Justice in the life and conduct of the State is possible only as it first resides in the hearts and souls of the citizens. -Plato
Standard:
CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Goals:
I can evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
I can assess the premises, word choice, points of emphasis, and tone used.
Instructional Plan:
Using the Together Justice app, students will view Episode 1 of Michael Sandel’s Harvard Lecture,
“The Moral Side of Murder.”
Through Spin, students can write notes to each other and live chat about the lecture while viewing.
Focus on: Point of view, reasoning, evidence and rhetoric.
At conclusion: Students will write a 1-2 page position paper evaluating the points made in Sandel’s lecture. Paper should address at least three points raised in the clip (i.e Runaway Train, Organ Donations, etc.) and evaluate the argument made; explaining their own position on the dilemma.
Assignment and Rubric
Standards:
CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Goals:
I can determine the theme and central ideas of a text and analyze their development over the course of a text, including how they interact and build on one another.
I can analyze the impact of an author’s choices regarding how to develop and relate elements of a story or drama.
Apps: iBooks,
Instructional Plan:
Students will use iBooks to read, The Guest, by Albert Camus. Using iBooks, students will perform a close reading of the text using highlights and notes to locate and analyze the places where the philosophical viewpoint, Existentialism, comes into play. At the conclusion, each student will choose another theory to apply to the story. How would the story end if Camus were a Utilitarian? How would it end if he were a libertarian?
Assignment and Rubric
Standards:
CCSS.ELA-Literacy.W.11-12.1a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.SL.11-12.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-Literacy.SL.11-12.1c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
CCSS.ELA-Literacy.SL.11-12.1d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Goals:
I can introduce precise, knowledgeable claims.
I can come to discussions prepared, having read and researched material under study; and participate in a thoughtful, well-reasoned exchange of ideas.
I can propel conversations by posing and responding to questions that probe reasoning and evidence; and clarify, verify, or challenge ideas and conclusions.
I can respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue.
Instructional Plan:
Students will participate in a series of online debates on topics relating to philosophy and justice. Support from previous readings and evidence must be used to support the discussions. Students from other senior classes will be invited to participate.
App: debateME
Assignment and Rubric
Standards:
CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Goals:
I can gather relevant information from multiple print and digital sources.
I can integrate information into the text selectively to maintain the flow of ides.
I can draw evidence from informational texts to support analysis, reflection, and research.
Instructional Plan:
First, students will use the eLearning app to understand the components of a good inforgraphic. Then, students will use the knowledge gathered throughout the unit on Justice to create a “Justice for Dummies” Infographic. Upon completion, infographic will be uploaded to class blog for commenting.
App: eLearning, iVi Touch
Assignment and Rubric