Decision Dilemma

Think about a recent decision you made. It could be big or small! In a few sentences, describe the decision and what factors you considered before making it.

Was it an easy decision? A hard one? Why?

Responsible Decision-Making Script

Warm-Up: Decision Dilemma (10 Minutes)

Teacher: "Good morning/afternoon, everyone! To kick things off today, I want you to think about a recent decision you made. It doesn't have to be a monumental, life-altering choice; it could be something as simple as what to have for breakfast or what to wear, or something bigger like a college application or a career choice. Take a few minutes to complete the Decision Dilemma Warm Up on your handout. Describe the decision and what factors you considered before making it. Was it an easy decision? A hard one? Why?"

Teacher: "Alright, let's hear from a few volunteers. Who would like to share their 'Decision Dilemma' and what they considered?" (Call on 2-3 students. Listen for variety in decisions and factors.)

Teacher: "Thank you for sharing! As you can see, making decisions is a constant part of our lives, and sometimes they feel easy, sometimes incredibly complex. Today, we're going to explore what it means to make responsible decisions, and why that skill is so vital as you navigate high school and prepare for your futures."

Introduction: What is Responsible Decision Making? (15 Minutes)

Teacher: (Transition to Responsible Decisions Slide Deck, Slide 1) "Our lesson today is called 'Your Choices, Your Impact.' Because ultimately, every decision you make, big or small, has an impact. What do you think that title means? Share your thoughts with a partner." (Allow 1-2 minutes for partner discussion.)

Teacher: "Let's bring it back together. When we talk about 'responsible decision-making,' what words or ideas come to mind?" (Write keywords on the board.)

Teacher: (Transition to Responsible Decisions Slide Deck, Slide 2) "Excellent ideas! Now, let's make sure we're all on the same page with some key terms. When we say 'responsible,' we mean being accountable for your actions and their effects. 'Decision-making' is simply the process of making choices. What are 'consequences'?"

Student: (Expected answer: results, outcomes, effects.)

Teacher: "Exactly. They are the results or effects of an action, and they can be positive, negative, short-term, or long-term. And what about 'ethics' and 'values'? These are foundational. Ethics are the moral principles that guide our behavior, and values are what you deem important in life. Can anyone give an example of a personal value that might influence their decisions?" (e.g., honesty, kindness, success, family, integrity.)

Teacher: "Understanding these terms is critical because responsible decision-making isn't just about choosing what feels good in the moment; it's about making choices that align with your values, consider ethical implications, and lead to positive consequences for yourself and others. Why do you think this skill is particularly important for you right now, as 11th and 12th graders?" (Encourage responses about college, career, peer pressure, independence, future planning.)

Teacher: (Transition to Responsible Decisions Slide Deck, Slide 3) "To help us make these important choices, we'll be using a helpful framework today called the DECIDE Model. It's a six-step process that provides a structured approach to thinking through your options. We'll explore each step as we go along."

Reading & Discussion: The Decision Tree (25 Minutes)

Teacher: (Transition to Responsible Decisions Slide Deck, Slide 4) "Now, let's delve a bit deeper into how our values and ethical considerations play a role in decision-making. I'm going to distribute a reading called The Decision Tree Reading. Please take about 10-15 minutes to read it quietly to yourselves." (Distribute reading.)

Teacher: "Once you've finished reading, we'll use the Ethical Dilemmas Discussion Guide to discuss. As you read, think about the different paths the characters might take and how their underlying values might influence those paths."

Teacher: (After 10-15 minutes) "Alright, let's open this up for discussion using our guide. What were some of the key takeaways from the reading? Were there any scenarios that particularly resonated with you?"

Teacher: "The reading highlights how complex decisions can be, especially when they involve ethical considerations. How did the characters' values (or lack thereof) influence their decisions? How might applying the 'Identify Consequences' and 'Evaluate' steps of the DECIDE model have changed their outcomes?"

Teacher: "Can you think of a real-life situation where a decision might branch out like a 'decision tree,' with many different possible outcomes depending on your choices?"

Activity: Consequence Web (20 Minutes)

Teacher: (Transition to Responsible Decisions Slide Deck, Slide 5) "Building on our discussion about consequences, we're going to do an activity called the Consequence Web Activity. I'm going to divide you into small groups of 3-4 students." (Divide students into groups.)

