Unit Biblical Integration Goals

• Students will discuss different ways to overcome challenges through their spiritual journey. (2 Peter 1:5-11, Romans 5:1-5)

Daily Standards

• Students will present claims and findings, emphasizing important points while presenting claims and findings.  They must present focused and relevant evidence which includes well-chosen details while using appropriate eye contact, adequate volume and clear pronunciation. CCSS.ELA.S.L.8.4.
• Students will write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-LITERACY.W.8.1.
  
• Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. CCSS.ELA-LITERACY.W.8.8.

Objectives

• Students will analyze and apply the three rhetorical modes (ethos, logos, and pathos).
• Students will learn to identify logical fallacies in a given line of reasoning.

CLASSROOM ACTIVITIES

1. Prayer
   
2. Before the lesson,  read The Trolley Problem: A Philosophical Thought Experiment. 

• Ontological argument: By changing the switch of the track, we intend to kill. If we can murder, surely everyone in society should be allowed to murder – and this is wholly unethical. 

• Teleological/consequentialist argument: A bystander would be morally justified in pulling a lever to divert a runaway trolley away from five workers if it would kill one worker on another track. This is because it would deflect the threat from the larger group to the smaller group.

• Deontological argument: Would say that it's morally wrong to intentionally kill an innocent person, even if it would benefit others.

Students can also follow the lesson plan on In Thinking. 

What Needs to be Turned in...

Classwork

• Submit a screenshot of lesson notes before the end of class.

Homework

• N/A

Upcoming Dates: