Introduction
The following Performance-Based Task (PBT) was designed by the Secondary Language Arts (SLA) Office to help students become familiar with the tasks that they may be asked to complete on the upcoming Partnership for Assessment of Readiness of College and Careers (PARCC) Tests. This PBT should be completed in three parts, and each part should take approximately 30-45 minutes to complete. After you have completed each part, please make sure to both save your progress to your student account and print your work. In the end, you should submit all three parts stapled together to your teacher for grading and feedback.
Task
Part 1 Assignment:
You will closely analyze an anchor text (found on the next page under "Process") by reading and taking Cornell notes (including the notes, question, and summary sections) about it. After you have completed this portion of the assignment, you should use your understanding of the anchor text and your notes to answer the following five text-dependent questions. These questions should be answered on a separate sheet of paper, and should each be answered in several sentences each with specific evidence from the anchor text.
Text-dependent Questions:
1. In the second paragraph, Beatrice Norton claims she does “not want to die of injustice” (Velasquez et. al. 1). Explain what she means by that statement.
2. Part A:
Based on the article, the distinction between justice and fairness can best be described as
a) Subjective
b) Vague
c) Non-existent
d) Irrelevant
Part B:
Locate an example from the text that supports your answer to 2a.
3. Part A:
Select the definition of fair that best supports how the authors develop the concept of fair in the article?
a) In accordance with the rules or standards
b) Free from self-interest
c) Equal to another
d) Reasonable
Part B:
Locate an example from the text that supports your answer to 3a.
4. Part A:
The author explains three types of justice to
a) categorize the less important to the most important type
b) show the reader why being an American citizen is an honor
c) explain the rights of American citizens
d) illustrate the flaws within the American society
Part B:
Locate an example from the text that supports your answer to 4a.
5. Part A:
What is the author’s purpose in the final paragraph of the article?
a. to reinforce the connection between equality and justice
b. to provide a comprehensive definition of justice
c. to question society’s ability to be just
d. to illustrate the injustice present in society
Part B:
Which two details from the rest of the article best support the answer to Part A?
a. “It would be barbarously unjust, for example, to chop off a person's hand for stealing a dime, or to impose the death penalty on a person who by accident and without negligence injured another party.”
b. “When such conflicts arise in our society, we need principles of justice that we can all accept as reasonable and fair standards for determining what people deserve.”
c. “From the Republic, written by the ancient Greek philosopher Plato, to A Theory of Justice, written by the late Harvard philosopher John Rawls, every major work on ethics has held that justice is part of the central core of morality.”
d. “These studies suggest that injustice still exists in the criminal justice system in the United States.”
e. “Another woman, Mrs. Vinnie Ellison, spoke bitterly about the way her husband had been treated when the illness caught up with him after twenty one years at a cotton mill.”
f. “In its contemporary form, this principle is sometimes expressed as follows: ‘Individuals should be treated the same, unless they differ in ways that are relevant to the situation in which they are involved.’”
Part 2 Assignment:
You will read and/or view a variety of texts and media (found on the next page under "Process") that all address the same theme as the anchor text. As you engage with these different texts, you should take notes that will assist you when completing Part 3 of this assignment. Your notes can be in any format that you choose, but should both demonstrate your understanding of the text and its main theme/ideas.
Part 3 Assignment:
You have read a selection of texts that illustrate concerns around the issues of justice. In some cases, people seek justice through revenge. In a well-supported essay argue whether or not justice is an act of revenge or an act of fairness.
Your argument must refer to the anchor text and at least two additional sources. Be sure to address a counterclaim, and avoid merely summarizing the sources. Indicate clearly from which sources you are drawing, whether through direct quotation, paraphrase, or summary. In total, your response should be several paragraphs, and in writing it you should clearly indicate which sources you are using (by means of either direct quotes or paraphrases) and may refer to them as Anchor Text, Source A, Source B, and so on after initially introducing them. You may use any of the notes you have previously taken to help you with this essay, and all parts of this assignment need to be submitted to your teacher for grading and feedback.
Process
Anchor text: “Justice and Fairness”
Developed by Manuel Velasquez, Claire Andre, Thomas Shanks, S.J., and Michael J. Meyer
http://www.scu.edu/ethics/practicing/decision/justice.html
When Beatrice Norton was fourteen, she followed in her mother's footsteps and began working in the cotton mill. In 1968, after a career in the mill, she had to stop working because of her health. Years of exposure to cotton dust had resulted in a case of "brown lung," a chronic and sometimes fatal disease with symptoms similar to asthma and emphysema. In 1977, she testified at a congressional hearing, asking that the government require companies to provide disability compensation for victims of the disease similar to the compensation companies provided for other similar diseases.