Teacher: "Each group will receive a hypothetical scenario. For example, your scenario might be: 'A friend asks you to lie to your parents so they can go to a party you know is unsupervised and involves underage drinking.' Your task is to brainstorm and create a visual 'consequence web' — a diagram that maps out all the potential short-term and long-term consequences of different choices within that scenario. Think about the impact on the individual, their friends, family, and even their future. Draw lines connecting the choices to their outcomes."

Teacher: "You have 10-12 minutes for this activity. Be ready to share your web with the class, highlighting a few key consequences."

Teacher: (Circulate, providing guidance and prompting deeper thinking.)

Teacher: "Alright, let's have each group share their most impactful consequences. What did you notice about the interconnectedness of decisions and their consequences?"

Game: The Ripple Effect (20 Minutes)

Teacher: (Transition to Responsible Decisions Slide Deck, Slide 6) "That activity showed us how consequences can spread. Now, let's play a game called The Ripple Effect Game to further visualize how our decisions, even small ones, can create a 'ripple effect' that extends far beyond ourselves. I'll explain the rules as we go, but the core idea is to see how choices impact others in a chain reaction."

(Facilitate the game as per its instructions.)

Teacher: "Wow, that was illuminating! What did you observe during 'The Ripple Effect'? Were there any surprises? How did seeing the chain reactions influence your understanding of responsible decision-making?"

Teacher: "This game truly shows how interconnected we are. Even minor decisions can have a surprising reach."

Application: My Decision Journey Worksheet (15 Minutes)

Teacher: (Transition to Responsible Decisions Slide Deck, Slide 7) "We've talked about models, discussed readings, and explored consequences. Now it's time to bring it home. I'm distributing the My Decision Journey Worksheet. Your task is to apply the DECIDE model to a personal decision you are currently facing, or one you recently made. It could be about college, a friendship, a part-time job, or even a personal goal."

Teacher: "Work through each step of the DECIDE model carefully. Define the problem, envision solutions, choose an option, identify consequences, develop a plan, and then evaluate. I'll be circulating to answer any questions and offer support. This is your chance to practice responsible decision-making in a way that's relevant to your life."

Teacher: (Circulate and offer individual support.)

Assessment: Responsible Choices Quiz (10 Minutes)

Teacher: (Transition to Responsible Decisions Slide Deck, Slide 8) "To wrap up our core learning, we're going to take a short Responsible Choices Quiz. This quiz will help you demonstrate your understanding of responsible decision-making and the DECIDE model. Please complete it individually and to the best of your ability." (Distribute quizzes. Collect upon completion.)

Project Introduction: Community Impact Project (5 Minutes)

Teacher: (Transition to Responsible Decisions Slide Deck, Slide 9) "As a way to apply your learning in a larger context, we're going to embark on a Community Impact Project. This project will challenge you to identify a real-world community issue and propose a responsible decision-making approach to address it. You'll be working to make a positive 'ripple effect' in your community."

Teacher: "I'll be distributing the Community Impact Project Guide and the Community Impact Project Rubric which outline all the details and expectations for this project. We'll discuss this more in our next class, but I wanted to introduce it today as a way to extend our learning."

Cool-Down: Reflecting On My Choices (5 Minutes)

Teacher: (Transition to Responsible Decisions Slide Deck, Slide 10) "Finally, let's take a moment to reflect on our learning today. Please complete the Reflecting On My Choices Cool Down. Think about one key takeaway from today's lesson and how you plan to apply responsible decision-making in your daily life going forward."

Teacher: "Thank you all for your active participation and thoughtful engagement today. Remember, your choices have power, and by making them responsibly, you shape not only your own path but also the world around you. Have a great rest of your day!" (Collect cool-downs.)

The Decision Tree: Navigating Life's Crossroads

Life is a series of choices, each leading down a different path, much like the branches of a mighty decision tree. Sometimes, these choices are simple: what to wear, what to eat. Other times, they are monumental, shaping our future, our relationships, and even who we become. Responsible decision-making isn't about avoiding difficult choices; it's about approaching them with thoughtfulness, foresight, and a clear understanding of our values.

