Chapter 1: Why be ethical

Chapter 1: Why be ethical

Religious Studies 35 – Demonstration of Learning (DOL)

Chapter 1: Why be ethical?

In this project you will demonstrate an understanding of the ethical philosophies highlighted in chapter one and compare and contrast with Catholic teaching. You will choose a specific topic and presentation style that best suits your strengths.  This DOL is designed so that you can get the best mark possible by using your own strengths and interests.

  1. Answer Major Guiding Questions:

These questions must be answered thoroughly throughout your DOL.

  • How would Aristotle, Kant and Levinas describe “the good”?
  • How do the choices people make have an ethical/moral dimension?
  1. Pick a Possible Specific Topic:
  1. Pick a Possible Presentation Style (Format):

For more artistic presentation styles an additional short written explanation is often required to ensure content is adequately covered.

research essay, narrative story, biography, comic (bitstrips.com), movie, magazine, animation, write a song, profile a saint, poetry, film/book study, scripted debate, brochure, scrapbook, podcast (audacity.com), game, oral presentation (prezi.com), radio play, etc.

[place-order]

  1. Effectively Integrate, Explain and Apply at Least Six of the Following Key Terms:

These terms must NOT be listed with definitions but seamlessly integrated throughout your DOL.

autonomy, deontological ethics, duty, ethics, morality, obligation, responsibility, Revelation, teleological ethics, relational ethics, conscience, moral agent

  1. The Following Sources Must be Included in your DOL:

Be sure to effectively connect your research to the key questions.

  • In Search of the Good Textbook
  • At least two of the following sections from the Catechism of the Catholic Church: 1755-1756, 1951-1954, 2052 (available at vatican.va)
  • Scripture (New Revised Standard Version)

Students must complete Demonstration of Learning Tracking Sheet and Advanced Organizers I & II. Students will have two meetings with the teacher to discuss progress and receive feedback before the due date. The goal of this process-driven approach is quality, deep, and enduring learning.

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