designed within the context of the projectEthics and Values Education in Schools and Kindergartens. The topics chosen together with teachers and parents coming from Croatia, Slovenia, Spain, Italy, Germany and Austria through focus groups and questionnaires are: Conflict resolutionJustice, Respect, Responsibility, Self esteem.

Each material is accompanied by key learning points as well as several interesting facts or pieces of information which are intended to be used to provoke further most appropriate age group and related emotional intelligence are indicated.

Wherever possible we have included a short interactive activity that can be carried out with students or a series of suggested questions to ask, in order to introduce the topic of each material. Should you wish to explore certain topics or themes further, each material includes a link to other related one. A general list of additional educational resources related to the topics is also provided.

The material and accompanying text are designed as standalone educational aids. In this manual is intended to provide an overall framework from which you can pick

and choose the issues most relevant to your activities. The manual can be used within any country or context as it deals with issues, which are cross-border and universal.

Educational Materials and Tools

Responsi-bility

Self esteem

Pumpkin Signs

Puppet’s problems

Story about

Peter

Daddy is a superhero!

A Girl and a

Dog

Try to find positive

Superheroes

Just be you!

A poem for a better world

Picture

workshop

primary, primary and secondary schools: www.ethics-education.eu


within the context of the project ETHIKA - The topics chosen together

with teachers and parents coming from Croatia, Slovenia, Spain, Italy, Germany and es are: Conflict resolution , Ethical action,

Each material is accompanied by key learning points as well as several interesting facts or pieces of information which are intended to be used to provoke further discussion. The most appropriate age group and related emotional intelligence are indicated.

Wherever possible we have included a short interactive activity that can be carried out with students or a series of suggested questions to ask, in order to introduce the topic of each

es further, each material includes a link to other related one. A general list of additional educational resources

The material and accompanying text are designed as standalone educational aids. In this manual is intended to provide an overall framework from which you can pick

and choose the issues most relevant to your activities. The manual can be used within any border and universal.

The Mathematics exam

Topic: Justice

Age range: 11-14 years old

Time: 90-120 minutes

Materials and tools: printed story „The Mathematics exam”, worksheet for each student

Educational methods: 2: Philosophy for and with children; 5: Holistic ethical learning

Ethical values, arguments and themes:

Key learning points: Encourage children to:

• think about justice

• conclude what justice and injustice is

• realize the advantage of righteous livingThe aim is also to encourage studestaging of justice and fairness as a human achievement.

Description of workshop

Workshop leader gives each student the story „The Mathematics exam”. Students read the story out loud twice. Each student should read a few When the students read the story twice, workshop leader gives worksheet to each child. Workshop leader should give the students 10 minutes to fulfil the worksheets. When they are finished workshop leader gives the students 2 minutes to relax andthey can star with discussion.

Discussion is in neo-Socratic style. Workshop leader follows the questions from worksheet.

He/She asks:

Did some kind of injustice happened in this short story about Vojko and Mathematics exam? acontinues: Raise your hand if you think that injustice happened in this story. If all students raise their hands, pick one student who needs to explain what kind of injustice happened and why that is injustice. If there are students who think that the story, workshop leader should ask them for counterarguments to statements of students who said that injustice did happen. Discussion about the question goes on until consensus is reached. After the first discussion the worquestion: Is it unjust that Bruno got better mark then Vojko in Mathematics exam? The second question is followed by same procedure as the first one. With raising hands students confirm or negate the answer. Workshop leader picto explain his/hers answer with arguments. One more time, if there are students who think that injustice did not happened in the story, workshop leader should ask them for counterarguments to statements of students who said thatDiscussion about the question goes on until consensus is reached. After the second discussion the workshop leader asks the third question: Is it unjust that Pier Giacomo got better mark then Vojko in Mathematics exam? The methodologis repeated. Here is important to emphasize that secondary questions should direct the students towards the fact that Pier Giacomo has a natural talent for mathematics and Vojko doesn’t have. Workshop leader needs to


ematics exam

years old

minutes

printed story „The Mathematics exam”, worksheet for each student

2: Philosophy for and with children; 5: Holistic ethical learning

Ethical values, arguments and themes: justice, emotions, empathy, dialogue

Encourage children to:

think about justice

conclude what justice and injustice is

realize the advantage of righteous living The aim is also to encourage students to think critically about the staging of justice and fairness as a human achievement.

Description of workshop

Workshop leader gives each student the story „The Mathematics exam”. Students read the story out loud twice. Each student should read a few sentences. When the students read the story twice, workshop leader gives worksheet to each child. Workshop leader should give the students 10 minutes to fulfil the worksheets. When they are finished workshop leader gives the students 2 minutes to relax and after that

Socratic style. Workshop leader follows the questions from worksheet.

Did some kind of injustice happened in this short story about Vojko and Mathematics exam? and then continues: Raise your hand if you think that injustice happened in this story. If all students raise their hands, pick one student who needs to explain what kind of injustice happened and why that is injustice. If there are students who think that injustice did not happened in the story, workshop leader should ask them for counterarguments to statements of students who said that injustice did happen. Discussion about the question goes on until consensus is reached. After the first discussion the workshop leader asks the second question: Is it unjust that Bruno got better mark then Vojko in Mathematics exam? The second question is followed by same procedure as the first one. With raising hands students confirm or negate the answer. Workshop leader picks up one student who needs to explain his/hers answer with arguments. One more time, if there are students who think that injustice did not happened in the story, workshop leader should ask them for counterarguments to statements of students who said that injustice did happen. Discussion about the question goes on until consensus is reached. After the second discussion the workshop leader asks the third question: Is it unjust that Pier Giacomo got better mark then Vojko in Mathematics exam? The methodology from first two questions is repeated. Here is important to emphasize that secondary questions should direct the students towards the fact that Pier Giacomo has a natural talent for mathematics and Vojko doesn’t have. Workshop leader needs to discuss with students about following

