Death Penalty: Failures Of 3 Main Arguments Objection 1 Imagine a psychological test for high school students whereby it is shown that those who fail One last argument against the death penalty. http://www.hartford-hwp.com/archives/27a/081.html
Extractions: Date: 22 Jun 1997 16:38:53 GMT 22 June, 1997 Murder is unjustified intentional killing. It is not sufficient that there be justification (a sound reason) to kill somebody, the person doing the killing must kill for that reason. Thus, if I should shoot some random person in a driveby shooting, only to have it discovered later that, quite by coincidence, this was somebody who deserved to die, this would not mitigate against the fact that I committed murder. The three most common reasons offered for capital punishment do not justify killing. 1. Specific deterrence: capital punishment is justified to prevent the commission of a future crime. Objection 1: Imagine a psychological test for high school students whereby it is shown that those who fail are as likely to commit a future crime as are those arrested for having committed that crime in the past. The ability to prevent a future crime would be the same in both cases. If it is permissible to kill to prevent a future crime, than we are just as justified in killing those highschool students who fail this test as we are those who have committed murder. Or, in other words, if preventing a future crime does not justify killing these high-school students, it does notjustify capital punishment for murderers. Objection 2: (This is actually a way of rephrasing above), a person being executed to prevent a future crime is, in effect, being punished for a crime that he did not commit. Not only is he being presumed guilty (rather than being presumed innocent unless proved to be guilty), he is being presumed guilty of crime that does not exist.
TCLA Bill Of Rights High School Exit Exam One in three California students attends an overcrowded school or one in George Ryan called for a moratorium on his state s use of the death penalty. http://www.tcla.gseis.ucla.edu/rights/latest/7/hs_exit_op_ed.html
Extractions: Reprinted in the Los Angeles Times October 6, 2002 Jeannie Oakes is presidential professor and director of UCLA's Institute for Democracy, Education, and Access (IDEA). Professor John Rogers is IDEA's associate director L ast Monday, the state released the latest round of scores on California's High School Exit Exam. More than half of the 431,000 10th-graders who took the exam last spring failed itmost for the second time. They will have more chances to pass, but unless something extraordinary happens, they can forget about a high school diploma. They can also forget about attending any of California's public universities, even if they've had all the right classes, gotten good grades and taken the SAT. The exit exam is a blunt instrument, useful for exposing the California schools in greatest need of attention and resources. But it should not be used to bludgeon students whose misfortune it is to attend those schools. Consider the prospects of 11th-graders at L.A.'s Crenshaw High School. After one month of school, many have not yet received textbooks for their classes. More than a third of their teachers lack full credentials. This is not an exceptional year for these students, who have faced similar or worse conditions year after year. Now, though, the state has come along and threatened their futures with a test that their school has not prepared them to take.
NewsHour Extra: The Juvenile Death Penalty -- Lesson Plan He was senior class president, and was runner up for his high school s title of students should understand that each state has its own death penalty http://www.pbs.org/newshour/extra/teachers/lessonplans/socialstudies/juvenile_de
Extractions: By Michelle Parrini, a Chicago-based editor and writer of teaching materials Subjects: Law, Government, Civics Time: Two Days Lesson Objectives: The purpose of this lesson is to teach students about the Eighth Amendment and how the U.S. Supreme Court makes determinations about what constitutes cruel and unusual punishment through the example of the death penalty for juveniles. Overview: On January 26, 2004, the U.S. Supreme Court agreed to reconsider whether the juvenile death penalty violates the Eighth Amendment's prohibition against cruel and usual punishment. The case will probably be heard by the court in October or November of 2004. During this lesson, students will read and discuss a NewsHour article and learn key facts about the juvenile death penalty in the U.S. Then students will discuss how the court has made decisions in the past about what constitutes cruel and unusual punishment. Finally, students will judge for themselves whether the juvenile death penalty today violates the Eighth Amendment by applying previously established principles of law to their analysis. Materials:
Teacher Previews: March 13-19, 2005 high school students create a Web site focusing on dating violence for teens, Court Abolishes Juvenile death penalty PBSOL Middle / high school http://www.pbs.org/teachersource/previews/archives/20050313.shtm
Extractions: March 13-19, 2005 Welcome to PBS Teacher Previews, the weekly newsletter from PBS designed specifically for preK-12 educators. Program times listed below are for PBS's national schedule and may not be accurate for your station. If you would like to customize your newsletter, please visit http://www.pbs.org/teachersource/preferences The resources listed below are grouped into subject areas that correlate with those found on PBS TeacherSource ( http://pbs.org/teachersource/ ), PBS's Web site for preK-12 educators. Grade level, resource type and extended taping rights codes are also indicated for each listing. To make the most effective use of this publication, please consult the " Teacher Code Key " at the end of this document. Note: Please always check with your local PBS station for a complete schedule of exact dates and times for PBS television programs. PBS television schedules are created at the local level, so some national programs may not be available in your area. All PBS programs listed in this newsletter allow for off-air taping and subsequent classroom usage of one year or more. For complete details, please visit the TV For Teachers section of PBS TeacherSource at http://pbs.org/teachersource/tvteachers.htm
Citizen Advocacy Center *Lesson plans that are geared for high school and middle school students are easily adaptable for The death penalty The Judicial System (high school) http://www.citizenadvocacycenter.org/teacher lesplns.htm
Sourcebook - Table List, Section 2 Attitudes toward the death penalty, United States, selected years 19652001 (Table students perceptions of availability of drugs. high school seniors http://www.albany.edu/sourcebook/tost_2.html
Extractions: Advanced search Sections Data tables are available in Acrobat (.pdf) and spreadsheet (.wk1) files. A free viewer is needed to access Acrobat documents; download it from the Adobe website. Spreadsheet software, such as Excel or Lotus 123, is needed to read .wk1 files; these applications can be used as helper applications with many browsers. Back Back Attitudes toward the death penalty for persons convicted of murder, United States, selected years 1953-2003 Table 2.51 pdf file format (16k)
Extractions: Munich Consul General Matthew M. Rooney met with thirty high school students and teachers from Brandenburg on a "security policy" excursion to Munich at the invitation of the Bundeswehr. During the program at the Amerika Haus, the Consul General discussed American policy and the students' concerns, ranging from Iraq and combating violence in schools to the death penalty.