Consider the story of Alex, a talented high school student facing a common dilemma. Alex has been offered a prestigious internship at a tech company, a dream opportunity that could significantly boost their college applications. However, the internship hours conflict directly with their commitment to the school's robotics club, a club they co-founded and where their team relies heavily on their coding expertise for an upcoming national competition. Alex's friend, Maya, is also in the club and has expressed feeling overwhelmed by the workload, secretly hoping Alex won't abandon the team.

The Branches of Alex's Decision Tree

Branch 1: Prioritize the Internship.
Alex could accept the internship, focusing on personal career advancement. This path promises individual success, a shiny resume, and invaluable professional experience. The short-term consequence might be the robotics team struggling or potentially losing the competition. Long-term, Alex's individual career trajectory could accelerate, but they might carry a sense of guilt or regret for letting down their team and Maya.

Branch 2: Prioritize the Robotics Club.
Alex could decline the internship, dedicating their time to the robotics club. This choice would uphold their commitment to their team and friends, potentially leading to a national victory and strengthening their bonds. The short-term consequence is missing out on the internship experience. Long-term, Alex gains a reputation for loyalty and teamwork, and the satisfaction of collective achievement, but might wonder about the missed career opportunity.

Branch 3: Seek a Compromise.
Alex could explore a third path: talking to both the internship supervisor and the robotics club advisor. Perhaps the internship could offer flexible hours, or Alex could contribute remotely to the club during specific times. This path requires courage, negotiation skills, and a willingness to communicate openly. The consequences are less certain but could lead to a win-win situation, or it might not work out, potentially causing more stress in the short term. However, it demonstrates a proactive and responsible approach to problem-solving.

Ethical Considerations and Values

As Alex stands at this crossroads, they must consider several ethical questions:

• Loyalty vs. Self-Advancement: Is it more ethical to honor a commitment to a team or to seize a significant personal opportunity?
• Integrity: What does it mean to act with integrity in this situation? Does it mean keeping promises, or pursuing personal growth?
• Impact on Others: How will each decision affect Maya and the rest of the robotics team? How will it affect the tech company that offered the internship?

Alex's personal values will heavily influence their choice. If Alex values individual ambition and career success above all else, Branch 1 might seem most appealing. If loyalty and teamwork are paramount, Branch 2 might be the natural choice. If problem-solving and open communication are core values, Branch 3 represents a path of responsible action, even if it's the most challenging.

Making responsible decisions often involves weighing conflicting values, considering the impact on all stakeholders, and sometimes, creatively seeking solutions that aren't immediately obvious. It's about looking beyond the immediate gain or loss and understanding the long-term ripple effects of our choices.

Ethical Dilemmas Discussion Guide

Use these questions to guide your group discussion after reading "The Decision Tree."

1. What was Alex's main dilemma in "The Decision Tree"? How did you feel about the choices Alex had to make?
   
   
   
   
2. What values did Alex seem to be weighing in the story (e.g., loyalty, ambition, teamwork, personal success)? How do these values conflict?
   
   
   
   
3. If you were Alex, which branch of the decision tree would you be most tempted to take and why?
   
   
   
   
4. Consider Branch 3: Seeking a Compromise. What are the potential benefits and drawbacks of this approach? What skills would Alex need to successfully pursue a compromise?
   
   
   
   
5. How might the DECIDE model (Define, Envision, Choose, Identify, Develop, Evaluate) have helped Alex navigate this situation more effectively? Which steps would be most crucial for Alex?
   
   
   
   
6. Can you think of a time when you faced a similar ethical dilemma where different values were in conflict? How did you approach it? (You don't need to share specifics if you're uncomfortable, but reflect on the process.)
   
   
   
   
7. The reading mentions the "long-term ripple effects." What does this phrase mean in the context of decision-making, and why is it important to consider?
   
   
   
   
   
8. How can recognizing your personal values help you make more responsible decisions, especially when faced with tough choices like Alex's?
   
   
   
   
   

Consequence Web Activity

Scenario: Your close friend, who is usually very responsible, has been skipping class frequently and their grades are dropping. They confide in you that they are feeling overwhelmed by personal issues and are considering dropping out of school entirely, just weeks before graduation. They ask you to keep it a secret from everyone, including their parents and the school counselor.

