Doha Declaration

Education for justice.

  • Agenda Day 1
  • Agenda Day 2
  • Agenda Day 3
  • Agenda Day 4
  • Registration
  • Breakout Sessions for Primary and Secondary Level
  • Breakout Sessions for Tertiary Level
  • E4J Youth Competition
  • India - Lockdown Learners
  • Chuka, Break the Silence
  • The Online Zoo
  • I would like a community where ...
  • Staying safe online
  • Let's be respectful online
  • We can all be heroes
  • Respect for all
  • We all have rights
  • A mosaic of differences
  • The right thing to do
  • Solving ethical dilemmas
  • UNODC-UNESCO Guide for Policymakers
  • UNODC-UNESCO Handbooks for Teachers
  • Justice Accelerators


  • Organized Crime
  • Trafficking in Persons & Smuggling of Migrants
  • Crime Prevention & Criminal Justice Reform
  • Crime Prevention, Criminal Justice & SDGs
  • UN Congress on Crime Prevention & Criminal Justice
  • Commission on Crime Prevention & Criminal Justice
  • Conference of the Parties to UNTOC
  • Conference of the States Parties to UNCAC
  • Rules for Simulating Crime Prevention & Criminal Justice Bodies
  • Crime Prevention & Criminal Justice
  • Engage with Us
  • Contact Us about MUN
  • Conferences Supporting E4J
  • Cyberstrike
  • Play for Integrity
  • Running out of Time
  • Zorbs Reloaded
  • Developing a Rationale for Using the Video
  • Previewing the Anti-Corruption Video
  • Viewing the Video with a Purpose
  • Post-viewing Activities
  • Previewing the Firearms Video
  • Rationale for Using the Video
  • Previewing the Human Trafficking Video
  • Previewing the Organized Crime Video
  • Previewing the Video
  • Criminal Justice & Crime Prevention
  • Corruption & Integrity
  • Human Trafficking & Migrant Smuggling
  • Firearms Trafficking
  • Terrorism & Violent Extremism
  • Introduction & Learning Outcomes
  • Corruption - Baseline Definition
  • Effects of Corruption
  • Deeper Meanings of Corruption
  • Measuring Corruption
  • Possible Class Structure
  • Core Reading
  • Advanced Reading
  • Student Assessment
  • Additional Teaching Tools
  • Guidelines for Stand-Alone Course
  • Appendix: How Corruption Affects the SDGs
  • What is Governance?
  • What is Good Governance?
  • Corruption and Bad Governance
  • Governance Reforms and Anti-Corruption
  • Guidelines for Stand-alone Course
  • Corruption and Democracy
  • Corruption and Authoritarian Systems
  • Hybrid Systems and Syndromes of Corruption
  • The Deep Democratization Approach
  • Political Parties and Political Finance
  • Political Institution-building as a Means to Counter Corruption
  • Manifestations and Consequences of Public Sector Corruption
  • Causes of Public Sector Corruption
  • Theories that Explain Corruption
  • Corruption in Public Procurement
  • Corruption in State-Owned Enterprises
  • Responses to Public Sector Corruption
  • Preventing Public Sector Corruption
  • Forms & Manifestations of Private Sector Corruption
  • Consequences of Private Sector Corruption
  • Causes of Private Sector Corruption
  • Responses to Private Sector Corruption
  • Preventing Private Sector Corruption
  • Collective Action & Public-Private Partnerships against Corruption
  • Transparency as a Precondition
  • Detection Mechanisms - Auditing and Reporting
  • Whistle-blowing Systems and Protections
  • Investigation of Corruption
  • Introduction and Learning Outcomes
  • Brief background on the human rights system
  • Overview of the corruption-human rights nexus
  • Impact of corruption on specific human rights
  • Approaches to assessing the corruption-human rights nexus
  • Human-rights based approach
  • Defining sex, gender and gender mainstreaming
  • Gender differences in corruption
  • Theories explaining the gender–corruption nexus
  • Gendered impacts of corruption
  • Anti-corruption and gender mainstreaming
  • Manifestations of corruption in education
  • Costs of corruption in education