Medill School Of Journalism - Northwestern University Faculty/Staff Directories Cherub Program for high school students Sister Helen Prejean opposes the death penalty not only for humanitarian reasons, http://www.medill.northwestern.edu/medill/inside/news/dead_man_walking_author_ex
Extractions: Team: Matt Leach, Deon Foster, Pete Maziak, Laura Portwood-Stacer The death penalty in the United States has always been a controversial issue and recent developments concerning the death penalty have once again made an appearance in the public sphere. The purpose of this curriculum is to encourage civic participation, critical thinking and the development of research skills among students utilizing a topic of current interest. This Web site and its accompanying materials are designed to assist both teachers and students in an exploration of capital punishment, arguments for and against its use, as well as issues of ethics and justice that surround it. The authors of the curriculum have made every effort to ensure that the educational approach is balanced, respecting the views of all sides in this often-spirited debate. The sites were principally designed by the Michigan State Communication Technology Laboratory. Parallel site structures for teachers and students allowed us to optimize the content for ease of use in the classroom. Teacher educators in conjunction with practicing teachers, in the fields of social studies, history and religion, worked together to develop the curriculum. Factual content was provided by the Death Penalty Information Center, a non-profit organization that conducts research on issues related to capital punishment. The Center utilized a broad spectrum of case decisions, news accounts, books, and scholarly journals in assembling the content. Funding for the project was provided by grants from the Soros Foundation and the Columbia Foundation.
Civics Do you have strategies for teaching civics to high school students? The death penalty Curricula for high school Individual state laws determine whether http://www.eduref.org/Resources/Subjects/Social_Studies/Civics.html
Extractions: Justice Learning is an innovative, issue-based approach for engaging high school students in informed political discourse. The web site uses audio from the Justice Talking radio show and articles from The New York Times to teach students about reasoned debate and the often-conflicting values inherent in our democracy.
School Partnership Programs Topics include the drinking age, the death penalty and land use. UWMadison students read the high school students writing and return letters of http://www.chancellor.wisc.edu/schools/10.html
Extractions: Sponsored by the Arboretum, the Earth Partnership Program aims to increase awareness of the natural world and explore the idea that human beings can have a positive relationship with nature through restoration of native biological communities. The program includes teacher training, work with school children of all ages, community action projects and family workshops. Earth Partnership for Schools also provides training institutes for teachers. Workshop Training: 48 teachers, 8 schools Special Earth Partnership Tours: approximately 2,350 students Earth Partnership Staff Inservice: more than 200 teachers 91. Student Presented Interactive Chemistry Experience The Department of Chemistry, Institute for Chemical Education, sponsors SPICE, an outreach program designed to encourage children's interest in science and chemistry. SPICE volunteers present a series of chemical demonstrations based on a common theme, which stimulates enthusiasm and excitement in the audience. SPICE volunteers portray science as an interesting, exciting and integral part of society. Fall 1996: 870 students Summer 1996: 725 students Spring 1996: 3,930 students
Jesse Sharkey: Get The Military Out Of Our High Schools Unmerciful Judge, Merry Executioners the death penalty as the True Measure of Preying on high school students. IN THE fall of 2002, Garrett Jones was a http://www.counterpunch.org/sharkey10202004.html
Extractions: home subscribe donate about us ... events What's Inside the New Print Edition of CounterPunch! What Business Wanted from Welfare Reform by Stephen Pimpare: How Democrats and Corporate Think Tanks Dismantled Welfare; Poverty and Hunger Up, Federal Aid to Poor Down; The Objective: Cheapening the Cost of Labor; A Report from a Black Organizer in South Carolina by Kevin Alexander Gray: ABB versus Movement Building; Why the Nazis Banned Fractura by Alexander Cockburn. CounterPunch Online is read by millions of viewers each month! But remember, we are funded solely by the subscribers to the print edition of CounterPunch. Please support this website by buying a subscription to our newsletter, which contains fresh material you won't find anywhere else, or by making a donation for the online edition. Remember contributions are tax-deductible. Click here to make a (tax deductible) donation If you find our site useful please: Subscribe Now!