Your Task:

In your small group, create a "Consequence Web" to map out the potential short-term and long-term consequences of different choices you could make in this situation. Use the blank space below to draw your web.

Central Idea: What is the core decision you are facing?

Branches: What are 2-3 distinct choices you could make?

Nodes: For each choice, brainstorm all the immediate (short-term) and future (long-term) consequences. Think about the impact on:

• Your friend
• Your friendship
• Yourself
• Your friend's family
• The school community
• Your friend's future opportunities

Draw lines connecting your choices to their consequences. You can also draw lines between consequences to show how one consequence might lead to another (a "ripple effect").

The Decision Tree Reading Questions:

1. What was Alex's main dilemma in "The Decision Tree"? How did you feel about the choices Alex had to make?
   
   
   
   
   

2. What values did Alex seem to be weighing in the story (e.g., loyalty, ambition, teamwork, personal success)? How do these values conflict?
   
   
   
   
   

3. If you were Alex, which branch of the decision tree would you be most tempted to take and why?
   
   
   
   
   

4. Consider Branch 3: Seeking a Compromise. What are the potential benefits and drawbacks of this approach? What skills would Alex need to successfully pursue a compromise?
   
   
   
   
   

5. How might the DECIDE model (Define, Envision, Choose, Identify, Develop, Evaluate) have helped Alex navigate this situation more effectively? Which steps would be most crucial for Alex?
   
   
   
   
   

6. Can you think of a time when you faced a similar ethical dilemma where different values were in conflict? How did you approach it? (You don't need to share specifics if you're uncomfortable, but reflect on the process.)
   
   
   
   
   

7. The reading mentions the "long-term ripple effects." What does this phrase mean in the context of decision-making, and why is it important to consider?
   
   
   
   
   

8. How can recognizing your personal values help you make more responsible decisions, especially when faced with tough choices like Alex's?
   
   
   
   
   

The Ripple Effect Game

Objective: To visually demonstrate how individual decisions can have far-reaching impacts on others and the wider community.

Materials: Index cards or small slips of paper, pens/pencils.

Setup:

1. Each student receives 3-5 blank index cards.
2. On one side of each card, they write their name (this can be their real name or a chosen pseudonym if they prefer anonymity).
3. On the other side, they write one positive or negative consequence of a decision, without stating the decision itself. For example: "Someone felt hurt," "A friend got a good grade," "The environment improved," "Money was lost."

Instructions:

Part 1: Initial Decisions & Consequences (5 minutes)

1. Teacher: "On your first card, think of a decision you could make today, or have made recently. Don't write the decision, but write one direct consequence of that decision on the blank side of the card. On the other side, put your name (or pseudonym). Keep this card for a moment."
2. Teacher: "Now, on your second card, think about how that first consequence might lead to another consequence for someone else. Write that secondary consequence on the blank side. Again, your name on the other side."
3. Teacher: "Finally, on your third card, think about how that secondary consequence might create a tertiary (third-level) consequence for someone or something else. Write that tertiary consequence on the blank side, and your name on the other side."

Part 2: The Ripple Effect (10 minutes)

1. Teacher: "Now, we are going to create a human ripple effect. I will collect your first consequence cards (the direct ones). I will then redistribute them randomly. When you receive a card, read the consequence written on it. This is now the 'starting point' for your next ripple."
2. Teacher: "When you receive a card from me, think about what decision might have led to that consequence, and then what new consequence could ripple out from that initial consequence for someone else. Write that new consequence on a new index card, and your name on the back. Pass the original card back to me, and hold onto your new consequence."
3. Teacher: "We will repeat this process a few times, with me collecting the 'most recent' consequence and redistributing it. Each time, you are thinking about how the consequence you receive might lead to another one."

Part 3: Debrief (5 minutes)

1. Teacher: "Let's pause. We've just experienced a 'ripple effect' firsthand. What did you notice as the consequences were passed around?"
2. Teacher: "Did any of the consequences you received surprise you? How far do you think a single decision can truly ripple out?"
3. Teacher: "Why is it important to consider these far-reaching effects when we are making decisions? How does this game connect to our discussion about responsible decision-making?"
4. Teacher: "This game shows us that our lives are interconnected. Even seemingly small choices can create a chain reaction. What is one thing you will remember about the 'ripple effect' when you make your next decision?"

