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Relates to
- Building Decision Skills: Lesson 6: Right versus Wrong
- Ethical Literacy® Outcomes: Communication
- Schools of Integrity Findings: Pervasive Attention to Ethics and Values, Tolerance for Ambiguity: “Doubt” is Not a Four-Letter Word, and Authentic Student Input.
Purpose
- To improve fluency with right/wrong reasoning through role play
Preparation and Materials
- Just make a short right/wrong scenario available to your students. Try: “Everyone’s Doing It”
- Post the Tests for Wrong
Process
- Review the story, and discuss how the tests for wrong apply to this case
- 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.
- 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.
- Pair students up and give them time to prepare their role play.
- 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.