Extractions: Media Home Research Plagiarism Links ... Teacher Resources Mrs. Mundell Name the Panda Science Careers Health Care Salaies Job Profiles All Purpose, Resource, and General Research Sites UD Lib/Search Research -It: Your-One-Stop-Reference Desk Reference.com Refdesk.com ... Unit Converter Almanacs Infoplease.com FactMonster (easier to Read version of Infoplease) The Old Farmers' Almanac World Almanac for Kids African-American Almanac Ref Desk's Daily Almanac Dictionaries Cambridge Dictionaries Online Merriam-Webster Online OneLook Roget's II: The New Thesaurus ... Word Spy Encyclopedias LibrarySpot.com
AxisofLogic/ U.S. Military death penalty Economy Editor s Choice Education Fine Arts Some data on high school students already are given to military recruiters in a http://www.axisoflogic.com/artman/publish/article_18694.shtml
Extractions: All Categories Afghanistan Africa Antiwar Movement Apalasha Marie Articles by Robert Fisk Asia AXIS E-ZINE Axis Reflections Axis Retraction Axis Special Notices Black Box Voting Bolivarian Republic of Venezuela Book Reviews Canada Central Asia China Civil Rights/Human Rights Critical Analysis Cuba Economy Editor's Choice Education Europe Featured Activist Feltham on the Economy Fine Arts Global Empire Haiti Health/Medicine Iran/Persia Iraq Kim Hanna Korea Latin America Letters from France Letters From Our Readers Letters from Palestine Media Critiques Mexico Michael Arvey Middle East Music Lyrics Other Artists Other Poets Pacific Countries/Islands Palestine Photographs Poetry Political Satire Poverty/World Hunger Race/Ethnicity/Culture Regina Guarisco Religion/World View Russia Saudi Arabia Science/Nature Submit Published Article Submit your essay The 2004 Elections The Axis Blog The Axis Challenge U.S. Military
WKCD - What Kids Can Do Some 700 junior and senior high school students and 200 parents are expected to participate in Supreme Court Strikes Down death penalty for Juveniles. http://www.whatkidscando.org/Wire/Wire.asp?SearchCase=FindCat&CatCode=Other
Tufts Summer Study Summer Programs for high school students. Home; Programs In society and government, consider gay marriage, the death penalty, abortion, censorship, http://ase.tufts.edu/summer/globalcitizenship.htm
Extractions: summer@tufts.edu Tufts Summer Study Ethics and Global Citizenship Considering today's mess of corporate, church, and governmental scandals, it is easy to lose trust in many of our leaders. In these cases, influential people made decisions that were selfish, costly, and just plain wrong. Perhaps some of them could have benefited from a stronger background in ethics. Many of todays issues, however, aren't so black and white, so it is natural to get caught up in moral ambiguities. In science, consider cloning, artificial fertilization, hormone use (in our food supply and in ourselves). In society and government, consider gay marriage, the death penalty, abortion, censorship, and so forth. Globalization and the decision to go to war take questions of right and wrong to the world arena How do you make judgments on these topics? Do your arguments stand up to scrutiny by family and friends? Hard questions about life and death issues affect everyone. If you plan a career in a profession where such moral questions affect the lives of people (say in medicine, law, education, finance, etc.), ethics should be a central concern for you. The decisions you make in your career can have far reaching consequences.
Shorts - Volume 17 No. 3 - Spring 2003 - Rethinking Schools Online Minnesota high school students who were erroneously told that they failed their The Juvenile death penalty Initiative in Chicago, Ill., a coalition of http://www.rethinkingschools.org/archive/17_03/shor173.shtml
Extractions: Welcome to the TEACHER EDITION of our High School Curriculum on the Death Penalty site. The death penalty in the United States has always been a controversial issue and recent developments concerning the death penalty have once again made an appearance in the public sphere. The purpose of this curriculum is to encourage civic participation, critical thinking and the development of research skills among students utilizing a topic of current interest. This Web site and its accompanying materials are designed to assist both teachers and students in an exploration of capital punishment, arguments for and against its use, as well as issues of ethics and justice that surround it. Teachers will find detailed lesson plans for two possible two-week units. However, teachers are encouraged to take a look at the rationales of the units and explore strategies of their own. Supplementary research materials and Internet links to a wide array of other resources are provided. The curriculum is designed for upper middle and high school students in such courses as social studies, history, civics, US Government, ethics, public speaking, and current events. Students will find an innovative and interactive Web site that is ideally suited for classroom use involving group work, class discussions, and independent reflection. However, students doing independent projects may also use the site. The
