ALL students in Roxy's Skateboarding XBlock are required to come to a short meeting at the start of lunch TODAY (12:00 sharp) in Roxy's classroom. Please come before getting your lunch if you've ordered it today--it will be a quick but very important meeting!
1. Please take this Osprey Week Survey
It is NOT to sign up for a trip it is just to indicate which trips interest you so teachers know if their trip is popular enough to offer. You can check as many boxes as you like.
Actual sign ups will be Nov. 16th
2. Test Inspiration! (See video below, 2:00-4:00)
"Today, you are the greatest group of philosophers! Today, you were meant to ace this exam. This is your time! I'm sick of hearing how complicated Immanuel Kant's ideas are. You are all brilliant and are no match for his fancy word choice and categorical imperatives. Now go out there and ace that exam!"
3. Take the test!
Today's learning goal: Synthesize the various philosophies and apply them to various moral dilemmas
1. Study Groups: "Practice Application" Activity: Discuss the various social/political dilemmas through the lens of each philosophy
2. Whole class discussion on the "practice application" activity as needed
3. Test Prep "Stations"
Station 1: Flashcards
Make flashcards that include:
Station 2: Review your notes
Review the powerpoint lecture, your notes, your study group's notes and/or key passages from Justice: What's the Right Thing to Do? As you do so, jot down questions you have. Try to get help from peers/Ashley in answering those questions.
Station 3: More application!
With a small group, come up with your own moral dilemmas. These can be hypothetical situations like the Trolley Car dilemma, or they can be real political issues like Hurricane Charlie and price gouging, etc... Work together to discuss how various philosophers would justify what they think the most just course of action or governmental policy would be. Be sure to use the key terms associated with each philosophy in your explanations.
1st Period: Head to the Commons to meet our guest speaker, Professor Roberts-Cady from FLC!
Today's Goals: Evaluate the differences between Deontology and Utilitarianism and develop a more in-depth understanding of Deontology as a whole.
Stater 14: Analyze this cartoon (don't sweat the part about Nietzsche). How does this cartoon illustrate the difference between Utilitarianism and Deontology?
1. Watch this video about Utilitarianism v. Deontology
3. Time to go over questions your groups may have had!
Take a few minutes to skim back through the required reading for today (Ch. 5, pages 103-124). Based on last night's reading on Deontology what questions do you have?
1. Deontology lecture from yours truly, Ashley.
2. Ashley will handout honors essay guidelines and say a little about why we are watching last night's Presidential Debate:
Today's Learning Goals
STARTER 13: Review
Review the MORAL PHILOSOPHY POWERPOINT- Slides #14-28 (definitions of Welfare, Liberty and Equality/Fairness through the slides on Rawls' Justice as Fairness explained)
To help you retain this information, write a "reaction" to the ideas we've studied so far in moral philosophy-- some things to consider for your reaction:
1. Go over questions y'all have about the philosophies thus far
2. Study group time for Ch. 6 (First, silently re-read your group's notes for the previous chapters, then, together, complete the discussion questions for chapter 6).
3. Rawls' philosophy taken to the extreme: an Egalitarian Nightmare?! We'll check out slides 26-31 of the powerpoint linked above and talk about a short story called "Harrison Bergeron".
•How does Rawls’ philosophy differ from communism?
•Do you think your talents are your own doing? Do you deserve the rewards your talents produce? What about the rewards your hard work produce? What does Rawls think? (read pages 162-164)
•Is the possession of a right to pursue happiness empty if we lack the ability or opportunity to exercise it? Do the sharp divisions between haves and have-nots—whether of wealth, opportunity, or natural talents—mean that equality is not achievable, without government intervention?
•Why do Americans love equality? Should we? Can the desire for it ever be satisfied?
•What do we owe those of our fellow citizens who are worse off through no fault of their own?
•Would you object if society sought equality not by handicapping the gifted but by lifting up the not-gifted, say through genetic engineering or biotechnological enhancement? Evaluate the pros and cons of “lifting up.”
•To what extent do you all feel you’ve achieved today’s learning goals? What questions do you still have?
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
1. Lecture on Libertarianism and John Rawls' Justice as Fairness
2. Time to read! Get caught up or get ahead!
3. Study group time-- ch. 3
Starter: Take THIS SURVEY about whether or not you buy-in to studying moral/political philosophy
LINK TO THE MORAL PHILOSOPHY POWERPOINT-- Hopefully this one should work
1. Discussion of the "life boat scenario" from last night's reading.
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?
2. Powerpoint lecture on Utilitarianism AND Libertarianism
3. Time to work on the study group discussion questions for Ch. 2
3rd period: GUEST SPEAKER! JAMES MADISON! (not the real one. he's dead. an actor)
4th period Agenda
1. Powerpoint lecture time! Moral Philosophies Power Point presentation + Moral Philosophy Note-Taking Form to prepare for next week's exam (Covering slides 1-15)
2. Time to read Ch. 2 of Justice (It's about the philosophy known as Utilitarianism)
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 #10: 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. Two corners debate on 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.
2. Watch this Video reenactment of this dilemma: Does it add to our discussion at all?
3. Introduction to Moral Philosophy and our next book Justice: What's the Right Thing to Do? by Michael Sandel
4. Time to work on seminar reflection or do the reading!
Humanities 11 Teacher at Animas High School