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Area of Study: Moral Dilemmas
Transcript of Area of Study: Moral Dilemmas
"exploration of a concept that affects our perceptions of ourselves and our world"
"ways in which perceptions of this concept are shaped in and through texts"
"explore ways of representing events, experiences, ideas, values and processes"
Culminates in three-tiered assessment:
Reading/Analytical Skills of unseen texts
Concept-based essay exploring how at least two texts represent moral dilemmas Context Value Moral dilemmas are at the heart of what makes us human; they shape our individual consciences and underpin our social structures
Provides a platform to teach abstract terms like attitudes, beliefs and values.
Enriches creative writing of narratives through exposure to values-based 'complications' and enhances characterisation by developing multi-dimensional personas with motivations driven by their values and desires.
Builds on Australian Government 'Values Education' Resource Package in a senior literary manner Scope Through their responses and compositions, students will examine, question, reflect and speculate on:
how the concept of a moral dilemma is conveyed through the representations of people, relationships, ideas, places, events and societies in a prescribed text and various related texts of their own choosing.
assumptions underlying various representations of moral dilemmas
how the composer's choice of language form, features and structure shape the view of the moral dilemma
the ways in which the moral dilemma shapes their view of the world, themselves and others. Suggested Texts Non Fiction
Garner, Helen (1995) 'The First Stone'
Varga, Susan (2011) 'The Silence: Australian Jews and Israel'
Noonan, Chris [director] (2011) 'Crownies Episode 10'
DePaola, Daniel (1965) 'The Returning'
Perlman, Elliot (2011) 'The Street Sweeper'
Schlink, Bernhard (1997) 'The Reader'
Watson, Larry (1993) 'Montana 1948'
Bier, Sysan (2010) 'In a Better World'
Frend, Charles (1953) 'The Cruel Sea'
Ramsay, Lynne (2011) 'We Need to Talk about Kevin'
Frost, Robert 'Stopping by Woods on a Snowy Evening'
Musa, Omar 'The Great Displaced' Introductory Activities Think, Pair, Share
Students define terms such as (individual, group, whole class):
Values Education Resources
Class debate of scenarios in increasing complexity:
'My Friend the Pirate' - Electronic Piracy
'The Choice Between Self and Another' - Crisis Situation
'For the Greater Good' - Science Black-Out Poem
Red Room Company
Transform excerpts of texts into a 'black out poem'
Helps to develop skills in summarising and in experimenting with language.
Community of Inquiry
Subjective and complex nature of the issues embedded in these texts requires the removal any dogmatic approach to the issues.
Critical thinking, empathy and collaborative exercises in an effort to expose students to a range of views on any given topic.
The Museum Victoria website describes a Community of Inquiry as “a group of people … who use discussion to engage in deep thinking, explore big ideas, and grapple with the challenges and possibilities in a puzzling concept, idea or circumstance. The process promotes critical thinking and requires members of the group to show respect for each other. It attempts to produce better thinkers and more caring members of society, who accept differences and at the same time, submit conflicts to reasonable scrutiny.”
The aim of the Community of Inquiry, however, is to not necessarily settle on a resolution, rather to raise as many questions as possible in order to illustrate the abstract, complex and often ambiguous nature of the issues. Analytical Responses Sample Essay Questions
“Moral dilemmas urge us to consider our values but it is our behaviour that reveals our true moral compass.”
To what extent do you agree with this statement? Discuss with reference to how the composers of your prescribed text and at least ONE related film text have explored this idea.
"Moral dilemmas force us to re-examine our values."
Discuss this statement, considering how your prescribed text and at least ONE related text have shaped your understanding of moral dilemmas. The consequences of an individual’s actions can result in others’ judgement of that individual.
The historical/personal/social/religious… context of an individual may dominate decisions regarding moral dilemmas, rather than intrinsic values or personal morality.
Moral choice is influenced by a lack of or the possession of power and responsibility.
Individuals dealing with moral dilemmas may find themselves challenging a society’s beliefs and values.
Moral choice is influenced by a lack of or possession of status and wealth.
The choices faced may require people to step outside their established moral code.
Moral dilemmas balance the altruistic with the selfish. Sample
Thesis Statements/Arguments Assessment Task Modelled on Paper 1 of HSC Examination
3-4 Texts in a range of forms (narrative, poetry, visual, non-fiction)
4-5 Questions based on Bloom's Taxonomy
Imaginative Writing based on a stimulus (written or visual)
Extended Analytical Response - essay on prescribed text and related text
View 2012 Sample The decisions related to moral dilemmas adjust with time as values and beliefs alter with experience.
Notions of guilt often dominate moral choice.
Responders are positioned to empathise with the perspectives of individuals in order to understand the conflict of emotions within moral dilemmas.
Responders are presented with biased perspectives in regards to moral dilemmas, thus our objectivity is compromised.
The construction of a subjective, 1st person narration allows direct insight into the complexities of thought associated with moral dilemmas, and thus provides an authentic view of the experience.
The consequences of failing to follow a moral code can lead to individuals feeling a lack of self-worth, shame and the loss of integrity. http://omarbinmusa.blogspot.com.au/