Summer Fun

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Purpose

  • To help students internalize and apply ethics outside your classroom or school

 

Preparation and Materials

Prepare a shoe box or other container with a variety of cards.  Each card has a concept or idea described in the context of summer fun.  Here are some examples:

  • You’re at windy beach and you see a twenty dollar bill blow out of an old woman’s hand bag.  Some kids are chasing down the cash.  You want to make sure they understand why it’s important to return the money.  Act out the scene.
  • You’re friends have invited you to their beach house for the weekend.  You’re about to accept when you learn their parents won’t be around.  You don’t feel that great about going after all.  You want to keep the friendship, but turn them down.  Act out the scene.

 

Post a variety of terms from your work in ethics this year.  You want your students to take these forward into summer.  Here are some, and you’ll find more in the Building Decision Skills curriculum:  Self-regulation, moral perimeter, truth vs. loyalty, ends-based reasoning. 

 

Process

  • Split into groups to perform skits.
  • Each group chooses a card from the shoe box.  They work up that skit.  Require that they use one or two of the terms posted during the skit.

 

Tips  Review all the terms as a whole class before working up the skits.  OR  pre-test students as they arrive in class with a one page quiz.  Scan to see if they have learned the terms or need to review. Using the lesson at a different time in the school year?  Just adjust the context on the cards.


Collaboration Day: Leadership Lessons from Dancing Guy

The Westside High School Ethical Literacy team has gained a reputation for being student-driven and student-centered. They continue to offer great examples of how to engage student-to-student discourse and action in the realm of Ethical Literacy. Another tradition at Westside is student-teacher collaboration days. This winter, student members of the Ethical Literacy team joined up with Westside faculty and staff to focus on issues critical to their school culture.

The Process

  • All students and faculty watched the YouTube video, “Leadership Lessons from Dancing Guy”.

  • As a large group, they briefly reviewed impressions of the video.
  • Next, they broke into small groups of 10 teachers and two students and asked them the following questions:
    • Why did you become a teacher?
    • What are the issues that impact our school culture at Westside?
    • How can focusing on our core values address those issues?
    • In what ways are we already successfully addressing these issues?
  • They had a recorder in each room transcribe the conversation so that later the team can analyze the information and make decisions about what their next steps should be.

Doran Johnson, Westside’s Ethical Literacy Team Leader, reported that there was positive feedback from everyone involved.

Between Friends

Between FriendsRelates to

 

Purpose

  • To improve fluency with right/wrong reasoning through role-play

Preparation and Materials

Process

  1. Review the story, and discuss how the tests for wrong apply to this case
  2. Review this activity’s Role-play Rules:
    • Each participant must have a role
    • The purpose, in this case, is to practice naming and talking through the four tests for wrong, so each test must be included in the role-play
    • Be as creative and funny as you like, but make sure to present the purpose:  fluency with the four tests for wrong.
    • Ultimately, an act is wrong if it does not uphold your core values.  Make sure at least two core values are named and connected to the story during this role-play.
  3. Explain that you and fellow students will evaluate each role-play.  Explain the evaluation criteria listed in step #5.  Provide a way for students to communicate their opinions:  sticky notes, index cards or just oral feedback can work well.
  4. Pair students up and give them time to prepare their role play.
  5. Take turns presenting the role-play and being evaluated base on:
    • Ability to articulate their reasoning
    • Fluency in naming and integrating the Four Tests for Wrong
    • Fluency in demonstrating which value(s) were not upheld.

Tips

Role-plays take time.  Be prepared to give students one entire Advisory Period to rehearse.  Don’t leave them to their own devices.  Constantly float, monitoring pair-work and making it clear that the criteria in #5 are an expectation.

See What the Kids Did With It!

Fourth and Fifth Graders Thinking Through Ethical Dilemmas at SGIS

Last week, Jessica Abell and Carrie Carpenter of St. George’s Independent School, a fourth-year Ethical Literacy school located in the Memphis, TN area, decided to focus exclusively on Ethical Literacy for assembly. All fourth grade students were presented dilemmas and they were asked to respond. To begin the assembly, a couple of students were asked to read the shared dilemma and then read their response.

