Understanding Symbolism in Lord of the Flies

Video SparkNotes: William Golding's Lord of the Flies summary

Why should you read “Lord of the Flies” by William Golding?

The lord of the flies

For the next three days of class  (3, 10 and 17 of june) we will  go to watch a movie: The lord of the flies.

• Movie in english
• Movie in spanish
• Movie in original version, english

After that we  will prepare some activities.

The movie is bassed  in the book with the same name, written by Wilian Golding. 

You can read the book in original version, o in spanish version (press  download green boton).

 At the end send me the activities before the 18 of june 

Coronavirus in the News

We look for somes news focus on the Coronavirus pandemic.
Positive or Personal News, where the protagonist are the hope, the solidarity... in these moments.
You can use these links, but you can look for others.

• America's Newspapers
• European Newspapers

Make a presentation with these news and send to me.

Solo quiero bailar

The Gender Violence

The United Nations defines violence against women as "any act of gender-based violence that results in, or is likely to result in, physical, sexual or mental harm or suffering to women, including threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or in private life."


Risk factors
Factors found to be associated with intimate partner and sexual violence occur within individuals, families and communities and wider society. Some factors are associated with being a perpetrator of violence, some are associated with experiencing violence and some are associated with both.
Risk factors for both intimate partner and sexual violence include:

• lower levels of education (perpetration of sexual violence and experience of sexual violence);
• exposure to child maltreatment (perpetration and experience);
• witnessing family violence (perpetration and experience);
• antisocial personality disorder (perpetration);
• harmful use of alcohol (perpetration and experience);
• having multiple partners or suspected by their partners of infidelity (perpetration); and
• attitudes that are accepting of violence and gender inequality (perpetration and experience).

Factors specifically associated with intimate partner violence include:

• past history of violence;
• marital discord and dissatisfaction;
• difficulties in communicating between partners.

Factors specifically associated with sexual violence perpetration include:

• beliefs in family honour and sexual purity;
• ideologies of male sexual entitlement; and
• weak legal sanctions for sexual violence.

The unequal position of women relative to men and the normative use of violence to resolve conflict are strongly associated with both intimate partner violence and non-partner sexual violence.  Tomado de WHO (World Health Organization) en ingles y en español.

Task:  For the trimester, we are about to prepare the shooting of the promotional clip of the Short Ethic Movies Festival (now in its 5th edition). That's the reason why you should propose ideas.  Something to should be done by all ethic students. Working in group, 2 people, with these items: 

What is Gender Violence? how we can to combat? ...

... and  we  going to make a video 3-5 minutes.
Remember, you can use all types of technological systems, with nice music related to movies or your personal creation.

The Butterfly Circus and the History of one perseverance

•  What are the most important elements in Nick's story? Make a list
•  How inspires other not to give up when it comes to the unexpected?
• What makes your life a model?

Investigating Moral Dilemmas

A moral dilemma is a situation where:

1.) You   have to choose  between two or more actions.

2.) There are moral reasons for you to choose each of the actions.

3.) You cannot do all of the actions and have to choose which action (or actions when there are three or more choices) want  to made. The agent thus seems condemned to moral failure; no matter what she does, she will do something wrong (or fail to do something that she ought to do).

Some moral Dilemmas

In the novel Sophie's Choice, by William Styron (Vintage Books, 1976 -- the 1982 movie starred Meryl Streep & Kevin Kline), a Polish woman, Sophie Zawistowska, is arrested by the Nazis and sent to the Auschwitz death camp. On arrival, she is "honored" for not being a Jew by being allowed a choice: One of her children will be spared the gas chamber if she chooses which one. In an agony of indecision, as both children are being taken away, she suddenly does choose. They can take her daughter, who is younger and smaller. Sophie hopes that her older and stronger son will be better able to survive, but she loses track of him and never does learn of his fate. Did she do the right thing? Years later, haunted by the guilt of having chosen between her children, Sophie commits suicide. Should she have felt guilty?  Taken  of page 

Task: We read the definition of  Moral Dilemma. What do you think about  it.

After that we are going to search for a real example on Internet, better, if it is possible, a video to show in class.

Ethics vs Moral

Ethics and morals both relate to “right” and “wrong” conduct. However, ethics refer to the series of rules provided to an individual by an external source. e.g. their profession. On the other hand, morals refer to an individual’s own principles regarding right and wrong.

