Year 2 Lesson 1.5 - Ethics and Finances
Unit Learning Goal
Students will reflect on the meaning of the three Es of Good Work (excellence, ethics, and engagement) in applicable contexts.
Lesson Goal
Students will be able to understand the tension between acting according to their ethical standards and the need for money in our lives. Students will be able to analyze the assigned dilemma, identify assumptions and biases within the text, generate questions about missing information and think through possible solutions.
Assessment
Monitor class discussions for appropriate discussion related to the assigned discussion questions about “The Cost of Conscience” dilemma.
Review notes from each group to determine students were able to understand the essential question, identify an assumption or bias in the dilemma, come up with a question that the text leaves unanswered, and consider the best possible solutions or endings to the dilemma.
Analyze Exit Tickets to gauge students’ understanding of the tension between ethics and financial pressure
Casel Alignment
Self-Awareness, Self-Management, Social Awareness, Relationship Skills, Responsible Decision Making
portfolio documentation
Notes from their group conversations (copies or an image from notetaker)
RESOURCES
Optional Reference: Peeling the Onion
Optional Reference: Two minute video on assumptions from Iceberg Thinking
Optional Reference: A lesson on assumptions from Facing History and Ourselves
Optional Reference: Playmeo resources to explain Bias
Prerequisites
Year 2, Lesson 1.3 - Engagement and Values
Year 2, Lesson 1.4 - The 3 E’s of Good Work and Finding Balance
Total TIME
45 minutes
Instructions
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In the previous lesson, there was a review of the 3 E’s of Good Work. Thereafter, the majority of the time was spent exploring the concept of Excellence, and thinking about ways in which excellence can be balanced with other aspects of our lives. There was also a class debate about Enjoyment and Excellence.
In today’s lesson, the focus will be on the 3rd E of Good Work–Ethics. A common hindrance to ethical behavior is the weight that money and finances have on our judgement and decision making. In this class, you will work in groups to consider how we can balance ethics with our financial needs.
1. Present the dilemma to the class. [8 minutes]
Present your students with the dilemma, “The Cost of Conscience”.
2. Present the Essential Question to the class. [2 minutes]
Write on a visible board:
“How can we balance ethical work with the need for money in our lives?”
Inform students that you’ll be investigating this question through the dilemma in class today.
3. Peeling the Onion [20 Minutes].
Split students into small groups (approx. 4 students per group).
Inform students that they will now be answering a series of questions about the dilemma in rounds.
Each group should assign at least one member to be a notetaker, and they can choose to take notes in whatever manner feels most appropriate for their group, or in whatever manner you deem appropriate as the teacher (e.g., written notes, a poster, a recorded video, etc.). [3 minutes]
Rounds:
Round 1: “What the essential question means to me is..." Each student in the group responds to what they think the essential question of the day is really asking. [2 minutes]
Round 2: “One assumption that seems to be part of the dilemma is…” Each student discusses what they think is a key assumption or bias present in the dilemma. [5 minutes]
Round 3: “A question this raises for me is…“ Each student discusses a question they have about the dilemma. Students should consider using Who/What/When/Where/Why/How questions. Repeat round if time allows. [5 minutes]
Round 4: “What if…?” Or, “Have we thought about…?” Or, “I wonder…?” Each student raises a possibility about the dilemma, particularly around how the main character, Carlos, might make a decision or take action, keeping in mind the choices he must weigh. [5 minutes]
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If your students don’t have a lot of experience questioning their own assumptions, or understanding what it means to question tendencies to jump to conclusions, consider sharing a bit from one of these resources:
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If you aren’t sure that your students understand the concept of bias, consider trying out one of the activities or sharing an example from this post on the Playmeo site.
4. Whole class share out [10 minutes].
Ask each group of the class to share one main point from their conversation in 1 minute, with a focus on figuring out together what next steps might be for Carlos. Students should be sure to indicate which level of the “onion” their point came from.
As you discuss, consider together:
How might a shift from doing something because it is ethical to doing something for money affect your decision making?
5. Closing and Exit Ticket [5 Minutes].
Ask students to complete the Year 2, Lesson 1.5 Exit Ticket:
Students will respond to the following question:
How might Carlos’ decision-making in this dilemma change if he were:
Wealthy
Financially secure (e.g., housing, food, and basic necessities are comfortably afforded)
Even less finally secure (housing, food, and basic necessities are precarious)
Keep the Exit Ticket for The Good Work Portfolio.
Lesson Walkthrough
Watch this short video guide for lesson specific advice from The Good Project Research Team.