The process was simple, and the results were impressive.

First, they started with an example of right-versus-wrong (for example see, “Sneak Preview”) and then opened the assembly for discussion. Next, they presented a right-versus-right dilemma (for example see, “Academic Temptation”) and talked about that.   Discussion was then turned to the four dilemma paradigms (truth-versus-loyalty, justice-versus-mercy, short-term-versus-long-term, and individual-versus-community) by providing examples of each and explaining that most dilemmas could be categorized with these paradigms.

The entire assembly was provided a right-versus-right dilemma and was asked to discuss it with their neighbors. Carrie and Jessica circulated among students to listen to the discussions and ask students which paradigm they felt the dilemma fit, Carrie says, “It was great to see them process, discuss, and share. We felt it was a great assembly.”

Fast forward to the next morning at the fourth and fifth grade devotion. Carrie explains, “The fifth grade teacher who was to lead devotion unexpectedly had to take a sick child home.  When that teacher’s class was asked if they had anything planned a few students jumped in and said they could handle it.  After about five minutes where they discussed their ideas and we sang they stood up and said, ‘We are going to present you with a dilemma through a skit.’  They then presented their dilemma.  After it was presented they then lead a discussion about which paradigms the dilemma would fall into. The discussion was wonderful and we had several kids who offered their thoughts. We were so excited to see what the kids did with it!”

Paula Mirk, Director of Education at the Institute says, “This is such a joy to read! This is the kind of thing we have always hoped would happen through the Ethical Literacy process. And it goes a long way to underscore how capable children are at earlier ages.”

Looking for ways to engage your elementary aged students in ethics discussion?

Keeping it in the Family

It's Not My JobRelates to

Purpose

  • To improve fluency with right versus wrong reasoning through role-play about right versus wrong family issues

Preparation and Materials

Process

    1. Review the story, and discuss how the tests for wrong apply to this case
    2. Review this activity’s Role-play Rules:
      • Each participant must have a role—in this case, suggest that one student be Luis’s conscience, the other his temptation.
      • The purpose, in this case, is to practice naming and talking through the four tests for wrong, so each test must be included in the role-play
      • Be as creative and funny as you like, but make sure to meet the purpose: fluency with the four tests for wrong.
      • Ultimately, an act is wrong if it does not uphold your core values.  Make sure at least two core values are named and connected to the story during this role-play.
    3. Explain that you and fellow students will evaluate each role-play.  Explain the evaluation criteria listed in step #5.  Provide a way for students to communicate their opinions:  sticky notes, index cards or just oral feedback can work well.
    4. Pair students up and give them time to prepare their role play.
    5. Take turns presenting the role-play and being evaluated base on:
      • Ability to articulate their reasoning
      • Fluency in naming and integrating the Four Tests for Wrong
      • Fluency in demonstrating which value(s) were not upheld.

Tips

Role-plays take time.  Be prepared to give students one entire Advisory Period to rehearse.  Don’t leave them to their own devices.  Constantly float, monitoring pair-work and making it clear that the criteria in #5 are an expectation.

Looking for more ideas on…

Everyone’s Doing It

Relates to

 

Purpose

  • To improve fluency with right/wrong reasoning through role play

Preparation and Materials

Process

  1. Review the story, and discuss how the tests for wrong apply to this case
  2. Review this activity’s Role-play Rules:
    1. Each participant must have a role
    2. The purpose, in this case, is to practice naming and talking through the four tests for wrong, so each test must be included in the role-play
    3. Be as creative and funny as you like, but make sure to present the purpose:  fluency with the four tests for wrong.
    4. Ultimately, an act is wrong if it does not uphold your core values.  Make sure at least two core values are named and connected to the story during this role-play.
    5. Explain that you and fellow students will evaluate each role-play.  Explain the evaluation criteria listed in step #5.  Provide a way for students to communicate their opinions:  sticky notes, index cards or just oral feedback can work well.
    6. Pair students up and give them time to prepare their role play.
    7. Take turns presenting the role-play and being evaluated base on:
      1. Ability to articulate their reasoning
      2. Fluency in naming and integrating the Four Tests for Wrong
      3. Fluency in demonstrating which value(s) were not upheld.