My Decision Journey: Applying the DECIDE Model

Instructions: Choose a personal decision you are currently facing, or one you recently made. It could be about your academic path, a social situation, a future plan, or a personal goal. Use the DECIDE model steps below to reflect on or plan your decision.

Define the Problem

What is the decision you need to make or the problem you need to solve? Be specific.

Envision Possible Solutions (Brainstorm Options)

What are all the possible choices or actions you could take? List at least 3-5 different options, even if some seem less ideal at first.

Choose the Best Option (Analyze and Evaluate)

For each option, list the pros (advantages) and cons (disadvantages). Consider how each option aligns with your values and ethics. Which option seems most responsible and why?

Option 1:


Pros:




Cons:

Option 2:


Pros:




Cons:

Option 3:


Pros:




Cons:

Based on your analysis, which option are you leaning towards or did you choose? Why?

Identify the Consequences

Think deeply about the chosen option. What are the potential short-term and long-term consequences for yourself, others involved, and potentially your community? (Think about the ripple effect!)

Develop a Plan

If you were to move forward with your chosen option, what specific steps would you take? What resources might you need? Who might you need to talk to?

Evaluate Your Decision

(This step is often done after the decision has been made and its consequences have unfolded. If this is a past decision, reflect on it. If it's a future decision, consider how you would evaluate its effectiveness.)

Looking back (or forward), how would you know if this was a good decision? What criteria would you use to evaluate its success or impact? What did you learn from this decision-making process?

Responsible Choices Quiz Answer Key

1. Which of the following best describes the D in the DECIDE model?

   • Correct Answer: Define the problem
   • Reasoning: The first step in effective decision-making is clearly understanding what challenge or choice needs to be addressed.

2. Why is it important to Envision possible solutions?

   • Correct Answer: To explore a variety of options and creative approaches
   • Reasoning: Brainstorming multiple solutions helps to avoid narrow thinking and allows for a more comprehensive evaluation of potential paths, even those that aren't immediately obvious.

3. Considering the long-term impact of your choices on others is an example of which aspect of responsible decision-making?

   • Correct Answer: The ripple effect
   • Reasoning: The concept of the ripple effect highlights how one's actions can create a chain of consequences that spread outward and affect a wider circle of people or situations.

4. What role do personal values play in responsible decision-making?

   • Correct Answer: They guide your choices and help you distinguish right from wrong
   • Reasoning: Personal values act as an internal compass, helping individuals evaluate options based on what they believe is important and ethically sound.

5. Explain in your own words what is meant by 'responsible decision-making' and why it is a valuable skill for high school students.

   • Correct Answer: Responsible decision-making involves making choices that are thoughtful, consider potential consequences for oneself and others, and align with one's values and ethical principles. It's valuable for high school students because it helps them navigate peer pressure, academic challenges, future planning (college/career), and build positive relationships, leading to better outcomes in their personal and social lives.
   • Reasoning: This open-response question assesses the student's holistic understanding of the lesson's core concepts. A strong answer will include elements of intentionality, consequence consideration (for self and others), and alignment with personal ethics/values, and connect these to practical benefits for their age group.

Community Impact Project Guide: Making a Difference with Responsible Choices

Objective: To apply the principles of responsible decision-making to a real-world community issue, proposing a solution that demonstrates foresight, empathy, and ethical considerations.

Introduction: Throughout this lesson, we've explored how our individual choices create ripple effects. Now, you have the opportunity to take that understanding and apply it to your community. This project challenges you to identify an issue within your school, local neighborhood, or broader community, and then develop a plan to address it using the DECIDE model.

Project Steps:

Step 1: Identify a Community Issue (1-2 Days)

• Work individually or in small groups (2-3 students).
• Brainstorm and identify a specific issue or problem within your school, neighborhood, or wider community that you care about and believe could be improved through responsible decision-making.
• Examples: Lack of recycling, bullying, mental health stigma, inadequate public spaces, traffic safety, food waste, lack of community engagement, etc.
• Clearly define the problem (D in DECIDE) in detail. What is it? Who does it affect? Why is it an issue?