Educational Materials and Tools

5

printed story „The Mathematics exam”, worksheet for each student

2: Philosophy for and with children; 5: Holistic ethical learning

justice, emotions, empathy, dialogue

nts to think critically about the staging of justice and fairness as a human achievement.

continues: Raise your hand if you think that injustice happened in this story. If all students raise their hands, pick one student who needs to explain what kind of injustice happened

injustice did not happened in the story, workshop leader should ask them for counterarguments to statements of students who said that injustice did happen. Discussion about the question goes on until

kshop leader asks the second question: Is it unjust that Bruno got better mark then Vojko in Mathematics exam? The second question is followed by same procedure as the first one. With raising hands

ks up one student who needs to explain his/hers answer with arguments. One more time, if there are students who think that injustice did not happened in the story, workshop leader should ask them for

injustice did happen. Discussion about the question goes on until consensus is reached. After the second discussion the workshop leader asks the third question: Is it unjust that Pier Giacomo got

y from first two questions is repeated. Here is important to emphasize that secondary questions should direct the students towards the fact that Pier Giacomo has a natural talent for mathematics and

students about following


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questions: Is the nature righteous? Those every person have a talent for something? Can everybody have a talent for everything? When discussion is directed, the fourth question needs to be asked. This questions aims to the discussion about gradation of righteousness. Is there a difference between injustice by nature and when people do injustice to each other? Workshop leader must not give students the answers, just direct them to arguments. If needed workshop leader can play a game with students, just to give a break from discussion.

Game

The game is called ZIP-ZAP (those two words are used in it). The students stand in a circle and one student starts the play by selecting the ZIP (left) or the ZAP (right). If the student says ZIP he/she must show (with his forefinger) the person who is standing on his/hers left side and if he/she says ZAP student must direct the finger to the person who is on his right. Then the other student continues with a ZIP or ZAP by principle “pass forward". The game is slowly accelerating and the student will fall out from the circle if he/she says ZIP and points right or says ZAP and points left.

Word ZOOM could also be used if the student wants to break the circular order and send the ZIP or ZAP to the participant who is standing opposite of him/her. The student on the opposite side can accept the challenge and pass forward ZIP or ZAP. Also, he/she can refuse the challenge, raise the hands (as if he/she is holding a mirror) and say BOING. In this case, play goes back to person who send the ZOOM. The winners are the last two students. This game focuses the students because it is necessary to maintain the concentration through whole game acceleration.

After the game workshop leader tells one student to write on board the definition of righteousness and asks other students do they agree with it. Students raise their hands and workshop leader with Socratic dialog method directs the discussion to consensus.

Did you know?

• “The virtue of justice consists in moderation, as regulated by wisdom” (Aristotle).


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The Mathematics exam

Tomorrow, Vojko has the Mathematics exam. It’s an extremely hard exam. He spend entire afternoon practicing for it. He solved probably more than one hundred equations. Vojko stopped with practice just for a few minutes when Pier Giacomo and Bruno ranged him on speakerphone, begging him to go out and play basketball with them. Astonished by their call, he replied: “No”. They’re also taking the exam tomorrow, so Vojko was wondering why are they going to play basketball instead? Pier Giacomo is excellent in Mathematics, but nevertheless he should practice solving the equations. On the other hand, Bruno is a different story; his knowledge in Mathematics is not his strongest trait. After Vojko ate dinner and had a short conversation with parents and sister, he ran into his room and continued to practice. He even fell asleep with a book in his hands. In the morning Vojko didn't care much about other subjects, he was concentrated on the Math. Luckily, Math was second-class of school hour. Math teacher Svenja, slightly indifferent, passed the exams while she kept walking around the classroom and watching over students so that they would not cheat. „It is not so hard“– Vojko thought to himself. He noticed that Bruno, behind him, is squirming on his chair. But he didn't care about Bruno. When he was half way through with the exam, he noticed that Pier Giacomo has already finished the exam and that he is carelessly reading some book. Vojko finally finished too. He didn't want to turn over the exam yet, he wanted to check everything one more time. At that moment, Bruno asked him to slightly lean on the right side. Without thinking, Vojko leaned to the right and continued checking the exam for the last time. Bruno took the opportunity and copied the answers from Vojko. He copied everything and immediately turned over the exam to teacher. Vojko was still checking the exam. He found a mistake in fifth task and corrected it in the rush. Finally, he was the last to turn over the exam. Very quickly, Vojko forgot about the exam and carried on with his everyday obligations. The next day, at Math’s class, teacher was passing the exams and reading the marks. Pier Giacomo - A, Begonia - A, Franz - A, Bruno - A, Vojko – B… Vojko - B! – echoed in Vojko's ears. “Well, that task that I revised was actually correct! That is not fair.”- Vojko repeated quietly to himself.


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Worksheet

Think carefully and answer the questions:

1. Did some kind of injustice happened in this short story about Vojko and Mathematics exam? � Yes � No

Describe shortly - What is unjust in the story?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. Is it unjust that Bruno got better mark then Vojko in Mathematics exam?

� Yes � No

Explain your answer shortly.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. What is more unjust: That Bruno got better mark then Vojko or that Pier Giacomo got better mark then Vojko?

� Bruno � Pier Giacomo

Explain your answer shortly.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. Bruno cheated, there is no doubt about it. Is cheating "correct"? Why? Explain your answer shortly.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

5. Can we claim that something what is correct is also just?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


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6. What is righteousness? Describe in two sentences.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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