Tips

Role-plays take time.  Be prepared to give students one entire Advisory Period to rehearse.  Don’t leave them to their own devices.  Constantly float, monitoring pair work and making it clear that the criteria in #5 are an expectation.

Looking for more ideas on…

Independent School Faculty Examines How Better To Model Ethical Values To Students and To Each Other

Educators at Church Farm School pledge to consistently apply shared ethical values in own lives and toward colleagues

CFS, The School at Church Farm World Cafe

Don Proffit, Ethical Literacy Coach, leads part of the faculty session at CFS, The School at Church Farm.

Faculty members at the School at Church Farm (CFS) came together last month to examine how they could more consistently model their ethical values to students and to each other to build a culture of integrity at the Pennsylvania school. CFS is in the midst of a concerted, three-year effort to instill an ethical culture in its diverse community, using the principles and ethical decision-making processes espoused by the Institute for Global Ethics (IGE).

Located in Exton, near Philadelphia, CFS is a boarding and day school for 190 boys, grades 7 through 12. Members of the student body come from across the U.S. and several foreign countries.

Don Proffit, IGE’s Ethical Literacy® coach who helps guide the school in the ethical decision-making process, said the dialogue session was prompted by faculty members’ concerns that, “as they continued to uncover the layers in the culture of the school, they began to realize that it was important also to uncover and understand discrepancies, perceived or real, in consistently upholding the shared core values of the school as a faculty.”

Proffit points out that the school is right on track. “They’re asking the right questions about their culture and values, especially how they can communicate ethics with a fearlessness or moral courage to each other with open and honest feedback, while looking for ways to help and counsel each other.”

The full-faculty session is part of the IGE on-going ethics initiative at CFS spearheaded on site by Doug Magee, faculty member and ethics team leader. The session was led by Mr. Proffit using ‘The ‘World Café’ methodology, originated by the World Café Community Foundation, for engaging people in conversations that matter. “The process definitely helped us to sharpen our common purpose as educators,” remarked Magee.

According to CFS Head of School, The Rev. Edmund K. Sherrill, “The professional and personal engagement at the meeting in discussing our goals and the character by which we wish to achieve these is indispensable in the modern educational era. All of us are busy trying to accomplish noble things, and sometimes we lose sight of the forest for the trees, yet I believe we left the meeting with a renewed sense of purpose and collegiality we have not felt in a long time.”

Right-versus-Right: Are Middle Schoolers Ready?

In January of 2012, two Ethical Literacy® teams gathered by conference call to share and learn practical insights about teaching ethics to middle school aged kids. Columbus Academy (Gahanna, OH) team members are the new kids on the block in comparison to Catherine Cook (Chicago, IL) members who represent a fourth year Ethical Literacy School. The group at Columbus Academy was interested in hearing from Catherine Cook about:

•    Cognitive Abilities: Are middle schoolers ready for grappling with right-versus-right ethical dilemmas?
•    If so, are there dos and don’ts for taking forward this level of critical thinking with this age group?
•    If not, what do you recommend as the key cognitive focus areas for this age group?

Paula Mirk, Director of Education at the Institute for Global Ethics, introduced the groups and let them make the necessary connections for learning.

Download their conversation now.

Graffiti Artists: Courage or Crime?

