Read this checklist for test review.
1. Go over your questions
2. Deontology lecture from yours truly! Take notes!
3. Ch. 5 Study Group Discussion
4. If time remains: Rawls' philosophy taken to the extreme: an Egalitarian Nightmare?! We'll check out slides 26-31 of the powerpoint and talk about a short story called "Harrison Bergeron"
Summarize some key takeaways from Professor Roberts-Cady's lecture: What were some new ideas or interesting things you learned? What Ah-has! did you have? Or what questions did she raise for you?
Let's take a moment to review the "Veil of Ignorance" concept that John Rawls uses to justify why equality is the most important principle in ensuring a just democratic society!
Think about your own life. What are your biases and prejudices you would have to be ignorant of in your OWN life in order to make the most fair plan for ensuring all students had an equal chance at getting into college?
1. Starter share-out
2. Lecture: Finish the powerpoint slides on John Rawls and begin Deontology
3. Chapter 3 Study Group time!
4. Time to read chapters 6 and 5
Hey, you! Check out today's #RadLearningGoals:
Understand the basic principles of Libertarianism, Deontology and Rawls' Justice as Fairness
Should the government legalize narcotics? After all, some adults want to use drugs privately. Shouldn't they be allowed to? Defend your response and try to incorporate a moral philosophy to support your reasoning? Utilitarianism or Libertarianism
Today's learning goal
Understand the key differences and similarities between Jeremy Bentham and John Stuart Mill's philosophies!
One Philosophy, Two Different Moral Judgements
Step 1: Watch the CNN report on the Supreme Court case, Morse v. Frederick (2002) aka “Bong Hits For Jesus”
Step 2: Answer the two following questions in order to determine the morally correct court ruling on this case from John Stuart Mill’s utilitarian perspective AND Jeremy Bentham’s utilitarian perspective?
Discuss the starter
Discussion of the "life boat scenario" from the beginning of Ch. 2
Remember the "lifeboat" scenario from last night's reading? Yeah, sure you do. It's the one about the English sailors adrift at sea, at the brink of starvation?
Time to work on the study group discussion questions for Ch. 2
Powerpoint Lecture time!
Class Closing: Go over your understanding of today's learning goal with a partner.
Starter: Take THIS SURVEY about whether or not you buy-in to studying moral/political philosophy
1. Watch this video of Utilitarianism in pop culture. Oh heeeeyyyyy!
2. Watch an example of utilitarianism reasoning as played out in the military! (see the video on the top of today's blog)
3. Lecture: Continue the powerpoint, beginning with some review on slide 8 and then getting into Utilitarianism.
4. Class 3/4: Time to read Ch. 2
4. Class 5/6: Finish study group discussion on chapter 1
Today's Learning Goals:
This Week's BIG Question:
How should the government balance security, welfare, liberty, and equality in order to create just laws?
1. Review starter
2. Understanding Ch. 1 of Justice by Michael Sandel: Moral Philosophy Study Group Discussion Guide (See Documents page on my DP)
3. Powerpoint Lesson: Intro to Moral and Political Philosophy powerpoint (just up to the slide on Utilitarianism)-- see Documents page on my DP for the link to the powerpoint and the note-taking form.
4. Time to read Ch. 2-- total of 16 pages, so aim to read at least 8 pages in class today, then you only have 8 pages tonight!
Today's Learning Goal
Dip your toe into the pool of Moral Philosophy!
This Project's Essential Question:
How should the government balance security (welfare), liberty, equality and virtue in order to create just laws?
Starter: Trolley Car Dilemma Case #1
Suppose you are the driver of a trolley car and your trolley car is hurtling down the track at 60 mph. At the end of the track, you notice 5 workers working on the track. You try to stop but you can’t because your brakes don’t work. You panic because you know, for sure, that if you crash into these workers, all 5 will die. You feel helpless until you notice that off to the right is a side track and at the end of that track is just one worker working. Your steering works so you know that if you turn right, you could avoid killing the five workers but certainly kill the one at the end of the track. What would you do? Go straight ahead or turn right? These are the ONLY two choices. Defend your reason.
*The trolley problem is a thought experiment in ethics, first introduced by Philippa Foot in 1967
1. Discuss the Trolley Car Dilemma Case #1
Segue: But how exactly can we reason our way from the judgments we make about CONCRETE situations to the PRINCIPLES of justice we believe should apply in ALL situations? Should there be basic rules/principles that we adhere to across all situations, or does it matter on the context?
2. Discuss case #2
Trolley Car Case #2
This time you are not the driver, you are an onlooker standing on a bridge overlooking the track. Down the track comes the trolley car, same situation is at hand. Except, now, you’re not the driver and you REALLY feel helpless until you notice, standing next to you, leaning over the bridge, is a very large man. And you could give him a slight shove and he would fall over the bridge, onto the track, right in the way of the trolley car, he would die, but he would spare the five. Now. How would you push the large man? Explain.
3. Watch this Video reenactment of this dilemma: Does it add to our discussion at all?
4. "Is it ethical to use violence to fight hatred/bigotry?" seminar reflection analysis
NOW, let's get back to the Philosophy of JUSTICE!.....
5. Powerpoint Lesson: Introduction to Moral Philosophy and our next book Justice: What's the Right Thing to Do? by Michael Sandel (Links to important documents are on the DOCUMENTS page, under the heading "Moral and Political Philosophy")
6. Hand out books and go over the reading schedule (write this down on a sticky note in your book) (B.O.C= Read these pages by the beginning of the class on the days listed below)
*Note: 1-5 means pages 1 THROUGH page 5 (including page 5) but start and end reading at obvious section titles
7. Read aloud the first page of Justice (real-world relevance here folks!!)
8. Begin reading "Doing the Right Thing"- Chapter 1 of Michael Sandel's book, Justice: What's the Right Thing to Do?
Required to only read these pages, but I recommend reading the entire chapter!
Spokesperson Notetaker Taskmaster
While you work on your starter, please have your Herrick reverse outlines out for me to check.
Storycorps episode from August 18, 2017: Francine Anderson
CLASS 3/4: Last 10 min. of class = Tidy up!!!
Review Herrick's reading, questions and key points (get out your Herrick readings and reverse outlines)
Rhetorical Analysis of Dr. King's "I Have a Dream" speech
2. Who is MLK Jr.? Is he a credible rhetor? Why or why not?
3. Who is the audience?
4. What is the purpose?
5. What is the historical context?
Watch another Civil Rights perspective:
Malcolm X: By Any Means Necessary
GROUP WORK: Complete the Rhetorical Analysis of King and Malcolm X's speeches
Turn this in by the end of the class period!
Freewrite on one of the following ethical questions surrounding rhetoric.
1. Should persuasion only be used in the service of truth?
2. Is it ethical to use rhetoric to achieve power over people?
Mini-Lesson: RHETORIC AS A TYPE OF DISCOURSE
Work Time: FINISH reading Herrick and completing the reverse outline for the beginning of class tomorrow!
Humanities 11 Teacher at Animas High School