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.