CRITICAL THINKING ACTIVITY | ANALYTICAL REASONING | DILEMMA ONE SHEET (#3)

Linda Jennifer
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Linda Jennifer
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Description

CRITICAL THINKING ACTIVITY | ANALYTICAL REASONING | DILEMMA ONE SHEET (#3) (Ethics, Justice)

My DAILY DILEMMAS are an excellent supplement to any class focusing on ethics, law, justice, argumentative writing, and debate, and they also work well as last-minute sub plans or stand-alone lessons.

Should insanity be a defense against first degree murder?

United States v. John Hinckley, Jr. DAILY DILEMMA ONE SHEET (#3)

A perfect activity for critical thinking and analytical reasoning.

United States v. John Hinckley, Jr. (1982)


INCLUDED IN THIS UNIT ARE THE FOLLOWING:

A ONE SHEET DILEMMA.  Traditionally one sheets are single page documents that summarize a person’s accomplishments, a product, or a film.  They are sometimes used to introduce new artists and/or films. They usually contain an image or two, biographical information, and taglines.  I have created these DILEMMA ONE SHEETS to help students engage in critical reasoning and to introduce them to philosophy, ethics, law, and justice.  They may be used as homework or class work, individual or group work, and even as seminar or debate preparation.

✔ There are two 11x17 One Sheets with information for students.

You may print them on regular size paper - the font looks quite small but is still legible - or print them on 11x17 paper.  You can also project them on the overhead so the entire class can work through the One Sheet at the same time. I create an assignment in Google Classroom where I post the PDF and then create a separate file where students can answer the questions and submit their answers.  You can also take a screenshot of the questions and put them into a Slides folder along with another slide for the answers.

Teacher notes – these are presented in the same One Sheet format - there are three 11x17 pages - so they are equivalent to SIX regular pages of notes.  Some of the notes are from other sources besides the trial site. These notes include some information of ethical theories that relate to the Insanity Defense including information on Consequentialism and Deontology.  There is also information on Socrates’ teaching on moral responsibility.

You could use the teacher notes as part of an overhead presentation.  

Student questions and answers (there are seven short answers).

JUST ADDED: An additional seven questions with corresponding links so that the questions may be turned into research projects or these links may provide additional teacher notes.  

The student One Sheet includes the following sub-headings:

WHO IS THIS CASE ABOUT?

THE EVENTS

THE TRIAL

JUDGEMENT AND AFTERMATH

QUESTIONS (TEN IN TOTAL)



✔ My Dilemma One Sheet assignments are followed by either the creation of an Infographic or a Poster. Both of these assignments are a great follow up to the study of these famous trials. There are links to these products on the last page of the unit and the preview. The poster on the cover is an example of a student creation where they had to display concepts from both this trial and sections of Plato’s Republic.


Feedback on my Dilemma One Sheets:
“Sub lesson that the sub and kids thoroughly enjoyed. It has inspired me to create more of my own. Thank you for this little gem.”


“So grateful for this resource!!”

“This was apparently a perfect sub lesson for my 10th grade. So sad I missed out on it with the kids! Thanks. They had a blast with this.”


“I teach an intervention class for freshman and they loved this little lesson! Very engaging.”


Related Products
CRITICAL THINKING - DILEMMA ONE SHEET (#2) critical thinking, debate
CRITICAL THINKING - SOCRATES AND THE INSANITY DEFENSE
CRITICAL THINKING ACTIVITIES: DILEMMA ONE SHEET (#1) Informational text
CRITICAL THINKING: DILEMMA ONE SHEET (#5) (cross-curricular, 1st Amendment)
Critical Thinking: LIFE OF PI and DAILY DILEMMA #1

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Total Pages
equivalent to over 18+ (see preview as these are condensed pages)
Answer Key
Included
Teaching Duration
Lifelong tool
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Standards

to see state-specific standards (only available in the US).
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
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 the claim(s), counterclaims, reasons, and evidence.
Provide a concluding statement or section that follows from and supports the argument presented.
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

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