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weekly
Clase

Grupo de discusión de filosofía para adolescentes: ¿es legal, ético o moral?

Completado por 45 alumnos
Edades 13-18
Clase grupal
En esta clase continua, los estudiantes escucharán un resumen y participarán en debates con sus compañeros sobre si el tema debería tener leyes que lo regulen y si el tema es ético o moral según sus puntos de vista individuales.
Puntuación media:
5.0
Número de reseñas:
(852 opiniones)

Videoconferencias en vivo
1x por semana
3-4 alumnos por clase
40 min

Qué está incluido

1 reunión en vivo
40 minutos horas de clase por semana

Experiencia de clase

In this ongoing course, the students will listen to a summary of a book, court case, or event. Each week will focus on a different topic. 
* This is NOT a debate class, this is a discussion class. Students are NOT required to read the entire book or article before class.*
After listening to the brief summary, students will engage in discussions and explain their stance as to:
1) If they believe there should be laws regulating the topic at hand
2) If the summary described something moral or immoral, in their personal opinion
3) If the summary described is ethical or unethical, in their personal opinion

Students will be reminded that nobody is "right" or "wrong" as each topic discussed could be argued both for and against, everyone has their own set of morals and ethics, and that we can engage in discussions with people with varying opinions. 
**Class minimum is necessary in order to engage in group discussions. 

Week 1 Beginning week of March 5th: Book summary: Stuck in Neutral, topic: euthanasia

Week 2 Beginning March 12: Book summary: The Giver, topic: utopian societies 


Week 3 Beginning March 19- Article summary: No Choirboy: Murder, Violence, and Teenagers on Death Row, topic: capital punishment for underage offenders

Week 4 Beginning March 26:  Article: Capital Punishment Timeline. (n.d) Clark County Prosecuting Attorney-The Death Penalty. Retrieved from: http://www.clarkprosecutor.org/html/death/timeline.htm 

Week 5 Beginning April 2: Book summary: Child Labor Then and Now: child labor 

Week 6 Beginning April 9 Continued discussion of child labor 

Week 7 Beginning April 16: Book summary: Fahrenheit 451, topic: censorship (literature)

Week 8 Beginning April 23 : Book Summary: The Sympathizer-Continued discussion of censorship (speech) 

Week 9 Beginning April 30: Animal Rights 

Dates below added pending enrollment 
Week 10  Beginning May 7: Animal Rights continued

Week 11 Beginning May 14th- Fairy tales

Week 12 Beginning May 21- Fairy Tales continued 

Week 14 Beginning May 28- Antarctica Lake Vostok- government, treaty, and do we need to leave it preserved or continue further research for scientific and historical reasons? 

Week 20 Beginning  June 4- Giants/ Gigantism- Should preserving skeletal remains be governed by laws, ethics, morals? Is there truth to mythology/legends? How can we explain the findings? 

Dates pending ***

Week 21 Beginning- Cloning- Book summary: Never Let Me Go

Week 22 Beginning  - Organ Harvesting- Book summary continued: Never Let Me Go and Pieces of Me. 

Week 23rd Beginning : GMOs- The pros, the cons, and do we need continuous research in this area? Are they legal in all countries? Why/ why not? Are they helping local/global issues? Are they hindering local/global issues? 

Week 24 Beginning : Research articles/studies- Should students receive grades? Do grades affect student behavior? Should students be able to grade their teachers/ professors? 

Week 25 beginning: Schools- Should homeschooling be legal or illegal? Why? Should standardized testing be required for in-person as well as homeschooled students? Should colleges rely on test scores for entry? Should schools require courses such as health, sex ed, physical ed, and drivers ed? Do schools need security guards? Should guards at schools be armed? Do schools need metal detectors? 

Week 26 beginning : Employment- Should there be laws pertaining to hiring? Should employers be allowed to conduct background and credit checks? Should people be denied a job based on visible tattoos/piercings? Should women who are pregnant be refused a job or let go from a job? Should employers allow individuals to practice/take off for holidays that are not nationally celebrated? 