Relates to:

Purpose

  • To further explore the gray areas of ethics, by defining acts of moral courage

Preparation and Materials

  1. Be ready with an appropriate graffiti example from your school community, or from an on line source:  http://en.wikipedia.org/wiki/Graffiti
  2. Post a digital photo if possible or provide a print.
  3. Post this excerpt from the above Wikipedia article:

“In Taiwan, the government has made some concessions to graffiti artists. Since 2005 they’ve been allowed to freely display their work along some sections of riverside retaining walls in designated “Graffiti Zones”.[66]  “ http://en.wikipedia.org/wiki/Graffiti

  1. Post the Moral Courage Venn Diagram, for reference during discussion.
  2. (optional)  Show excerpts from the film about graffiti:  Exit the Gift Shop  to illustrate the moral/immoral controversy surrounding this form of self expression.

Process

  1. Discuss examples of graffiti in your neighborhood.  Normally graffiti is illegal.  Discuss why, how it became a law (failure to self regulate by respecting shared property) and what continues to motivate people to create graffiti.
  2. Explain that some cities have acknowledged graffiti as an art form.  Refer to the excerpt about Taiwan provided above, or talk about any other city that is taking this step.
  3. First ask:  Is graffiti a courageous act?  Why or why not?  Technically, if an act involves both risk and commitment to following through, it is an act of courage (two of the three circles in the Venn Diagram).
  4. Now ask:  When might graffiti become a morally courageous act?  Can you imagine followers of Picasso using graffiti to advance their cause?  Why might that be right, while graffiti in our communities might be considered wrong?  (i.e:  “one serves a large political cause, the other is self serving”)Use the Moral Courage Venn Diagram to make your point.
  5. Many say that it’s ethical to act in defiance of law as long as you do so openly and with a commitment to facing the consequences.  Is this the case with graffiti artists?

Tips

If your students don’t seem to be thinking very deeply about this topic, back up a bit.  Review the four tests for wrong as they relate to graffiti:

  • Is what I’m about to do breaking a rule or law?  If so, am I prepared to face the consequences?
  • Do I have a gut feeling about whether or not this choice is a good idea?
  • If my choice comes out in the news tomorrow, am I prepared to defend it?
  • Would my role model make this choice?

What examples of Graffiti might actually qualify as “wrong” based on these tests (reminder:  some but not all tests need to “pass” in order for a choice to be wrong)?  What examples of Graffiti might actually pass these tests?

The Courage to Express in the Face of Mortal Danger

Relates to:

Purpose:

  • To explore examples of moral courage and self expression

Preparation and Materials:

  1. Read a version of the Guernica storyto your students, then post it or provide copies.”While living in Nazi-occupied Paris during World War II, Picasso suffered harassment from the Gestapo. One officer allegedly asked him, upon seeing a photo of Guernica in his apartment, “Did you do that?” Picasso responded, “No, you did.”[16] -Wikipedia.org

    Picasso's Guernica

  2. Find and post a slide or print of Picasso’s famous mural. (above)
  3. Provide background about the Spanish Civil War and what was at stake (Picasso painted Guernica for the Paris Exhibition of 1937, a few months after the small town of Guernica was destroyed by Italian and German forces that were supporting the Spanish government during the Spanish Civil War.  Defenseless civilians died, and eventually the Spanish Republican Army was defeated by Franco.  Picasso took a risk by living in Nazi-occupied Paris after presenting Guernica at the Exhibition.
  4. Post the Venn Diagram for Moral Courage:  Intersecting circles labeled “Principles”, “Danger”, “Endurance”
  5. Have copies of the Venn Diagram available for step #4 below.
  6. Post these questions, which will guide step #2 below:
    a.   What Principles were compelling Picasso to make Guernica?
    b.   What dangers did he face?
    c.   What sources of strength helped Picasso commit to making this mural despite the dangers?

