Throughout this I-Quest we have thought about the positive impact acts of kindness can have. We are now going to consider whether everyone should receive the same level of kindness, despite their actions or behaviour.
To consider this question, we are going to 'peel back the layers' of what has motivated and influenced an individual's negative actions.Considering these motives and influences we are going to decide whether the character discussed should be treated with kindness.
This is a very challenging question as you will need to consider multiple perspectives and other factors when making your decision about whether Ryan should be treated with an equal level of kindness such as those listed in the table below.
Before you continue on your I-Quest journey we would like you to take some time now to view the following You-Tube on bullying and what motivates these negative and hurtful actions towards others.
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Record your thoughts to the the above questions using the template that is attached to the Word document opposite, you may like to share these responses with a partner.
You are now going to be introduced to “Ryan” a boy who has been recently convicted of burglary and assault and is now in juvenile detention. We would like you to make a judgement about whether Ryan should be treated with an equal level of kindness based on the initial information you have received. Having made your initial decision we are going to now 'peel back the layers' and look at how Ryan's actions have changed over time and what has motivated his negative actions.
Before we present you with the scenario about Ryan we would like you to consider how you would feel if you were treated unfairly and how these actions would make you feel. Maybe you could also consider what motivates people to treat others unfairly, such as peer pressure, social acceptance or bullying. Before we watch Ryan's story we would like you to take a moment to write down your thoughts in the Word document below.
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Here is a video of Ryan's story, click on the picture below to view this video. Remember to set your volume to an appropriate level and use headphones when viewing this video to avoid distracting your classmates.
It may also be helpful for you to pause the video and take notes throughout about Ryan's story and his possible motives if you need as this will help you to better understand Ryan's situation.
It may also be helpful for you to pause the video and take notes throughout about Ryan's story and his possible motives if you need as this will help you to better understand Ryan's situation.
Having viewed Ryan's story we would now like you to decide whether you are "for" or "against" Ryan being treated with an equal level of kindness considering his negative behaviour and motives, take some time to reflect on your decision. As a class we will divide into two groups "for” and “against” Ryan being treated with an equal level of kindness based on your decision.
To present these reasons "for" or against" we will participate in a whole class debate. We will firstly prepare and then rehearse this debate as a class and then present it in front of the Grade 4 students at the end of your I-Quest journey. Please watch the You-Tube clip below to see a real life class debate, it may give you some ideas about how to structure the class debate.
To present these reasons "for" or against" we will participate in a whole class debate. We will firstly prepare and then rehearse this debate as a class and then present it in front of the Grade 4 students at the end of your I-Quest journey. Please watch the You-Tube clip below to see a real life class debate, it may give you some ideas about how to structure the class debate.
Your debate should be structured to include a discussion of reasons which support your decision "for" or "against" Ryan being treated with an equal level of kindness as well as a rebuttal. We have attached an information sheet to the image below which clearly outlines how to structure your debate, take some time to read through this information sheet now.
To help our class debate run smoothly you should read through these helpful hints about how to delegate responsibilities within your team as well as startegies to help you work effectively with your peers. Click on the debate characters below, to read these helpful hints.
Your class debate will be self and peer assessed using an assessment checklist which focuses on the organisation and clarity of your discussion, level of respect shown as well as voice projection. Click on the green tick below to access this assessment checklist.
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REMEMBER: You will need to save and print two copies of this assessment checklist, one for self and one for peer assessment.
Having completed your class debate, we would like you to take some time to reflect on whether your initial decision about whether Ryan should be treated with an equal level of kindness has changed based on our class debate as well as your discussion with your peers.
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Your reflection and thoughts about whether your decision has changed as a result of our class debate and peer discussions should be documented using the template attached to this Word icon.