ETHICAL DILEMMAS

 

Lesson 11: “Singapore Whipping”

 

OUTCOMES: Students will read a story that takes up an ethical dilemma of a cross-cultural nature.  They will take part in a structured class debate.  Students will apply class rules during group discussion.

 

CONDITIONS: The reading of the story and the post-reading debate activity will encompass at least two class lessons.

 

ACTIVITIES:

Teacher                                                          Student

DAY ONE

¨Begin this lesson with a discussion about how ethical values may differ by culture or national outlook.  Give students some examples i.e. women in Muslim cultures often have their face and body covered completely in public, or, in some Asian cultures it is considered polite to belch loudly at the table following a good meal.  Solicit examples from students about their own culture if applicable.

¨Instruct students to complete the Pre-Reading Activity Sheet journal entry.  Complete the vocabulary on the Pre-Reading Activity Sheet as a group.

¨Tell the students about the main points of the story they are about to read: A teenager was caught vandalizing cars in Singapore.  He was tried, found guilty, and sentenced to be whipped six times.  There was a public outcry from the United States regarding this punishment.

¨Read the story aloud and have students follow along as you read.

¨Review the main points of the story with the group as you read.

DAY TWO

¨Have classroom prepared for group debate activity by having all the chairs divided on either side of the room with space between them in the center.  Have a few chairs in the center as well.

¨Review the main points of the story Singapore Whipping with the class.

¨Write the following question on the board:  Do you feel Michael Faye received a fair punishment for his crime of vandalism?  Have students respond to this question on the Post-Reading Activity Sheet. 

GROUP ACTIVITY

OVERVIEW: This group activity involves choosing a side.  Chairs on one side of the room will be occupied by students who believe Michael Faye received a just punishment for his crime.  On the opposite side of the room, chairs are reserved for those students with an opposing opinion: that Michael Faye’s punishment was unjust.  Students who are uncertain may sit in the middle.  Taking turns, students may present arguments to back up their opinion.  At any time, students may move from one side of the room to the other or to the middle, especially after hearing each other’s’ arguments.  The side that wins over the most students in the end wins the debate.

¨Give the students background information and directions on how to participate in the group activity.  Answer any questions.  If necessary, have three students “act out” what the actual debate will look like.

¨Direct students to choose a side about the question “Do you feel Michael Faye received a fair punishment for his crime of vandalism?” and to sit on the appropriate side of the room based on their opinion.

¨Remind students that one person from each side may present their argument about their opinion of Michael Faye’s punishment at a time.  The sides take turns and may flip to see who goes first.  This back and forth debate may go on for as long as you decide—about 20 minutes is probably a good amount of time.

¨Open the floor for debate.  Work to keep students on the subject and following their rules for discussion.  Remind students that they may change their mind at any time and move from one side of the room to the other.

¨Following the debate, have students respond to the final question on the Post-Reading Activity Sheet:  “After participating in the class debate, has your opinion changed about Michael Faye’s punishment?  If so, how?  What argument encouraged this change of opinion?  If your opinion did not change, what arguments were made to make you even more confident about your opinion on the Michael Faye case?

¨Review the various arguments made by students in a sum-up session at the end of class and collect all written assignments.

DAY ONE

¨With the class, discuss how ethics change from culture to culture.  Think of some examples of ethics or values from your culture and how they may be different from another culture.  Share.

 

 

 

 

 

¨Complete the Pre-Reading Activity Sheet journal entry and the vocabulary with the class.

 

 

 

 

 

 

 

 

¨Read the story “Singapore Whipping” with the class.  If you are confused about anything—ask.

 

DAY TWO

 

 

 

 

 

¨Review the main points of “Singapore Whipping” with the class.

 

¨Make a decision about the following question: Do you feel Michael Faye received a fair punishment for his crime of vandalism?  Write about your decision on your Activity Sheet.

GROUP ACTIVITY

¨You are going to take part in a debate.  Listen to your teacher as he or she explains how to do the debate.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

¨If you don’t understand anything about the activity—ask.

 

 

 

 

¨Choose a side about the question:  “Do you feel Michael Faye received a fair punishment for his crime of vandalism?” and sit on the appropriate side of the room.  If you are not sure, sit in the middle.

 

 

 

 

 

 

 

 

¨Take turns arguing your points.  Only one side should be arguing at time, and only one member from that side should be speaking.  Take turns from side to side as well.  MOVE to the other side of the room if your opinion changes.  If it changes again, move back.

 

¨After the debate, answer the final journal question on your Activity Sheet.

 

 

 

 

MATERIALS AND RESOURCES: Copies of the story "Singapore Whipping" on colored paper. Copies of companion Pre-Reading and Post-Reading Activity Sheets for this story, printed on the same colored paper as the story. One copy of the story and response sheet must be copied for each student in the class. Highlighters, markers or chalk, flipchart or chalkboard.

METHODS OF ASSESSMENT: Students may be assessed using the Life Skills Rubric for teamwork, completion, and problem solving. It will be possible to assess comprehension of the readings by reviewing what the students underlined in their stories. They can also be assessed through their involvement in post-reading debate and their completion of all the companion worksheets and writing activities.

MODIFICATIONS/ACCOMODATIONS: Having students take part in pre-reading activities will help activate their thoughts concerning the main ethical dilemma presented in the story. Students will also have the opportunity to understand the vocabulary in the story before reading it. All work printed on colored paper will help alleviate vision problems for particular students. Going over all the work as a group in spoken and written form will address both auditory and visual learners.  The possibility for movement during the mock debate will be particularly helpful for students with any form of attention deficit or hyperactivity and will provide a tangible, visual representation of where various students stand on the ethical issues discussed.

STANDARDS:  Language Arts, grade 9/10, Word Analysis 1.1, Comprehension 2.3, 2.4,  2.5, Writing Applications 2.2, Listening and Speaking 1.1, Speaking Applications 2.5.