Process:

  1. Provide the story and print/slide of Picasso’s famous mural.  Discuss elements of the mural and how they relate to the story of Guernica’s bombardment.
  2. Split your class into small groups.  Each group will discuss Picasso’s decision to paint Guernica, as this decision relates to the elements of Moral Courage.  Ask students to answer these questions:
    •    What Principles were compelling Picasso to make Guernica?
    •    What dangers did he face?
    •    What sources of strength helped Picasso commit to making this mural despite the dangers?
  3. Ask groups to come together and consolidate thinking.  Scribe their thinking on the posted Venn Diagram.  Particularly emphasize that Picasso’s decision to act on moral courage made his life harder and more complicated.  Remind your students that if ethics were easy, we wouldn’t have to think about it much!
  4. (optional) Ask your students to develop and perform skits of Picasso discussing with a trusted friend his plan to paint Guernica

Tips:

Ask students if they have favorite artwork, songs, stories or other forms of self expression that represent taking risks for the sake of an ideal or principle.  Invite students to share their favorites and explain the moral courage connection.


Become an individual member of the Ethical Literacy Learning Community to start accessing more classroom activities & lesson plans, join now for only $35.

The Courage to Express, the Courage to Contain

Relates to:

Purpose:

  • To explore the relationship between self expression and moral courage

Preparation and Materials:

1.  Read a version of the Diego Rivera story to your students, then post it or provide copies.

The Rockefellers wanted to have a mural put on the ground-floor wall of Rockefeller Center. Nelson Rockefeller wanted Henri Matisse or Pablo Picasso to do it because he favored their modern style, but neither was available. Diego Rivera was one of Nelson Rockefeller’s mother’s favorite artists and therefore was commissioned to create the huge mural. He was given a theme: “Man at the Crossroads Looking with Hope and High Vision to the Choosing of a New and Better Future.”[1] Rockefeller wanted the painting to make people pause and think.[2]  … The huge mural had many parts including: society women drinking alcohol, pictures of cells, Leon Trotsky and finally the famous Lenin portion (depicting communism) which upset Rockefeller.[2] -Wikipedia.org

Man at the Crossroads

2. Post the Venn Diagram for Moral Courage:  Intersecting circles labeled “Principles”, “Danger”, “Endurance”

3. Have blank paper or copies of the Venn Diagram available for step #5 below.

Process:

  1. Discuss the story and print/slide of Diego Rivera’s U.S. mural “Man at the Crossroads”
  2. Review the elements of the Moral Courage Venn Diagram.
  3. Split your class into two groups.  One will discuss moral courage from Diego Rivera’s point of view.  The other will discuss moral courage from Rockefeller’s point of view.
  4. Within each larger group (“Rivera” or “Rockefeller”), ask students to pair up or form smaller groups to discuss the Venn Diagram as it relates that group’s assigned point of view in the story.
  5. Now ask pairs or smaller groups  to come back together and consolidate thinking.  Provide each large group with a copy of the Moral Courage Venn Diagram (or ask them to draw the Venn Diagram on the blank paper provided).  Assign/ask for a note-taker/presenter in each group.  The note-taker/presenter fills in the Venn Diagram based on the group’s discussion, listing the principles at stake, the danger perceived, and possible sources that compelled a commitment to moral courage.
  6. Note-taker/presenters stand before the class and present their group’s point of view to the other group.
  7. Discuss as a whole class, particularly emphasizing that both Rivera and Rockefeller were  both acting according to their principles, but they were at odds.  Remind your students that if ethics were easy, we wouldn’t have to think about it much!
  8. (optional) Ask your students to develop and perform skits of Rivera and Rockefeller discussing their differences and explaining why they are compelled to act.


Become an individual member of the Ethical Literacy Learning Community to start accessing more classroom activities & lesson plans, join now for only $35.

 

The Ethics Tree

by Reverend Edmund K. “Ned” Sherrill II, Headmaster at CFS, The School at Church Farm  

An art teacher, several colleagues, students and passers-by helped construct an “ethics tree” in our art gallery over the weekend.  One has to think of Shel Silverstein’s “Giving Tree” only in reverse.  Those coming into the art gallery are encouraged to walk around and perhaps add a leaf (stating an ethical value) to the tree.  You will notice that the tree trunk is composed of books.  While the natural order of things suggests ethics, we think that the human mind and its capacity to conceive ideas and pass them along is part of the grounding in ethics that we have inherited from prior generations and wish to pass on.  Modernity will have its place as videos will be cast onto the walls depicting interviews with people about ethics and other images.

