Mini Unit on Morality and Ethics
1. Why is English so important? Show powerpoint
english_intro_-_shift_happens_copy.pptm | |
File Size: | 3078 kb |
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2. Explain the difference between Literal, Inferential and Critical - Students take notes
Literal: Plot, exactly what happened in the story, on the line
Inferential: theme, what is the message of the story, interpretation, between the lines (think of a Christmas present, what do you use to guess what it is? Shape, weight, size, whom it is from and what they know about you, use the same strategies for a story!)
Critical: Symbolism, how does the story relate to me? Society? History? Beyond the lines
(Almost everything we do I will ask you to look at inferential or critical)
- Now we will as a class look at some commercials through each lens - any that students can suggest? (Watch a couple)
3. Read “The Sneetches.” What is each layer? As a class this will be a practice and discuss. Mr. Fitton will also use this as a segue to discuss how this unit is thematic and will help us explore moral and ethical decision making. We will now be sneetches!
Literal: Plot, exactly what happened in the story, on the line
Inferential: theme, what is the message of the story, interpretation, between the lines (think of a Christmas present, what do you use to guess what it is? Shape, weight, size, whom it is from and what they know about you, use the same strategies for a story!)
Critical: Symbolism, how does the story relate to me? Society? History? Beyond the lines
(Almost everything we do I will ask you to look at inferential or critical)
- Now we will as a class look at some commercials through each lens - any that students can suggest? (Watch a couple)
3. Read “The Sneetches.” What is each layer? As a class this will be a practice and discuss. Mr. Fitton will also use this as a segue to discuss how this unit is thematic and will help us explore moral and ethical decision making. We will now be sneetches!
3. Introduction to Short Stories (Go over Hemingway's short story)
Ask the students: Before the invention of electricity (and therefore TV, radio, Ipod, internet etc.) What do you think people did in their spare time for fun? Actually, they read and the modern sitcom, drama and cartoon take their roots from the most popular literary form of the nineteenth century, the short story. People were now working outside the home and the brevity of the short story made it popular because people did not have the time or patience for long drawn out novels that were popular before.
Ask the students to think for a moment: what do we know about short stories that show us the modern TV developed from them:
Potential list:
-short in length
-Few characters
-uncomplicated plot
- Single main conflict (Simpson’s sometimes breaks this)
-usually fictional
Ask the students: Before the invention of electricity (and therefore TV, radio, Ipod, internet etc.) What do you think people did in their spare time for fun? Actually, they read and the modern sitcom, drama and cartoon take their roots from the most popular literary form of the nineteenth century, the short story. People were now working outside the home and the brevity of the short story made it popular because people did not have the time or patience for long drawn out novels that were popular before.
Ask the students to think for a moment: what do we know about short stories that show us the modern TV developed from them:
Potential list:
-short in length
-Few characters
-uncomplicated plot
- Single main conflict (Simpson’s sometimes breaks this)
-usually fictional
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4. Distribute "Elements of the Short Story" handout and have students use any resources possible to fill out the sheet. See if they can get it from accessing prior knowledge. Fill out definitions that students do not get as a class by posting them around the room. 5. Discuss together. Come up with examples. Clarify and that the students do not know. Put up answer key. 6. Watch “A Small Talent for War” as a digital text short story. Students then fill to the short story sheet to apply their knowledge. OR we can watch "Dealer's Choice." OR students and teacher can go to this page and try to find one one youtube from the top ten list of best twilight zones: https://www.toplessrobot.com/2012/10/the_10_best_episodes_of_the_1980s_twilight_zone_tv.php https://episode.ninja/series/the-twilight-zone-1985 (The Best List) 7. Explain how these terms will help us navigate short stories in an intellectual way because we are versed in the proper terminology. It will also help aspiring writers know some items to include in their own writing. In essence, we do not want to be like Dr. Nick from the Simpsons... see example below. |
elements_of_the_short_story_gr_11.docx | |
File Size: | 120 kb |
File Type: | docx |
Mini-Unit on Morality and Ethics
1. We started by looking at the concept of a hero. Students and teach brainstormed what it means to be "A Hero."
2. We watched "Batman saves Gotham City." The Dark Knight Rises – Batman Carries a bomb at great threat to himself to save the city.