Comparison chart

Ethics Morals What are they?: The rules of conduct recognized in respect to a particular class of human actions or a particular group, culture, etc. It defines how thing are according to the rules. Principles or habits with respect to right or wrong conduct.It defines how things should work according to an individuals' ideals and principles. Where do they come from?: Social system - External Individual - Internal Why we do it?: Because society says it is the right thing to do. Because we believe in something being right or wrong. What if we don't do it?: We may face peer/societal disapproval, or even be fired from our job. Doing something against one's morals and principles can have different effects on different people, they may feel uncomfortable, remorse, depressed etc. Flexibility: Ethics are dependent on others for definition. They tend to be consistent within a certain context, but can vary between contexts. Usually consistent, although can change if an individual’s beliefs change. Origin: Greek word "ethos" meaning "character" Latin word "mos" meaning "custom"

Modern slavery

After the video we review our ideas
What conditions a person have to have  to achieve its fully develop?
What the Liberty mean ?  made a definition
and the Equality? made a definition too
It is possible to live in liberty, dignity and equality? What do you think?

Building a personal project of life. How to have a good life?

The life how a personal project to build throughout the years.
1º Choose the best qualities for this trip and explain  why.

• To be honest- the more honest you are, the more trustworthy you become.
  

• Have integrity- the better of a person you are, the better an image you present.

• Be responsible- you must be responsible in life so that others can rely on you.

• Tell the truth- the value of truth is immeasurable, because without it, the world would just be filled with lies.

• Give credit where credit is due- without crediting people for their ideas/works, it is considered stealing and we are cheating them of their hard work.

• Be courteous- every act of kindness makes a difference in the life of someone.

• Have respect- one of the most important things is to treat other as you wish to be treated.

• Trust- trust is the building block of relationships we create in our lives.

• Be harmonious- to live together and get along with everyone is a “delicacy” that we all long for.

• Don’t change who you are to please others- it’s not worth becoming a completely different person simply to make other people happy because by doing so, you may be making yourself unhappy
• Maybe others.

2º Choose a model of reference, a special person to guide around this adventure. Explain who and why

Kohlberg's Stages of Moral Development

Kohlberg's Stages of Moral Development

Angela Oswalt, MSW, edited by Mark Dombeck, Ph.D.The developmental psychologist Lawrence Kohlberg expanded and refined Piaget's earlier work resulting in the development of his well known stage theory of children's moral development. Kohlberg's moral theory is summarized in our Overview of Child Development, which may make sense to review at this time.
Preconventional Moral Reasoning
According to Kohlberg, children early in their middle childhood stage of development will typically display "Preconventional" moral reasoning. Children displaying preconventional moral reasoning have internalized basic culturally prescribed rules governing right and wrong behavior. For instance, they will appreciate that it is considered immoral to steal from others; that you must earn or be given things and not simply take them. Children will tend to live in accordance with these rules but primarily for selfish reasons, as a way of avoiding punishment and obtaining praise for themselves. At this point in time, they will appreciate their ability to make different kinds of choices, and also the reality of consequences associated with those choices. They realize that morally good behaviors attract praise and positive regard from peers and adults, while morally bad choices bring about unpleasant consequences and negative regard. They act accordingly, in a hedonistic manner so as to maximize their personal pleasant consequences.
Ideal Reciprocity
Later on in middle childhood, approximately between ages 10 and 12, children begin to show a dawning appreciation of "ideal reciprocity", which is a method for determining what is "fair" based on an appreciation of equality between relationship partners, and a desire to treat others well because ideally, they would similarly want to treat you that well too. People are more familiar with the idea of ideal reciprocity when it is phrased as the "golden rule" (e.g., "Do unto others as you would have done unto you"). Using ideal reciprocity, older children start to make moral decisions based more on how they would like others to treat them if the tables were turned, than based on what they can gain for themselves.
As children think about how rules are negotiated, and how they can benefit other people, they begin to understand and appreciate that there are different types or categories of rules, some of which are more negotiable than others.
Moral rules involve the most basic and socially strict guidelines and societal prohibitions that may never be broken. An example of a moral rule is the basic prohibition against murder and unprovoked assault. It is never okay to harm another person in a physical manner unless in self-defense.
Social Mores or Conventions are moral beliefs that change across social contexts and social groups. These rules are more strictly enforced in some places, and less strictly enforced in others. The idea that it is a sin to disobey one's parents is an example of a social more. In some families, this rule is taken very seriously indeed, while in other families, it is considered to be a guideline at best with many exemptions present.
Finally, Personal Choices involve rules that do not have fixed socially prescribed answers at all, but instead are left up to personal preference. An example of a personal choice might be one family's ritual of having a pizza dinner on Friday nights. At an earlier stage of their development, children might mistake a personal choice for a moral imperative, but by middle childhood, such choices will be recognized for what they are. Link to the original text

Homework: 
 1.Main ideas in this text
2. Difference between the first stage and the second
3. What do you think  about these  Kohlberg's Stages of Moral Development?

To know more watch this video and read the transcript. Summary about this ideas.

Our social choices