Week  27 beginning : Employment continued

Week 28 beginning: Zoos and Circuses- Are they legal? Should there be laws protecting the animals / people? If so, how should the laws be regulated and enforced? Are they moral? Are they ethical? What would happen to the workers and animals if the zoos and circuses were shut down?? 

Week 29 beginning : Art and Music Censorship- Is it legal? moral? ethical? Do you think music should be censored? If so, when? How? By whom? What standards? Do you think art should be censored? If so, when? How? By whom? What standards?
Should art and music be censored like movies and video games? What type of music, if any should be censored?
Why would people want to censor music? Would censoring music deter or promote people from listening to it?
To what extent should it be censored? Should music VIDEOS be censored? 

Week 30 beginning  - double jeopardy 
Week 31 beginning - voting laws and regulations 
Week 32- Security and Officers
Week 33- Self-Defense 
Week 34 - Technology- Do we have sufficient technology? Is there a need for more? Is it hindering society? 
Week 35- Society, Happiness, and Purpose 
Week 36- Healthcare 
Week 37- Healthcare continued 
Week 38- role model, standards for role models  and celebrity salaries 

Week 39- Relationships
Week 40- Relationships continued
Week 41- Climate Change and Alternatives 


This is NOT a debate class, this is a discussion class. Students are NOT required to read the entire book or article before class. We will solely review a summary of each book/article at the beginning of each class. Based on the student's personal morals, ethics, and any background regarding laws in their area, they will engage in discussions with one another about the central idea presented in each book/article. 

My teaching style is fun, engaging, and student-centered. I enjoy adding animations, pictures, audio, videos, and tangible examples for students to remain engaged. I encourage and promote class discussion (both verbally and in the chatbox features)

Metas de aprendizaje

Students will engage in open discussions.
Students will use their background knowledge and personal beliefs to generate ideas and state their opinions. 

CCSS.ELA-LITERACY.SL.9-10.1.C
<http://www.corestandards.org/ELA-Literacy/SL/9-10/1/c/>
Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or challenge ideas and
conclusions.
CCSS.ELA-LITERACY.SL.9-10.1.D
<http://www.corestandards.org/ELA-Literacy/SL/9-10/1/d/>
Respond thoughtfully to diverse perspectives, summarize points of agreement
and disagreement, and, when warranted, qualify or justify their own views
and understanding and make new connections in light of the evidence and
reasoning presented.
CCSS.ELA-LITERACY.SL.9-10.4
<http://www.corestandards.org/ELA-Literacy/SL/9-10/4/>
Present information, findings, and supporting evidence clearly, concisely,
and logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose,
audience, and task.

Otros detalles

Orientación para padres
Students will be discussing topics that are typically addressed in novels, news articles, and court cases. Many of these books are assigned reading for teenagers and touch on sensitive topics such as capital punishment, euthanasia, bullying, child labor, and other topics. Students and parents should feel comfortable with learners engaging in open discussions about laws, ethics, and morals.
Lista de útiles escolares
The students do not need any materials for this class.
Recursos externos
Los estudiantes no necesitarán utilizar ninguna aplicación o sitio web más allá de las herramientas estándar de Outschool.

Conoce al profesor

5.0
852reseñas
Perfil
Experiencia y certificaciones del docente
Kentucky Certificado de Docencia
Kentucky Certificado de Docencia en Educación especial
Florida Certificado de Docencia en Educación especial
Florida Certificado de Docencia en Artes del lenguaje inglés
Florida Certificado de Docencia en Inglés para hablantes de otros idiomas
Maestría en Educación desde Walden University
Licenciatura en Educación desde Florida Gulf Coast University
Grado asociado desde Edison College
I am a certified English teacher. In brick and mortar schools, we discuss laws, ethics, and morals presented in short stories, novels, and newspaper articles. As also stated in my teacher profile, prior to becoming a teacher, I was a correctional officer. I have successfully completed two training academies and worked in maximum and medium-security prisons. Each training academy required successful completion of academic pertaining to laws, morals, and ethics, as well as state exams (Florida and Texas), as well as successful completion of the physical components and requirements. 
I also privately tutor students for IGCSE Law and Business. 

Reseñas


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