I worked in the dust year after year ... I got sicker and sicker. In 1968 I suddenly had no job, no money, and I was too sick to ever work in my life again. State legislators have proven in two successive sessions that they are not going to do anything to help the brown lung victims, so now we come to you in Washington and ask for help. We've waited a long time, and many of us have died waiting. I don't want to die of injustice. Another woman, Mrs. Vinnie Ellison, spoke bitterly about the way her husband had been treated when the illness caught up with him after twenty one years at a cotton mill:
In the early sixties he started having trouble keeping up his job because of his breathing. In 1963 his bossman told him that he had been a good worker, but wasn't worth a damn anymore and fired him. He had no pension and nothing to live on. My husband worked long and hard and lost his health because of the dust. It isn't fair that the mill threw him away like so much human garbage after he couldn't keep up his job because he was sick from the dust.
To Mrs. Norton and Mrs. Ellison, receiving compensation for the debilitating effects of brown lung similar to that given to other diseases was a simple matter of justice. In making their case, their arguments reflected a very long tradition in Western civilization. In fact, no idea in Western civilization has been more consistently linked to ethics and morality than the idea of justice. From the Republic, written by the ancient Greek philosopher Plato, to A Theory of Justice, written by the late Harvard philosopher John Rawls, every major work on ethics has held that justice is part of the central core of morality.
Justice means giving each person what he or she deserves or, in more traditional terms, giving each person his or her due. Justice and fairness are closely related terms that are often today used interchangeably. There have, however, also been more distinct understandings of the two terms. While justice usually has been used with reference to a standard of rightness, fairness often has been used with regard to an ability to judge without reference to one's feelings or interests; fairness has also been used to refer to the ability to make judgments that are not overly general but that are concrete and specific to a particular case. In any case, a notion of desert is crucial to both justice and fairness. The Nortons and Ellisons of this world, for example, are asking for what they think they deserve when they are demanding that they be treated with justice and fairness. When people differ over what they believe should be given, or when decisions have to be made about how benefits and burdens should be distributed among a group of people, questions of justice or fairness inevitably arise. In fact, most ethicists today hold the view that there would be no point of talking about justice or fairness if it were not for the conflicts of interest that are created when goods and services are scarce and people differ over who should get what. When such conflicts arise in our society, we need principles of justice that we can all accept as reasonable and fair standards for determining what people deserve.
But saying that justice is giving each person what he or she deserves does not take us very far. How do we determine what people deserve? What criteria and what principles should we use to determine what is due to this or that person?
Principles of Justice
The most fundamental principle of justice—one that has been widely accepted since it was first defined by Aristotle more than two thousand years ago—is the principle that "equals should be treated equally and unequals unequally." In its contemporary form, this principle is sometimes expressed as follows: "Individuals should be treated the same, unless they differ in ways that are relevant to the situation in which they are involved." For example, if Jack and Jill both do the same work, and there are no relevant differences between them or the work they are doing, then in justice they should be paid the same wages. And if Jack is paid more than Jill simply because he is a man, or because he is white, then we have an injustice—a form of discrimination—because race and sex are not relevant to normal work situations.
There are, however, many differences that we deem as justifiable criteria for treating people differently. For example, we think it is fair and just when a parent gives his own children more attention and care in his private affairs than he gives the children of others; we think it is fair when the person who is first in a line at a theater is given first choice of theater tickets; we think it is just when the government gives benefits to the needy that it does not provide to more affluent citizens; we think it is just when some who have done wrong are given punishments that are not meted out to others who have done nothing wrong; and we think it is fair when those who exert more efforts or who make a greater contribution to a project receive more benefits from the project than others. These criteria—need, desert, contribution, and effort—we acknowledge as justifying differential treatment, then, are numerous.
On the other hand, there are also criteria that we believe are not justifiable grounds for giving people different treatment. In the world of work, for example, we generally hold that it is unjust to give individuals special treatment on the basis of age, sex, race, or their religious preferences. If the judge's nephew receives a suspended sentence for armed robbery when another offender unrelated to the judge goes to jail for the same crime, or the brother of the Director of Public Works gets the million dollar contract to install sprinklers on the municipal golf course despite lower bids from other contractors, we say that it's unfair. We also believe it isn't fair when a person is punished for something over which he or she had no control, or isn't compensated for a harm he or she suffered. And the people involved in the "brown lung hearings" felt that it wasn't fair that some diseases were provided with disability compensation, while other similar diseases weren't.
