How do authors incorporate ethical dilemmas for social commentary?
DAY 1 - PLAN 1
DAY 2 - SEED 1
DAY 3 - SEED 2
DAY 4 - SEED 3
DAY 5 - SEED 4
DAY 6 - SEED 5
DAY 7 - PLAN 2
DAY 8 - SEED 6
DAY 9–21 - PLAN 3
DAY 22–25 - PLAN 4
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Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.
When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.
This lesson brings together the culmination of the readings and discussions established before and during the reading of "The Brave New World," by Aldous Huxley. Students will respond to the ethical dilemmas present within the text and the social and political issues evaluated during the previous lessons by researching and debating on ethical dilemmas that currently exist within modern society. The emphasis on this lesson is for students to gain practice in proper research methods, as well as for students to utilize these research methods to form cohesive and persuasive arguments in a debate style format. Students will complete an argumentation debate, in which students respond to debate topics about modern ethical dilemma situations of increasing complexity. Students are placed into brackets in the same style as sports teams, and compete against each other tournament style, being rated by their peers regarding persuasive methods and logical reasoning. In order to avoid student bias, rubrics are used by students to rate their peers using a simple, yet effective evaluative tool. (Teachers with 90-minute class periods are suggested to combine days 1-2 and 3-4. Day 5 has the potential for being a 3rd day. The debate format will take a few days to complete.)
The purpose of the Common Core State Standards is to address a fundamental shift in the way lessons are taught and the way students are learning. This unit represents a shift in how students interact with the societal issues presented by an author within a text, and this lesson introduces students to these issues in an interactive manner. Students are implored to move beyond simply reading about issues to making real decisions that require deep and profound consequences for the individuals involved. Here students become key decision makers in hypothetical situations that would have realistic results on the individuals involved in micro- and macrocosmic scenarios. The Common Core State Standards possess an imperative that students become individuals capable of thinking and solving issues in a real-world way. While this unit is an analysis of a fictional text, and the students are dealing with hypothetical scenarios, the thought-processes involved and decision-making skills required challenge students in a way that is realistically relevant to leaders and policy makers within society.
UDL: Universal Design for Learning is a process of making course concepts accessible and skills attainable regardless of learning style, physical or sensory abilities.
IMPORTANT NOTE: Consider the need for Accessible Instructional Materials (AIM) and/or for captioned/described video when selecting texts, novels, video and/or other media for this unit. See "Sources for Accessible Media" for suggestions on Maryland Learning Links: http://marylandlearninglinks.org.
IMPORTANT NOTE:No text model or website referenced in this unit has undergone a review. Before using any of these materials, local school systems should conduct a formal approval review of these materials to determine their appropriateness. Teacher should always adhere to any Acceptable Use Policy enforced by their local school system.
IMPORTANT NOTE: No text model or website referenced in this unit has undergone a review. Before using any of these materials, local school systems should conduct a formal approval review of these materials to determine their appropriateness. Teacher should always adhere to any Acceptable Use Policy enforced by their local school system.
Do modern ethical dilemmas possess realistic solutions?
*Depending on class size, Round 3 may be the final round. Teachers with class sizes around 16 should refer to day 4 homework for final debate topic questions.
*Teachers creating their own topic for Round 4 should ensure that the topic is complex enough to require a reasonably large amount of time from the student participants. It should also contain enough relevant background information such that the students can gain a full understanding of the topic.
*The unit will conclude with the "king or queen" or debate being crowned. A suggestion for the culmination of the tournament is for teachers to have a prize for the student who finishes on top in the debate tournament.
Reading: Informational Text
Speaking & Listening