5.++Ethical+Choices

//5. Ethical Choices - After Reading - Utilizing Strategy// *Technology could be used here. · **Rationale: ** I use this strategy because it provides students with an opportunity to address difficult issues and take a position. It helps them utilize meanings they have constructed in exploring issues and making ethical choices. · **Courses in which it could be implemented: ** Eighth grade Language Arts inclusion, regular Language Arts, and Accelerated Language Arts students use this. I used this before the presidential election when students were deciding which candidate should be elected president. I had them research the stances that McCain and Obama have on issues that the students cared about. This was implemented in my Language Arts class during a writing lesson. This strategy is a good strategy for history also as student discuss candidates for president. Ethical issues in science can also be addressed with this strategy. · **Diverse learners: ** All learning styles benefit from this strategy. All students can use this strategy to write on difficult issues and help them take a position and explore the various sides to it. This is a good reading and writing method for all types of learners. It creates critical thinking opportunities for students as they consider all sides of an issue. · **Procedure:  ** 1. The teacher begin by introducing an issue that has a number of opposing positions. 2. Students write a brief position paper based on their current and prior knowledge of the issue. 3. The teacher presents a factual overview of the major positions in an unbiased factual way. 4. The teacher presents either a packet of reading material on the subject or an annotated list, with information to help students read balanced accounts. 5. Students are to read a minimum of two selections from the packet or list representing at last two different perspectives. 6. Students then complete the issues map (see figure 7.7) on page 191 (listing pro and con arguments) in the Stephens and Brown book, see reference below. 7. Students weigh the arguments and then take an informed stand (the resolution), supported by documentation. 8. Students compare their original stand with the new one, explaining why it did or did not change. · **Potential Issues: ** Some teachers use this strategy as a whole class activity with the students writing their reaction and then the teacher presenting the opposing perspectives for class discussion. The final stage is for students to weigh the evidence and then vote for the position that they find appropriate.

Examples: I used this as a Reading/Writing/Technology use lesson. I had students research where the presidential candidates stood on the issues for the Nov. 2009 election. They had to go to the candidates’ web sites and read where they stood on at least 3 issues. The students got to choose what issues they wanted to discuss based on what they thought was important and then they had to choose which candidate they thought would be best. The students’ views on the issues were part of the writing because they chose the candidate with similar views as theirs. They then wrote a position paper explaining the candidate’s issues and why they believe this candidate is right and would make the best president. <span style="font-size: 10pt; color: black; font-family: Symbol; msofareastfontfamily: Symbol; msobidifontsize: 12.0pt; msolist: Ignore; msobidifontfamily: Symbol; mso-list: Ignore;">· **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">References (Bibliography Information & Cross reference the Resource Binder): ** <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">Stephens, E. C. & Brown J. E. (2005). A handbook of content literacy strategies: 125 practical reading and writing ideas. //Strategies for utilizing// (pp. 190-191). Norwood, MA: Christopher-Gordon. (Figure 7.7) on page 191 (listing pro and con arguments) in the Stephens and Brown book <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">(**Cross Referenced in the E-portfolio Reading in the Content Area 465 Reading Strategies Resource Binder.)