Different Kinds of Justice
There are different kinds of justice. Distributive justice refers to the extent to which society's institutions ensure that benefits and burdens are distributed among society's members in ways that are fair and just. When the institutions of a society distribute benefits or burdens in unjust ways, there is a strong presumption that those institutions should be changed. For example, the American institution of slavery in the pre-civil war South was condemned as unjust because it was a glaring case of treating people differently on the basis of race.
A second important kind of justice is retributive or corrective justice. Retributive justice refers to the extent to which punishments are fair and just. In general, punishments are held to be just to the extent that they take into account relevant criteria such as the seriousness of the crime and the intent of the criminal, and discount irrelevant criteria such as race. It would be barbarously unjust, for example, to chop off a person's hand for stealing a dime, or to impose the death penalty on a person who by accident and without negligence injured another party. Studies have frequently shown that when blacks murder whites, they are much more likely to receive death sentences than when whites murder whites or blacks murder blacks. These studies suggest that injustice still exists in the criminal justice system in the United States.
Yet a third important kind of justice is compensatory justice. Compensatory justice refers to the extent to which people are fairly compensated for their injuries by those who have injured them; just compensation is proportional to the loss inflicted on a person. This is precisely the kind of justice that was at stake in the brown lung hearings. Those who testified at the hearings claimed that the owners of the cotton mills where workers had been injured should compensate the workers whose health had been ruined by conditions at the mills.
The foundations of justice can be traced to the notions of social stability, interdependence, and equal dignity. As the ethicist John Rawls has pointed out, the stability of a society—or any group, for that matter—depends upon the extent to which the members of that society feel that they are being treated justly. When some of society's members come to feel that they are subject to unequal treatment, the foundations have been laid for social unrest, disturbances, and strife. The members of a community, Rawls holds, depend on each other, and they will retain their social unity only to the extent that their institutions are just. Moreover, as the philosopher Immanuel Kant and others have pointed out, human beings are all equal in this respect: they all have the same dignity, and in virtue of this dignity they deserve to be treated as equals. Whenever individuals are treated unequally on the basis of characteristics that are arbitrary and irrelevant, their fundamental human dignity is violated.
Justice, then, is a central part of ethics and should be given due consideration in our moral lives. In evaluating any moral decision, we must ask whether our actions treat all persons equally. If not, we must determine whether the difference in treatment is justified: are the criteria we are using relevant to the situation at hand? But justice is not the only principle to consider in making ethical decisions. Sometimes principles of justice may need to be overridden in favor of other kinds of moral claims such as rights or society's welfare. Nevertheless, justice is an expression of our mutual recognition of each other's basic dignity, and an acknowledgement that if we are to live together in an interdependent community we must treat each other as equals.
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Source A: “Justice” by Langston Hughes
"Justice"
That Justice is a blind goddess
Is a thing to which we black are wise:
Her bandage hides two festering sores
That once perhaps were eyes.
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Source B: “Affluenza” Article
By: Maia Szalavitz
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Source C: “The Last Living Nazis”
From: The Chicago Tribune
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Source D: Statistics on Death Row inmates by race
From: The Dealth Penalty Information Center
http://www.deathpenaltyinfo.org/race-death-row-inmates-executed-1976#inmaterace
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Source E: “Statue of Lady Justice”
Evaluation
Below is the rubric for this assignment:
Total: _____/100 Name: _______________
Class Period: _____
Power and Corruption: Performance-Based Task
Scoring Rubric
Task 1: Cornell Notes and Text-Dependent Questions about the Anchor Text
- Cornell Notes Activity: _____/12
- Notes Section: _____/4
- Main Ideas/Questions Section: _____/4
- Summary Section: _____/4
- Text-Dependent Questions and Explanations: _____/18
- Question 1. _____/1 Explanation: _____/2
- Question and Explanation 2. _____/3
- Question and Explanation 3. _____/3
- Question and Explanation 4. _____/3
- Question 5A. _____/1 Explanation: _____/2
- Question 5B: _____/1 Explanation: _____/2
Task 2: Notes about Other Sources
- Note-Taking Activity: _____/20
- Source A: _____/4
- Source B: _____/4
- Source C: _____/4
- Source D: _____/4
- Source E: _____/4
Task 3: Argument Essay
- Total: _____/50
Conclusion
By completing this PBT, you have gone through a process that will help to introduce you to the types of tasks that you may be asked to complete on the PARCC Tests next year. Hopefully it has helped you to see that several texts will be presented in various ways, and that you will need to synthesize the information from these texts in several short activiites and one longer written response.