ERC+cycle+2+theme+Justice

=**Lesson Plans SEC IV** - Justice (Definition)=

The quality of being just; conformity to the principles of righteousness and rectitude in all things; strict performance of moral obligations; practical conformity to human or divine law; integrity in the dealings of men with each other; rectitude; equity; uprightness.

Conformity to truth and reality in expressing opinions and in conduct; fair representation of facts respecting merit or demerit; honesty; fidelity; impartiality; as, the justice of a description or of a judgment; historical justice.

The rendering to every one his due or right; just treatment; requital of desert; merited reward or punishment; that which is due to one's conduct or motives.

Agreeableness to right; equity; justness; as, the justice of a claim.

A person duly commissioned to hold courts, or to try and decide controversies and administer justice.

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1. The lesson will begin with a question: What is justice? Build a definition of what we can all agree upon what justice means to us.

2. Compare this to fairness. The difference between the two is the cornerstone of the lesson. We are trying to see who deserves what in specific situations, so the difference between the terms is crucial. Introduce the theme of the day's lesson to the students, that being the insanity plea, with some historical precedents for current uses of the insanity plea.

3 The students will be presented with some profiles of actual cases where diminished capacity was used as a defense for the defendants. There are four on the "Cases to Judge," handout, and the students are to read these as a small group, and have to decide on which two are responsible for what they did, and which are less responsible, meaning that they get a reduced sentence. Give the students 12 minutes at first to read them, then an additional 5 minutes if necessary to reach a consensus. After that point, the students are to tell the class what choices that they made, which will be recorded in a Word document on the projector screen. A representative from each group will then be asked to justify their choices.

4. The students will be expected to choose one of the cases, and write why they believed this person to be less culpable. The students are to write these on loose-leaf paper, and hand them in as an audit of their understanding. They must say why their choice was both just and fair in this situation.

By Elijah Richie





=Introduction to terms for Sec IV= Watch video"Changing Lanes" Have students answer the questions on the handout. After answering the questions hold a group "forum" where students answer questions about their life based on the film and apply them to their life. Handout: Questions using ERC terms--**great intro to the course!**

Forum questions

=**Sec IV or V**= Many students may have taken part in Oxfam's Hunger Banquet and that is a great way to impact students with the wide gap in income distribution. Another simulation can be found in many forms by googling "10 Chairs". This activity is easy to do in a classroom lesson in 20 or 30 minutes with discussion. One web explanation can be found at []
 * Contemporary issues of Justice Research topic by R. Latimer**
 * An illustration of current income distribution R. Latimer**

Research project for Social Justice issues

A list of possible social justice issues = = =Lesson Plans SEC. V=

1. Get in groups of 2-3

2. Choose one ethical framework

3. Choose a scenario, and try to come to a conclusion about what to do. This will last 10 minutes, then we share what we would do according to our frameworks Groups with matching scenarios, and different frameworks, will argue what is the ethically correct decision.



Introduction to Justice using the terms used in Cyle Two Have students watch the Film, "Blood Diamond". Students will answer questions developed using the terms for the course. They will then participate in a discussion or "Forum" where various aspects of the film will be applied to life situations.



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