  • Causes of corruption in education
  • Fighting corruption in education
  • Core terms and concepts
  • The role of citizens in fighting corruption
  • The role, risks and challenges of CSOs fighting corruption
  • The role of the media in fighting corruption
  • Access to information: a condition for citizen participation
  • ICT as a tool for citizen participation in anti-corruption efforts
  • Government obligations to ensure citizen participation in anti-corruption efforts

Teaching Guide

  • Brief History of Terrorism
  • 19th Century Terrorism
  • League of Nations & Terrorism
  • United Nations & Terrorism
  • Terrorist Victimization
  • Exercises & Case Studies
  • Radicalization & Violent Extremism
  • Preventing & Countering Violent Extremism
  • Drivers of Violent Extremism
  • International Approaches to PVE &CVE
  • Regional & Multilateral Approaches
  • Defining Rule of Law
  • UN Global Counter-Terrorism Strategy
  • International Cooperation & UN CT Strategy
  • Legal Sources & UN CT Strategy
  • Regional & National Approaches
  • International Legal Frameworks
  • International Human Rights Law
  • International Humanitarian Law
  • International Refugee Law
  • Current Challenges to International Legal Framework
  • Defining Terrorism
  • Criminal Justice Responses
  • Treaty-based Crimes of Terrorism
  • Core International Crimes
  • International Courts and Tribunals
  • African Region
  • Inter-American Region
  • Asian Region
  • European Region
  • Middle East & Gulf Regions
  • Core Principles of IHL
  • Categorization of Armed Conflict
  • Classification of Persons
  • IHL, Terrorism & Counter-Terrorism
  • Relationship between IHL & intern. human rights law
  • Limitations Permitted by Human Rights Law
  • Derogation during Public Emergency
  • Examples of States of Emergency & Derogations
  • International Human Rights Instruments
  • Regional Human Rights Instruments
  • Extra-territorial Application of Right to Life
  • Arbitrary Deprivation of Life
  • Death Penalty
  • Enforced Disappearances
  • Armed Conflict Context
  • International Covenant on Civil and Political Rights
  • Convention against Torture et al.
  • International Legal Framework
  • Key Contemporary Issues
  • Investigative Phase
  • Trial & Sentencing Phase
  • Armed Conflict
  • Case Studies
  • Special Investigative Techniques
  • Surveillance & Interception of Communications
  • Privacy & Intelligence Gathering in Armed Conflict
  • Accountability & Oversight of Intelligence Gathering
  • Principle of Non-Discrimination
  • Freedom of Religion
  • Freedom of Expression
  • Freedom of Assembly
  • Freedom of Association
  • Fundamental Freedoms
  • Definition of 'Victim'
  • Effects of Terrorism
  • Access to Justice
  • Recognition of the Victim
  • Human Rights Instruments
  • Criminal Justice Mechanisms
  • Instruments for Victims of Terrorism
  • National Approaches
  • Key Challenges in Securing Reparation
  • Topic 1. Contemporary issues relating to conditions conducive both to the spread of terrorism and the rule of law
  • Topic 2. Contemporary issues relating to the right to life
  • Topic 3. Contemporary issues relating to foreign terrorist fighters
  • Topic 4. Contemporary issues relating to non-discrimination and fundamental freedoms
  • Module 16: Linkages between Organized Crime and Terrorism
  • Thematic Areas
  • Content Breakdown
  • Module Adaptation & Design Guidelines
  • Teaching Methods


  • 1. Introducing United Nations Standards & Norms on CPCJ vis-à-vis International Law
  • 2. Scope of United Nations Standards & Norms on CPCJ
  • 3. United Nations Standards & Norms on CPCJ in Operation
  • 1. Definition of Crime Prevention
  • 2. Key Crime Prevention Typologies
  • 2. (cont.) Tonry & Farrington’s Typology
  • 3. Crime Problem-Solving Approaches
  • 4. What Works
  • United Nations Entities
  • Regional Crime Prevention Councils/Institutions
  • Key Clearinghouses