He talks about the concept of the "Hero" by saying that “A hero can be anyone. Even a man who doing as simple and reassuring as putting a coat around a young boys shoulders to let him know that the world hadn’t ended.) http://www.youtube.com/watch?v=ohQY7kpOc50
-Play this link if you want a louder version: https://www.youtube.com/watch?v=mKruTde5LdE
2. We watched "Batman saves Gotham City." The Dark Knight Rises – Batman Carries a bomb at great threat to himself to save the city.
He talks about the concept of the "Hero" by saying that “A hero can be anyone. Even a man who doing as simple and reassuring as putting a coat around a young boys shoulders to let him know that the world hadn’t ended.) http://www.youtube.com/watch?v=ohQY7kpOc50
-Play this link if you want a louder version: https://www.youtube.com/watch?v=mKruTde5LdE
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Explain how we are planning to move from a unit where we studied some stories of spurious ethics to a mini unit where we will examine our own ethics.
3. Mr. Fitton shared two quotes that have been guiding principles in his life:
Quotes:
“All that is required for evil to prevail is for good men to do nothing.”
“Doing what’s right isn’t always easy, but it is always right.”
-Explain the importance of knowing yourself and having a clear sense of your values. Try to emphasize that this unit is about understanding who they are. Ethical dilemmas often have no warning, so we must be ready for them.
3. How Heroic are you? Class discussion: if you saw someone in distress, would you assist them?
Play youtube clip. 50 seconds. http://www.youtube.com/watch?v=tfh4OMgUJUU After the clip, we will discuss why people walk by others who are in distress. This will lead to a discussion of the concept of "diffusion of responsibility." Often, if someone else is around, we won't act, because we believe someone else will.
3. Mr. Fitton shared two quotes that have been guiding principles in his life:
Quotes:
“All that is required for evil to prevail is for good men to do nothing.”
“Doing what’s right isn’t always easy, but it is always right.”
-Explain the importance of knowing yourself and having a clear sense of your values. Try to emphasize that this unit is about understanding who they are. Ethical dilemmas often have no warning, so we must be ready for them.
3. How Heroic are you? Class discussion: if you saw someone in distress, would you assist them?
Play youtube clip. 50 seconds. http://www.youtube.com/watch?v=tfh4OMgUJUU After the clip, we will discuss why people walk by others who are in distress. This will lead to a discussion of the concept of "diffusion of responsibility." Often, if someone else is around, we won't act, because we believe someone else will.
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4. Do Rushworth Kidder activity. Look at a youtube clip. http://www.youtube.com/watch?v=rb8jSR2aMsE
Activity: Using the Mini-Whiteboards
-Ask kids about what are universal values. Right down a list on left side of the board. We will come up with a list of values that run across all cultures. Try to make about five at least.
(Kindness, love, honesty, integrity) – now do we actually live these values out even if they are central to us.
-Ask kids what types of people in history have lived with these values in mind. Draw on right side of the board. Who lives these out? (Gandhi, Jesus, The Buddha, Dalai Llama).
-Draw 4 concentric circles in the middle of the board. (Like a dart board) Smallest middle circle = Family) Second circle is friends, third circle is neighbourhood, third circle is “world”
-Now, ask kids a series of moral questions.
-You are on a bus and it is crowded. Your grandma gets on, do you give up your seat. (Then ask if it was your neighbour down the street, then ask, a homeless person…).
-How far out in these circles do you live your ethics? Just family? Just neighbourhood?
-If your mom dropped a $20 bill do you give it back? Neighbour, Rich man? Billionaire.
Your office manger confesses that she stole money from the office account to buy medicine for her ailing father. Her father has died and she offers you a check from the insurance proceeds to pay you back. After you cash the check, do you fire her or forgive her?
*More on Kidder: https://www.slideshare.net/chrkennedy/ethical-decision-making.
-Ask kids about what are universal values. Right down a list on left side of the board. We will come up with a list of values that run across all cultures. Try to make about five at least.
(Kindness, love, honesty, integrity) – now do we actually live these values out even if they are central to us.
-Ask kids what types of people in history have lived with these values in mind. Draw on right side of the board. Who lives these out? (Gandhi, Jesus, The Buddha, Dalai Llama).
-Draw 4 concentric circles in the middle of the board. (Like a dart board) Smallest middle circle = Family) Second circle is friends, third circle is neighbourhood, third circle is “world”
-Now, ask kids a series of moral questions.
