Introduction to Ethical Frameworks

Students at this age learn best by wrestling with real dilemmas they can picture in their own lives. Ethical frameworks feel abstract until they tackle concrete policy decisions, so active discussions and role-plays make the concepts tangible. These activities turn abstract rules into tools they can actually use when they notice a problem in their community.

• Primary 6
• CCE
• 4 activities
• 30 min–45 min

Learning Objectives

1. Compare the core principles of utilitarianism and deontology in ethical decision-making.
2. Analyze how utilitarian and deontological frameworks lead to different policy recommendations for a given public issue.
3. Evaluate the strengths and limitations of applying a single ethical framework to a complex societal problem.
4. Formulate a reasoned ethical argument for a policy choice, referencing at least one ethical framework.

Concept Mapping

⏱ 30 min·Whole Class

Dilemma Debate: Resource Allocation

Present a scenario like rationing medical supplies in a pandemic. Split class into utilitarian and deontological teams. Teams brainstorm arguments for 5 minutes, debate for 10 minutes, then vote on the best policy with reasons.

Prepare & details

Differentiate between utilitarian and deontological approaches to ethical decision-making.

Facilitation Tip: During Dilemma Debate, stand back after posing the scenario and let the pushback happen naturally to surface the hidden assumptions in each side’s reasoning.

Setup: Tables with large paper, or wall space

Materials: Concept cards or sticky notes, Large paper, Markers, Example concept map

• Understand
• Analyze
• Create
• Self-Awareness
• Self-Management

Concept Mapping

⏱ 35 min·Small Groups

Framework Sorting: Policy Cards

Prepare cards describing policy decisions, such as building a dam or strict recycling laws. In groups, students sort cards into utilitarian or deontological categories and justify choices on charts. Share and discuss as a class.

Prepare & details

Analyze how different ethical frameworks lead to varying policy recommendations.

Facilitation Tip: While students sort Framework Sorting cards, circulate quietly and listen for pairs who argue over the same card’s placement, then ask one group to explain their choice to the other.

Setup: Tables with large paper, or wall space

Materials: Concept cards or sticky notes, Large paper, Markers, Example concept map

• Understand
• Analyze
• Create
• Self-Awareness
• Self-Management

Concept Mapping

⏱ 45 min·Small Groups

Role-Play: Policy Makers

Assign roles like mayor, residents, and experts to a dilemma on school closures. Groups use one framework to propose solutions, present to class, and field questions. Reflect on framework strengths in journals.

Prepare & details

Evaluate the strengths and weaknesses of applying a single ethical framework to complex issues.

Facilitation Tip: For Role-Play, give the ‘policy makers’ the actual dilemma sheet but do not let them see each other’s roles until the debate starts so the pressure to justify builds authentically.

Setup: Tables with large paper, or wall space

Materials: Concept cards or sticky notes, Large paper, Markers, Example concept map

• Understand
• Analyze
• Create
• Self-Awareness
• Self-Management

Concept Mapping

⏱ 40 min·Pairs

Ethical Dilemma Carousel

Set up 4 stations with dilemmas on traffic rules, animal welfare, or public transport. Pairs rotate, apply a framework at each, note pros and cons. Debrief highlights framework differences.

Prepare & details

Differentiate between utilitarian and deontological approaches to ethical decision-making.

Setup: Tables with large paper, or wall space

Materials: Concept cards or sticky notes, Large paper, Markers, Example concept map

• Understand
• Analyze
• Create
• Self-Awareness
• Self-Management

Teaching This Topic

Start with a tiny personal dilemma they can solve in two minutes so they feel the tug of ethics before you name the frameworks. Avoid lecturing about ‘the right answer’; instead, model how to ask clarifying questions and listen for the hidden values in each argument. Research shows that when students articulate their own reasoning first, they integrate new frameworks more deeply later.

What to Expect

By the end of the unit, students should be able to name both utilitarianism and deontology, apply each to a given scenario, and explain why one approach might be better suited than the other. You’ll see evidence of this when students defend their choices with clear references to outcomes or duties and when they revise their first instinct after hearing peers’ reasoning.

Watch Out for These Misconceptions

Common Misconception

During Dilemma Debate, watch for students who argue that utilitarianism always supports the majority no matter what happens to the minority.

What to Teach Instead

Redirect the debate by asking, ‘Who in this room would be harmed most if we chose the majority option, and what long-term consequences might they face?’ Have the group revise the utilitarian calculation to include those future costs.

Common Misconception

During Framework Sorting, notice students who label every duty-based policy as ‘just rules’ and ignore the underlying fairness.

What to Teach Instead

Ask each pair to turn over their top deontology card and explain which universal duty it protects; if they cannot name it, have them return the card to the ‘unsure’ pile and revisit it after the next activity.

Common Misconception

During Ethical Dilemma Carousel, observe students who insist a single framework will solve every problem.

What to Teach Instead

Pause the carousel after the first rotation and ask groups to post their utilitarian and deontological answers side by side; then have them circle the places where one answer conflicts with the other to reveal the limits of each approach.

Assessment Ideas

Discussion Prompt

After Dilemma Debate, present the same factory scenario again and ask: ‘How would a utilitarian approach decide? How would a deontologist approach this decision? What are the potential problems with each?’ Collect responses on the board under two columns labeled ‘Outcomes’ and ‘Duties’ to assess whether students can distinguish the frameworks in real time.

Quick Check

During Framework Sorting, after students have placed five policy cards, circulate and ask each pair to show you their utilitarian and deontology piles; listen for accurate justifications that mention outcomes or duties, then jot a note on a tracking sheet for each student.

Exit Ticket

After Role-Play, hand out slips and ask students to write the name of one ethical framework they used today and describe one situation where that framework might lead to a difficult choice. Read their slips as they leave to check for accurate naming and thoughtful reflection.

Extensions & Scaffolding

• Challenge students who finish early to invent a hybrid approach that combines utilitarian and deontological arguments for their chosen dilemma, then present it to the class.
• For students who struggle, provide sentence stems that link outcomes to numbers (utilitarian) or link duties to rights (deontology) and let them fill in the blanks before debating.
• Deeper exploration: invite a local council member or environmental officer to join the final discussion and ask students to evaluate a recent decision using today’s frameworks.

Key Vocabulary

Utilitarianism	An ethical theory that determines right from wrong by focusing on outcomes. It suggests the best action is the one that maximizes overall happiness or 'the greatest good for the greatest number'.
Deontology	An ethical theory that judges the morality of an action based on rules or duties. It suggests that actions are right or wrong in themselves, regardless of their consequences.
Moral Dilemma	A situation where a person must choose between two or more actions, each of which has a morally problematic consequence.
Public Policy	A course of action or inaction chosen by government to address a problem or set of problems.