  • Systematic Reviews
  • 1. Introduction to International Standards & Norms
  • 2. Identifying the Need for Legal Aid
  • 3. Key Components of the Right of Access to Legal Aid
  • 4. Access to Legal Aid for Those with Specific Needs
  • 5. Models for Governing, Administering and Funding Legal Aid
  • 6. Models for Delivering Legal Aid Services
  • 7. Roles and Responsibilities of Legal Aid Providers
  • 8. Quality Assurance and Legal Aid Services
  • 1. Context for Use of Force by Law Enforcement Officials
  • 2. Legal Framework
  • 3. General Principles of Use of Force in Law Enforcement
  • 4. Use of Firearms
  • 5. Use of “Less-Lethal” Weapons
  • 6. Protection of Especially Vulnerable Groups
  • 7. Use of Force during Assemblies
  • 1. Policing in democracies & need for accountability, integrity, oversight
  • 2. Key mechanisms & actors in police accountability, oversight
  • 3. Crosscutting & contemporary issues in police accountability
  • 1. Introducing Aims of Punishment, Imprisonment & Prison Reform
  • 2. Current Trends, Challenges & Human Rights
  • 3. Towards Humane Prisons & Alternative Sanctions
  • 1. Aims and Significance of Alternatives to Imprisonment
  • 2. Justifying Punishment in the Community
  • 3. Pretrial Alternatives
  • 4. Post Trial Alternatives
  • 5. Evaluating Alternatives
  • 1. Concept, Values and Origin of Restorative Justice
  • 2. Overview of Restorative Justice Processes
  • 3. How Cost Effective is Restorative Justice?
  • 4. Issues in Implementing Restorative Justice
  • 1. Gender-Based Discrimination & Women in Conflict with the Law
  • 2. Vulnerabilities of Girls in Conflict with the Law
  • 3. Discrimination and Violence against LGBTI Individuals
  • 4. Gender Diversity in Criminal Justice Workforce
  • 1. Ending Violence against Women
  • 2. Human Rights Approaches to Violence against Women
  • 3. Who Has Rights in this Situation?
  • 4. What about the Men?
  • 5. Local, Regional & Global Solutions to Violence against Women & Girls
  • 1. Understanding the Concept of Victims of Crime
  • 2. Impact of Crime, including Trauma
  • 3. Right of Victims to Adequate Response to their Needs
  • 4. Collecting Victim Data
  • 5. Victims and their Participation in Criminal Justice Process
  • 6. Victim Services: Institutional and Non-Governmental Organizations
  • 7. Outlook on Current Developments Regarding Victims
  • 8. Victims of Crime and International Law
  • 1. The Many Forms of Violence against Children
  • 2. The Impact of Violence on Children
  • 3. States' Obligations to Prevent VAC and Protect Child Victims
  • 4. Improving the Prevention of Violence against Children
  • 5. Improving the Criminal Justice Response to VAC
  • 6. Addressing Violence against Children within the Justice System
  • 1. The Role of the Justice System
  • 2. Convention on the Rights of the Child & International Legal Framework on Children's Rights
  • 3. Justice for Children
  • 4. Justice for Children in Conflict with the Law
  • 5. Realizing Justice for Children
  • 1a. Judicial Independence as Fundamental Value of Rule of Law & of Constitutionalism
  • 1b. Main Factors Aimed at Securing Judicial Independence
  • 2a. Public Prosecutors as ‘Gate Keepers’ of Criminal Justice
  • 2b. Institutional and Functional Role of Prosecutors
  • 2c. Other Factors Affecting the Role of Prosecutors
  • Basics of Computing
  • Global Connectivity and Technology Usage Trends
  • Cybercrime in Brief
  • Cybercrime Trends
  • Cybercrime Prevention
  • Offences against computer data and systems
  • Computer-related offences
  • Content-related offences
  • The Role of Cybercrime Law
  • Harmonization of Laws
  • International and Regional Instruments
  • International Human Rights and Cybercrime Law
  • Digital Evidence
  • Digital Forensics
  • Standards and Best Practices for Digital Forensics
  • Reporting Cybercrime
  • Who Conducts Cybercrime Investigations?
