Relates to:

• Ethical Literacy Outcome 5: Moral Courage
  
• Schools of Integrity Finding: Pervasive Attention to Ethics and Values; Relationships Fuel Learning and Ethical Development;  Authentic Student Input
  

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).