Courage: A Value Unlike the Others

Excerpted from Moral Courage by Rushworth M. Kidder, pages 68 – 70.

In recent years we’ve discerned a quiet trend in our seminars at the Institute for Global Ethisc. As some of the lists [of values] indicate, there’s a growing desire to add a sixth value to the mix: courage. Participants who select it often observe that without courage the other values are inoperative. Even the most sophisticated awareness of values, the most sustained capacity for moral reasoning, needs to be made active–a point Confucius made in noting that “to see what is right and not to do it is a want of courage.”

But courage alone may or may not constitute a moral force. In the philospher’s distinction between terminal and instrumental values–between fundamental, intrinsic virtues of humanity and the strategic, operational values that lubricate human behavior–concepts like diligence, patience, and perseverance fall into the latter category. So does courage. The question “Why is courage important?” should stimulate a response like “In order to attain fairness, responsibility, truth, or the other intrinsic values.” But ask “Why is truth important?” and you may simply get a slaw-jawed stare of incomprehension. Truth isn’t useful to get anywhere. It’s the where toward which humanity ought to be headed, the ultimate terminus of our journey. Courage is different. It’s important not for its own sake but because it leads to higher things. It has, as Susan Sontag writes, “no moral value in itself, for courage is not, in itself, a moral virtue. Vicious scoundrels, murderers, terrorists, may be brave. To describe courage as a virtue, we need an adjective: We speak of ‘moral courage’–because there is such a thing as moral courage, too.”

The term moral is commonly used in two distinct ways. It defines those areas of concern that consider questions of right and wrong–as opposed to, say, political (which considers questions of power) or economic (which considers questions of wealth). But we also use the term to mean good, right, or just. In the phrase “moral dilemma,” for example, it refers to the first sense: we understand it to mean “a dilemma about right and wrong,” not “a good dilemma.” But when we say, “that was a highly moral act,” we use it as a term of praise for something right and proper, rather than simply as a description of an act operating in the realm of good or bad choices.

That ambiguity carries over into the meaning of moral courage. To be sure, the phrase refers, in a somewhat neutral way, to the courage that operates within the realm of concern for good and bad, right and wrong. But if by moral we mean that which is good, then moral courage also means the positive courage to be ethical. That, it would seem, is the way the public intuitively wants to use it. And if by ethical we mean taking action that accords with the core values of honesty, fairness, respect, responsibility, and compassion, then moral courage means the courage to invoke and practice those values. Pass te white light of moral courage through the prism of our understanding of values, in other words, and it breaks out into a five-banded spectrum: the courge to be honest, to be fair, to be respectful, to be responsibile, and to be compassionate. And if the word values is in some way synonymous with convictions, then moral courage is, as it’s often characterized, “the courage of your convictions” in these five key areas.

That line of reasoning suggests why the trend we’ve noted–the desire to add courage as a sixth element to the definition of moral–doesn’t quite work. Courage isn’t like the other values, but what is it?

Moral Courage Fresco

Relates to:

Purpose:

  • To help students think about and apply elements of Moral Courage

Preparation and Materials:

  1. Post the Venn Diagram of three intersecting Moral Courage elements:  Principles/Danger /Endurance
    “Principles” refers to the core ethical values we uphold and from which we operate
    “Danger” refers to the risks we sometimes faces
    “Endurance” refers to sources that help us commit to our principles in the face of risk
  2. Prepare a flip chart or other space for brainstorming ideas
  3. Prepare a space for acting/posing in small groups
  4. (optional) choose and bring along a Giraffe example to choreograph in step 5. www.giraffe.org

Process:

  1. Post and review the Venn Diagram of three intersecting Moral Courage elements:  Principles/Danger/Endurance
  2. Brainstorm ways a small group might use dance/human sculpture to depict each ring of the diagram: Principles/Danger/Endurance
  3. Invite small groups to practice posing as these different rings : Principles/Danger/Endurance
  4. Present small group work to the class
  5. Invite the class to brainstorm and experiment with ways to choreograph groups representing these three rings, joining them together in a Human Fresco.
  6. (optional) Choreograph a way for the three groups to depict a Giraffe Scenario, as it’s read aloud, ending with a Human Fresco that connects all three groups.

