Well, we only really have about three weeks remaining! Wow, this semester has flown by. This week, we will continue taking a wider look at moral and ethical philosophies and principles.
Below is the proposed agenda for the week:
Essential Questions: (Same for this unit)
Monday: (We did not get to this last week) Opening video: Rawls at Harvard, discussion: difference of principle, assess plans from yesterday, final activity: New York Times article. Overview: Through viewing, whole-class discussion, and intense group work, students will discover for themselves the underlying ideas and practical applications of John Rawls's theory of distributive justice. Outcomes: In groups, students will produce specific plans that explore the ramifications of John Rawls's theory of distributive justice. Homework:Journal article reflections.
Tuesday:Examine different theories, compare and contrast, and learn about libertarianism. Overview: Students will examine a variety of oppositions, derive points of comparison and contrast, and apply them to the opposition existing between distributive justice and libertarianism. They will then steep in the ideas of libertarianism by viewing, writing about, and discussing the interactive classroom presentation of Dr. Michael Sandel, professor of government and political philosophy at Harvard. Outcomes:Students will decide which theory of justice they prefer-distributive justice or libertarianism. Homework:Journal entry.
Wednesday:Opening activity: finding common ground, probing thoughts, PowerPoint, and read an article. Overview: Students will explore the reasons behind their decisions in favor of distributive justice or libertarianism and then will utilize weighing mechanisms to sharpen their oral and written arguments for their own side and against the other side.Outcomes: Students will apply a variety of metacognitive processes to further refine their thinking. Homework: None.
Thursday:Concept chairs, discussion, looking at a range of theories assignment. Overview: Students will explore the deep philosophical foundations of social contract theory by participating in the highly interactive whole-class discussion format called concept chairs. Outcomes:Students will analyze and draw conclusions about the intellectual history of social contract theory. Homework:Finish range of theories assignment.
Friday: Discussion of moral and ethical theories, conduct mini research for in-class discussion and debate. Objectives: Today students will focus on having a mini in-class debate. They will need to do research and then apply what they have learned throughout the week to engage in a debate. Outcomes: By the end of the period, all students will have used a moral and ethical philosophy to engage in class debate. Homework: None.