-You are on a bus and it is crowded. Your grandma gets on, do you give up your seat. (Then ask if it was your neighbour down the street, then ask, a homeless person…).
-How far out in these circles do you live your ethics? Just family? Just neighbourhood?
-If your mom dropped a $20 bill do you give it back? Neighbour, Rich man? Billionaire.
Your office manger confesses that she stole money from the office account to buy medicine for her ailing father. Her father has died and she offers you a check from the insurance proceeds to pay you back. After you cash the check, do you fire her or forgive her?
*More on Kidder: https://www.slideshare.net/chrkennedy/ethical-decision-making.
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5. Ethical dilemma Sheet for groups to discuss. As a class, we will divide into groups and read/discuss some ethical dilemmas. Discuss how Ethical dilemma is never a "Right Vs Wrong" situation. It is a "Right Vs Right" situation.
Watch the trolley problem as another dilemma.
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5+ - Optional task, have students go to computer lab and do the "9 Moral Dilemmas that will break your brain quiz" from Buzzfeed!
https://www.buzzfeed.com/tracyclayton/moral-dilemmas-that-will-break-your-brain?utm_term=.ch7WWYrMN9#.joovvVk5KY
-Another site with additional dilemmas... http://psychopixi.com/uncategorized/25-moral-dilemmas/
https://listverse.com/2007/10/21/top-10-moral-dilemmas/
https://www.buzzfeed.com/tracyclayton/moral-dilemmas-that-will-break-your-brain?utm_term=.ch7WWYrMN9#.joovvVk5KY
-Another site with additional dilemmas... http://psychopixi.com/uncategorized/25-moral-dilemmas/
https://listverse.com/2007/10/21/top-10-moral-dilemmas/
6. Zimbardo – Give some background on Philip Zimbardo and his experiment. We will then watch a video where Philip Zimbardo explains how we can make more heroes.
http://www.youtube.com/watch?v=grMHzqtRm_8 What Makes a Hero 9:15
-A good youtube clip with Zimbardo where he explains what makes a hero. How heroism is like a bell curve with evil and heroes on each side. Try to make reluctant heroes into heroes. Also, a google video about Heroism and Kindness.
http://www.youtube.com/watch?v=grMHzqtRm_8 What Makes a Hero 9:15
-A good youtube clip with Zimbardo where he explains what makes a hero. How heroism is like a bell curve with evil and heroes on each side. Try to make reluctant heroes into heroes. Also, a google video about Heroism and Kindness.
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7. Read “How to be a hero” handout as a class. Very easy to find small ways to be a hero.
-Mr. Fitton will distribute the sheet.
-As a class, pick 5 and put into our words. Summarization activity - use whiteboards.
-Mr. Fitton will distribute the sheet.
-As a class, pick 5 and put into our words. Summarization activity - use whiteboards.
10_ways_you_can_become_a_hero_|_heroes__what_they_do___why_we_need_them.pdf | |
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8. Introduce Journal assignment. Conscious acts of kindness.
-Brainstorm some random acts of kindness as a class.
-Kids must select three. Journal about them. (Duotangs for each kid?) Then have a week to do it. Then we journal about the results. Do this throughout the course of the rest of the year.
9. Additional video: Heroes a TED Talk by Philip Zimbardo.
-Brainstorm some random acts of kindness as a class.
-Kids must select three. Journal about them. (Duotangs for each kid?) Then have a week to do it. Then we journal about the results. Do this throughout the course of the rest of the year.
9. Additional video: Heroes a TED Talk by Philip Zimbardo.
Additional Videos on Everyday Heroism/Bystanders
A. (bystander effect - http://www.youtube.com/watch?v=OSsPfbup0ac&feature=related )
B. Show youtube clip: http://www.youtube.com/watch?v=KIvGIwLcIuw (staged kidnapping, how many people will help? Search Bystander Effect People watch Girl Be Abducted
C. http://www.youtube.com/watch?v=sU5EmuisrOY New York Subway potato chip guy
B. Show youtube clip: http://www.youtube.com/watch?v=KIvGIwLcIuw (staged kidnapping, how many people will help? Search Bystander Effect People watch Girl Be Abducted
C. http://www.youtube.com/watch?v=sU5EmuisrOY New York Subway potato chip guy
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