  • Obstacles to Cybercrime Investigations
  • Knowledge Management
  • Legal and Ethical Obligations
  • Handling of Digital Evidence
  • Digital Evidence Admissibility
  • Sovereignty and Jurisdiction
  • Formal International Cooperation Mechanisms
  • Informal International Cooperation Mechanisms
  • Data Retention, Preservation and Access
  • Challenges Relating to Extraterritorial Evidence
  • National Capacity and International Cooperation
  • Internet Governance
  • Cybersecurity Strategies: Basic Features
  • National Cybersecurity Strategies
  • International Cooperation on Cybersecurity Matters
  • Cybersecurity Posture
  • Assets, Vulnerabilities and Threats
  • Vulnerability Disclosure
  • Cybersecurity Measures and Usability
  • Situational Crime Prevention
  • Incident Detection, Response, Recovery & Preparedness
  • Privacy: What it is and Why it is Important
  • Privacy and Security
  • Cybercrime that Compromises Privacy
  • Data Protection Legislation
  • Data Breach Notification Laws
  • Enforcement of Privacy and Data Protection Laws
  • Intellectual Property: What it is
  • Types of Intellectual Property
  • Causes for Cyber-Enabled Copyright & Trademark Offences
  • Protection & Prevention Efforts
  • Online Child Sexual Exploitation and Abuse
  • Cyberstalking and Cyberharassment
  • Cyberbullying
  • Gender-Based Interpersonal Cybercrime
  • Interpersonal Cybercrime Prevention
  • Cyber Organized Crime: What is it?
  • Conceptualizing Organized Crime & Defining Actors Involved
  • Criminal Groups Engaging in Cyber Organized Crime
  • Cyber Organized Crime Activities
  • Preventing & Countering Cyber Organized Crime
  • Cyberespionage
  • Cyberterrorism
  • Cyberwarfare
  • Information Warfare, Disinformation & Electoral Fraud
  • Responses to Cyberinterventions
  • Framing the Issue of Firearms
  • Direct Impact of Firearms
  • Indirect Impacts of Firearms on States or Communities
  • International and National Responses
  • Typology and Classification of Firearms
  • Common Firearms Types
  • 'Other' Types of Firearms
  • Parts and Components
  • History of the Legitimate Arms Market
  • Need for a Legitimate Market
  • Key Actors in the Legitimate Market
  • Authorized & Unauthorized Arms Transfers
  • Illegal Firearms in Social, Cultural & Political Context
  • Supply, Demand & Criminal Motivations
  • Larger Scale Firearms Trafficking Activities
  • Smaller Scale Trafficking Activities
  • Sources of Illicit Firearms
  • Consequences of Illicit Markets
  • International Public Law & Transnational Law
  • International Instruments with Global Outreach
  • Commonalities, Differences & Complementarity between Global Instruments
  • Tools to Support Implementation of Global Instruments
  • Other United Nations Processes
  • The Sustainable Development Goals
  • Multilateral & Regional Instruments
  • Scope of National Firearms Regulations
  • National Firearms Strategies & Action Plans
  • Harmonization of National Legislation with International Firearms Instruments
  • Assistance for Development of National Firearms Legislation
  • Firearms Trafficking as a Cross-Cutting Element
  • Organized Crime and Organized Criminal Groups
  • Criminal Gangs
  • Terrorist Groups
  • Interconnections between Organized Criminal Groups & Terrorist Groups
  • Gangs - Organized Crime & Terrorism: An Evolving Continuum
  • International Response
  • International and National Legal Framework
  • Firearms Related Offences
  • Role of Law Enforcement
  • Firearms as Evidence
  • Use of Special Investigative Techniques
  • International Cooperation and Information Exchange
  • Prosecution and Adjudication of Firearms Trafficking
  • Teaching Methods & Principles
  • Ethical Learning Environments
  • Overview of Modules
  • Module Adaption & Design Guidelines
  • Table of Exercises
  • Basic Terms
  • Forms of Gender Discrimination
  • Ethics of Care
  • Case Studies for Professional Ethics
  • Case Studies for Role Morality
  • Additional Exercises
  • Defining Organized Crime
  • Definition in Convention
  • Similarities & Differences
  • Activities, Organization, Composition
  • Thinking Critically Through Fiction
  • Excerpts of Legislation
  • Research & Independent Study Questions
  • Legal Definitions of Organized Crimes
  • Criminal Association
  • Definitions in the Organized Crime Convention
  • Criminal Organizations and Enterprise Laws
  • Enabling Offence: Obstruction of Justice
  • Drug Trafficking
  • Wildlife & Forest Crime
  • Counterfeit Products Trafficking
  • Falsified Medical Products
  • Trafficking in Cultural Property
  • Trafficking in Persons
  • Case Studies & Exercises
  • Extortion Racketeering
  • Loansharking
  • Links to Corruption
  • Bribery versus Extortion
  • Money-Laundering
  • Liability of Legal Persons
  • How much Organized Crime is there?
