Lesson Plan:

Major philosophical issues

The nature of choice. Knowing what you want.

Limits to choice.

Choosing between alternatives.

Linking choices with consequences.

What gives you the right to choose?

Are there some choices that are not really choices in terms of the consequences?

View Munch Kids segments:
Which One
Munch Kids
Which One?

The MUNCH KIDS discuss the things that make choices easy or difficult using examples. Is knowing what you want a matter of knowing what you like, and is decision making made even more difficult by the alternatives on offer?

The MUNCH KIDS describe everyday choices like eggs or not, poached or fried etc. Samuel gives an example of a clear-cut choice where you don't have to give the matter any thought, i.e. eggs above popcorn for breakfast, while Jessica opts for popcorn over eggs as a means of choosing a new experience.

Ali introduces the notion of making a difficult choice between two things that are equally liked and suggests you can solve the problem by opting for both. David sees that making a choice also involves choosing not to have the 'other' and being prepared to go without and face the consequences. This is elaborated on by Samuel who discusses less than pleasant consequences of a choice - e.g. stop crying or you don't go to the party. Sarah believes in a case like this there is really not a choice! The MUNCH KIDS recognise that this kind of choice is an example of how adults can manipulate a situation. They may not even carry out the threat: 'They're just saying it 'cause they want them to stop'.

Quotes

'A lot of things in the day when you choose you don't realise you choose.'

'If you've only got two choices and you can only choose one and you really like both of them, it's probably the hardest thing to choose.'

'He has no choice to make.'

Questions

Is everyone capable of making choices? What would you exclude the following from making a choice about: children, babies, animals, computers, prisoners? For example, should children choose their own birthday presents, the school they go to, to help someone cross the road?

Unit Fourteen Activities

The Right to Choose

Activity One: English, Health/PE

Ask your students what gives us the right to choose? Is it determined by ownership, power, control, concern? Do you have the right to make choices about your: friends; party; birthday present; school; class captain or student representative; teachers?

Do you have the right to choose to: hurt someone; break the law; help someone when you don't feel like it?

Activity Two: English, Health/PE

Ask your students are there limits to choice? Discuss these scenarios:
• If you are told to either tidy your desk or clean up the kitchen and you don't want to do either, is this a real choice?
• If you are told you can have a pizza or hot chips and you want both, is this a real choice?
• If you are told to choose between doing something you really want to do and something you don't want to do, is this a real choice?
• If you are told that running on the road is dangerous, can you still choose to do it? Is that a real choice?
• If you are told that shoplifting is against the law, can you still choose to do it?

Activity Three: English, Health/PE, SOSE

Ask your students what gives us the right to make choices about the following? Are we free to make these choices?
• We are thirsty and decide to have a drink of water
• We wish to change our name
• We decide to vote in an election
• We decide not to vote in an election
• We choose to become a citizen of another country
• We choose to wear particular clothes to a place which
• has dress rules.
• We choose to be happy

Leaders make Choices

Activity One: SOSE

As part of a study of past social and political leaders who have made a difference to Australian society, the students can develop timelines which highlight important choices made by them. They may include people featured on our currency, e.g. Enid Lyons; Aboriginal leaders, e.g. Sir Doug Nicholls; leaders of the women's suffrage movement such as Vida Goldstein and political leaders such as Ben Chifley.

This activity could also be used in a study of current social and political leaders or with local leaders who could be interviewed.

Activity Two: SOSE

Most political systems give citizens the right to vote - the right to make a choice. As part of a unit on democracy and citizenship, ask the students to compile a table which sets out the different dates where the right to vote was achieved by men and women in different countries.

Advertisements and Choice

Activity One: The Arts, Technology

In Which One the 'promise' of things advertised compared to how they actually are is discussed. Advertisements on TV catch your interest by the images they use, the things they say and the music they play. Ask the students to make their own advertisement for an product or service. Who is the audience? How will you get their attention? If you can, video the advertisements. Ask the students if the product or service will actually be as 'good' or effective as it appears in the advertisement?

Activity Two: SOSE

Conduct a parliamentary debate on the topic 'Is compulsory voting fair?' Organise party leaders, ministers and back- benchers, for and against the proposition. Before the debate begins, spend some time developing interesting questions which can be put by both sides. Allow for a non-party vote at the end so students can cross the floor.