Step 2: Research and Envision Solutions (3-4 Days)

• Conduct brief research on your chosen issue. What are its root causes? What has been tried before? What are current efforts to address it?
• Envision possible solutions (E in DECIDE): Brainstorm at least three distinct, actionable solutions to your identified problem. Think creatively! Consider different approaches, resources, and stakeholders.

Step 3: Analyze and Choose (2-3 Days)

• For each envisioned solution, analyze its potential pros and cons. Consider:
  • Feasibility (Is it realistic?)
  • Cost/Resources required
  • Time commitment
  • Potential positive impacts
  • Potential negative impacts or unintended consequences
  • How it aligns with ethical principles and community values
• Choose the best option (C in DECIDE): Select one solution that you believe is the most responsible, impactful, and feasible. Justify your choice based on your analysis.

Step 4: Identify Consequences and Develop a Plan (3-4 Days)

• For your chosen solution, thoroughly identify the consequences (I in DECIDE):
  • What are the immediate positive and negative outcomes?
  • What are the long-term positive and negative outcomes?
  • Who will be affected (stakeholders: individuals, groups, environment, etc.)?
  • How might your solution create a positive "ripple effect"?
• Develop a plan (D in DECIDE): Outline the specific steps required to implement your chosen solution. Include:
  • Timeline
  • Required resources (people, materials, funding)
  • Key actions and responsibilities
  • Potential challenges and how to overcome them

Step 5: Present and Evaluate (1-2 Days for Presentation Prep, Presentations in Class)

• Prepare a presentation (e.g., slides, poster, video) to share your project with the class.
• Your presentation should clearly:
  • Describe the community issue.
  • Explain the solutions you envisioned and why you chose your final solution.
  • Detail your action plan.
  • Discuss the anticipated consequences and the positive impact you hope to achieve.
• Evaluate your decision (E in DECIDE): Reflect on the entire process. What did you learn about responsible decision-making through this project? What challenges did you encounter, and how did you address them? How would you measure the success of your proposed solution?

Submission Requirements:

1. Project Proposal (Written Document): A 2-3 page document (or equivalent digital format) outlining your research, analysis, chosen solution, and detailed action plan. This should follow the structure of the DECIDE model steps.
2. Presentation: An engaging presentation of your project to the class (5-7 minutes per individual/group).
3. Self-Reflection: A short written reflection on your learning process, challenges, and insights gained (included as part of the project proposal or as a separate section).

Refer to the Community Impact Project Rubric for grading criteria.

Due Date: [Insert Due Date Here]

Community Impact Project Rubric

Project Title: Your Choices, Your Impact: Community Impact Project
Student Name(s):

Date:

Comments:

Reflecting On My Choices

Instructions: Take a few minutes to reflect on today's lesson about responsible decision-making.

1. What is one key takeaway or new idea you learned about making responsible decisions today?
   
   
   
   

2. How do you plan to apply the DECIDE model or the concept of the "ripple effect" in a decision you might face in the coming week?
   
   
   
   
   
   
   

3. What was the most challenging part of thinking about responsible decision-making, and why?
   
   
   
   

Ethical Dilemmas Discussion Guide

Use these questions to guide your group discussion after reading "The Decision Tree."

1. What was Alex's main dilemma in "The Decision Tree"? How did you feel about the choices Alex had to make?
   
   
   
   
2. What values did Alex seem to be weighing in the story (e.g., loyalty, ambition, teamwork, personal success)? How do these values conflict?
   
   
   
   
3. If you were Alex, which branch of the decision tree would you be most tempted to take and why?
   
   
   
   
4. Consider Branch 3: Seeking a Compromise. What are the potential benefits and drawbacks of this approach? What skills would Alex need to successfully pursue a compromise?
   
   
   
   
5. How might the DECIDE model (Define, Envision, Choose, Identify, Develop, Evaluate) have helped Alex navigate this situation more effectively? Which steps would be most crucial for Alex?
   
   
   
   
6. Can you think of a time when you faced a similar ethical dilemma where different values were in conflict? How did you approach it? (You don't need to share specifics if you're uncomfortable, but reflect on the process.)
   
   
   
   
7. The reading mentions the "long-term ripple effects." What does this phrase mean in the context of decision-making, and why is it important to consider?
   
   
   
   
   
8. How can recognizing your personal values help you make more responsible decisions, especially when faced with tough choices like Alex's?