Unit3Fairnessforall-section1-2PartTwo:TeachingResourcesSection1:DiscoursestudiesofSTARTOFTHECIVILRIGHTSMOVEMENT1.TypeofwritingandsummaryofTHESTARTOFTHECIVILRIGHTSMOVEMENTTypeofwriting:adiaryTHESTARTOFTHECIVILRIGHTSMOVEMENTSunday,December4th,1955December5th,1955January25th,1956November13th,1956Todaywewenttochurchwhereourminister,MartinLutherKing,Jr,announcedthataboycottofthebusesandtrolleybuseswillbegintomorrow.Taxispassedallfullofpassengersaswepedestriansmarchedonthepavement.Thoseinthecarswavedandwesalutedthemback.Thewhites,ontheotherhand,shoutedabuseatus.Wemustcontinuetillwewin.Iwon’tmindmytiredfeettomorrow.Fromnowonwe’llbeabletositwherewelikeonbuses.2.AdiagramofTHESTARTOFTHECIVILRIGHTSMOVEMENTSection2:BackgroundinformationforUnit3Fairnessforall1.Whatisjustice?Justiceisaconceptinvolvingthefair,moral,andimpartialtreatmentofallpersons—oftenseenasthecontinuedefforttodowhatis"right".Justiceisaparticularlyfoundationalconceptwithinmostsystemsof"law,"anddrawshighlyuponestablishedand用心爱心专心116号编辑THESTARTOFTHECIVILRIGHTSMOVEMENTSunday,December4th,1955:aboycottofthebusesandtrolleybusesJanuary25th,1956:Wemustcontinuetillwewin.December5th,1955:Thewhites,shoutedbuseatus.November13th,1956:We’llbeabletositwherewelikeonbuses.well-regardedsocialtraditionsandvalues.Fromtheperspectiveofpragmatism,itisthenameforafairresult.Inmostcaseswhatoneregardsas"right"isdeterminedbyconsultingestablishedandagreeableprinciples,employinglogic,or,incertainsystems,byconsultingamajority.Incontextswherereligionisadominant,thepursuitofjusticemaybeaidedbydeferringtoreligioustextsandevenspiritualguidance.Ifapersonlivesunderacertainsetlawinacountry,conceptsof"justice"areoftensimplydeferentialtotheexistinglaw—theissuingofpunitivereprimandsforviolationsmaybereferredtoas"servingjustice."Classically,justicewastheabilitytorecognizeone'sdebtsandpaythem.Itwasavirtuethatencompassedanunwillingnesstolieorsteal.Itwasthebasisforthecodeduello.Inthisview,justiceistheoppositeoftheviceofvenality.Injurisprudence,justiceistheobligationthatthelegalsystemhastowardtheindividualcitizenandthesocietyasawhole.Justice(inbothsenses)ispartofthedebateregardingmoralrelativismandmoralobjectivism:Istherean"objectivestandard"ofjustice,underwhichallactionsshouldbejudged,orisitacceptableforjusticetohavedifferentmeaningsindifferentsocieties?Somecultures,forinstance,seepunishmentssuchasthedeathpenaltyasbeingappropriate,whileothersdecrysuchactsascrimesagainsthumanity.Insomecases,justiceisnotequatedwithlaws.Forinstance,lawsthatoncesupportedslaveryarenowconsideredunjustlawssuchastheFugitiveSlaveLawof1850intheUnitedStates.Also,manylawsofillegitimategovernmentsareconsideredunjust.Further,thesocialjusticemovementquestionsthemoralityoflawsthatprotectpropertyrightswithoutadequateprotectionofthepoor,especiallythoselawsgoverninginternationaltrade.2.SegregatedSchoolsFormanyyearsintheU.S.,whitekidswenttowhite-onlyschoolsandblackkidswenttoblack-onlyschools.Comparedtothewhiteschools,blackschoolshadworsebuildings,usedoldertextbooks,andteachersdidn'tgetpaidaswell.In1954,theSupremeCourtdecidedalandmarkcase,Brownv.BoardofEducationofTopeka,Kansas.Thecourtsaiditwasillegaltoseparatestudentsthisway.Manywhiteparentsdidnotlikethenewlaw.Tofightagainstit,theytooktheirchildrenoutofschoolswhereblackchildrenwereallowedtoattend.3.WomenandtheRighttoVoteInthepast,Am...
