Grade Level

12th Grade

Duration

85 minutes

Class Size

30 students

---

Unit

Ethics in Society (Lesson 3 of 16)

---

Learning Objectives

By the end of this lesson, students will be able to:

• Explain the foundational principles of utilitarianism, including the concepts introduced by Jeremy Bentham and John Stuart Mill.
• Analyze real-world scenarios through the lens of utilitarian ethics.
• Evaluate critiques and limitations of utilitarianism in societal contexts.
• Construct and defend reasoned arguments regarding utilitarian approaches to ethical dilemmas.

---

Standards Alignment (Common Core State Standards for Literacy in History/Social Studies)

• CCSS.ELA-LITERACY.RH.11-12.1
  Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

• CCSS.ELA-LITERACY.RH.11-12.2
  Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

• CCSS.ELA-LITERACY.RH.11-12.8
  Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

• CCSS.ELA-LITERACY.WHST.11-12.1
  Write arguments focused on discipline-specific content, supporting claims with logical reasoning and relevant evidence.

---

Materials Needed

• Copies of excerpts from Jeremy Bentham’s Introduction to the Principles of Morals and Legislation (primary source)
• Excerpts from John Stuart Mill’s Utilitarianism (primary source)
• Handout: “Utilitarianism in Contemporary Issues” (curated examples, both supportive and critical)
• Whiteboard/Smartboard
• Chart paper and markers
• Student notebooks or laptops/tablets for writing
• Timer

---

Lesson Outline

1. Warm-Up (10 minutes)

Activity:

• Begin with a short think-pair-share prompt:
  “Imagine you could make one decision that would make the greatest number of people happy but cause discomfort to a few. Would you make that decision? Why or why not?”

Purpose:

• Activate prior knowledge and get students to start thinking ethically.
• Encourage oral communication and reasoning skills aligned with CCSS standards.

---

2. Introduction to Utilitarianism (15 minutes)

Activity:

• Brief interactive mini-lecture introducing key figures Jeremy Bentham and John Stuart Mill. Use the whiteboard to visually map:
  • Bentham’s principle of “the greatest happiness for the greatest number”
  • Mill’s refinement emphasizing quality over quantity of pleasure

Evidence from Text:

• Distribute excerpts from Bentham and Mill.
• Students work individually to highlight main ideas and write annotations in margins (Supports RH.11-12.1, RH.11-12.2).

---

3. Group Exploration – Real-World Applications (20 minutes)

Activity:

• Divide class into 5 groups of 6 students. Each group receives a real-world ethical dilemma (e.g., healthcare resource allocation, environmental policies, criminal justice system) with the “Utilitarianism in Contemporary Issues” handout.
• Groups analyze how a utilitarian would approach the dilemma, noting potential benefits and who might lose out.

Output:

• Groups create a chart listing: benefits, harms, affected populations, and utilitarian justification.

---

4. Group Presentations & Class Discussion (20 minutes)

Activity:

• Each group presents their dilemma and analysis (3 minutes each).
• After presentations, facilitate a whole-class discussion scrutinizing each approach, inviting critiques based on fairness, minority rights, and practical challenges.
• Prompt with questions like:
  “Can utilitarianism justify sacrificing minority rights?”
  “How do we measure happiness or well-being objectively?”

Skills Developed:

• Critical thinking, oral articulation, listening comprehension, argument evaluation (RH.11-12.8).

---

5. Individual Reflection & Quick Write (15 minutes)

Activity:

• Students write a focused paragraph responding to the prompt:
  “Based on today’s lesson, do you agree or disagree with utilitarianism as an ethical guide? Use specific evidence from Bentham, Mill, and group discussions.”

Purpose:

• Strengthen writing skills focused on argumentation (WHST.11-12.1).
• Encourage synthesis of philosophical content and ethical application.

---

6. Closing and Formative Assessment (5 minutes)

Activity:

• Exit ticket: On a notecard or digital equivalent, students answer:
  “What is one strength and one limitation of utilitarianism?”

Teacher Note:

• Collect exit tickets for quick formative assessment to inform next lesson planning.

---

Differentiation Strategies

• For ELLs and struggling readers: Provide vocabulary supports with simple definitions; pair more proficient readers with peers for initial annotation work.
• For advanced learners: Challenge them to critique utilitarianism from the perspective of alternative ethical theories (e.g., deontology).
• For students with special needs: Allow oral responses in place of written work where appropriate.

---

Homework (Optional / Extension)

• Essay prompt: Write a full essay (2-3 pages) defending or critiquing utilitarianism as the most practical ethical approach in modern society. Integrate textual evidence and class discussions.
• Research task: Find a recent news story where utilitarian principles influenced a decision (e.g., public health policy during COVID-19). Prepare to discuss in Lesson 4.

---

Teacher Reflection Tips

• Note which student groups struggled with analyzing ethical dilemmas and plan to scaffold further.
• Assess quality and depth of exit tickets to see if students grasp core utilitarian concepts or if reteaching is necessary.
• Consider integrating multimedia resources or a guest speaker on ethical philosophy for future lessons to further engage students.

---

This lesson combines critical reading and analytical writing with collaborative discussion, perfectly aligning with Common Core's emphasis on evidence-based reasoning in social studies. It encourages students to wrestle with timeless ethical questions, fostering skills essential both inside and beyond the classroom.