Tips:

If students “feel funny” making human sculptures during class time, explore the moral courage it might take to present human sculptures to each other.  What do students risk  through self expression?  Why is it important to push through those risks?

Become an individual member of the Ethical Literacy Learning Community to start accessing more classroom activities & lesson plans, join now for only $35.

 

Exploring Moral Courage

Relates to:

Purpose:

  • To help students explore elements of moral courage using a real example

Preparation and Materials:

1. Here’s  a “Giraffe “ example, but there are many more to choose from.  Visit www.giraffe.org and choose one that you feel your students will appreciate.

ONE YOUNG GIRAFFE’S STORY

Michael Crisler is a child on a mission: to help others. Crisler has an unusual appearance because the bones in his face do not fit together correctly. For that reason, he has spent many days in the hospital and will continue to require treatment to correct the problem.

One might expect that Crisler’s goal would be to collect funds to aid in his own recovery, but this young man has the needs of others on his mind.

Since the age of 5, when he packed up his own stuffed animals and sent them to children who had lost their toys in a flood, Crisler has been serving other people. Despite the doubts of his own family, he managed to raise $37,000 for victims of the Oklahoma City bombing — far more than his lofty original goal of $20,000. He has also organized donations for a young girl’s heart operation, patients afflicted with AIDS, and the Children’s Miracle Network.

“If we all make a difference — even a little bit — one person at a time, then maybe when I grow up, the world will be a better place to live,” said Crisler. “But we have to start now.”

2. Post the definition of Moral Courage: “the willingness to uphold core ethical values in the face of danger, because of a strong commitment to these principles”.

3. Post or draw on a white/chalk board the Venn Diagram intersecting circles labeled “principles”, “danger”, “endurance”.

4. Provide blank paper to pairs for step #5 below.

5. Follow on with these large group questions (step #7):   (adjust the questions to fit the Giraffe example you choose to use)

  • Was it a risk for Michael to raise money publically for other causes?
  • What seem to be the sources of endurance that helped Michael stick his/her neck out?
  • Is it always a good idea to stick your neck out?  Why/not?
  • What do you think compelled Michael to moral courage in this case?
  • What are other examples of moral courage in your own experience?

Process:

1. Explain that Moral Courage means “the willingness to uphold core ethical values in the face of danger, because of a strong commitment to these principles”.

2. Post or draw the Venn Diagram intersecting circles labeled “principles”, “danger”, “endurance”.

3. Ask your student to parse the posted definition according to the Venn Diagram:

  • What are our school’s “core ethical values”, or “principles”?  (or “what are your ‘core ethical values’ or ‘principles’?, if you school hasn’t established them.) Add students ideas to the diagram.
  • What are some examples of risk or danger that might appear in the “danger” circle on our diagram?  Add students’ ideas to the diagram.
  • What sources help you make a commitment to principles?  Your parents? Your friends? Your past experience? Your religion? Your school community?  Add students’ ideas to the diagram.

4. Now explain the Giraffe Project:  a non-profit effort to celebrate and publicize what people are doing to “stick their necks out” around the world.  Provide the web site:  www.giraffe.org.  Briefly discuss what it means to “stick your neck out”.

5. Pair up.  Using the blank paper provided, ask students to draw the Moral Courage Venn Diagram, label it, and then apply content from the Giraffe example on the Venn Diagram.

6. Have each pair find another pair of students.  Pairs share their thinking and present their Venn Diagrams to each other.

7.  Now deepen understanding by discussing the follow on questions (see #5 in Preparation & Materials).

 

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