  • Alternative Ways for Measuring
  • Measuring Product Markets
  • Risk Assessment
  • Key Concepts of Risk Assessment
  • Risk Assessment of Organized Crime Groups
  • Risk Assessment of Product Markets
  • Risk Assessment in Practice
  • Positivism: Environmental Influences
  • Classical: Pain-Pleasure Decisions
  • Structural Factors
  • Ethical Perspective
  • Crime Causes & Facilitating Factors
  • Models and Structure
  • Hierarchical Model
  • Local, Cultural Model
  • Enterprise or Business Model
  • Groups vs Activities
  • Networked Structure
  • Jurisdiction
  • Investigators of Organized Crime
  • Controlled Deliveries
  • Physical & Electronic Surveillance
  • Undercover Operations
  • Financial Analysis
  • Use of Informants
  • Rights of Victims & Witnesses
  • Role of Prosecutors
  • Adversarial vs Inquisitorial Legal Systems
  • Mitigating Punishment
  • Granting Immunity from Prosecution
  • Witness Protection
  • Aggravating & Mitigating Factors
  • Sentencing Options
  • Alternatives to Imprisonment
  • Death Penalty & Organized Crime
  • Backgrounds of Convicted Offenders
  • Confiscation
  • Confiscation in Practice
  • Mutual Legal Assistance (MLA)
  • Extradition
  • Transfer of Criminal Proceedings
  • Transfer of Sentenced Persons
  • Module 12: Prevention of Organized Crime
  • Adoption of Organized Crime Convention
  • Historical Context
  • Features of the Convention
  • Related international instruments
  • Conference of the Parties
  • Roles of Participants
  • Structure and Flow
  • Recommended Topics
  • Background Materials
  • What is Sex / Gender / Intersectionality?
  • Knowledge about Gender in Organized Crime
  • Gender and Organized Crime
  • Gender and Different Types of Organized Crime
  • Definitions and Terminology
  • Organized crime and Terrorism - International Legal Framework
  • International Terrorism-related Conventions
  • UNSC Resolutions on Terrorism
  • Organized Crime Convention and its Protocols
  • Theoretical Frameworks on Linkages between Organized Crime and Terrorism
  • Typologies of Criminal Behaviour Associated with Terrorism
  • Terrorism and Drug Trafficking
  • Terrorism and Trafficking in Weapons
  • Terrorism, Crime and Trafficking in Cultural Property
  • Trafficking in Persons and Terrorism
  • Intellectual Property Crime and Terrorism
  • Kidnapping for Ransom and Terrorism
  • Exploitation of Natural Resources and Terrorism
  • Review and Assessment Questions
  • Research and Independent Study Questions
  • Criminalization of Smuggling of Migrants
  • UNTOC & the Protocol against Smuggling of Migrants
  • Offences under the Protocol
  • Financial & Other Material Benefits
  • Aggravating Circumstances
  • Criminal Liability
  • Non-Criminalization of Smuggled Migrants
  • Scope of the Protocol
  • Humanitarian Exemption
  • Migrant Smuggling v. Irregular Migration
  • Migrant Smuggling vis-a-vis Other Crime Types
  • Other Resources
  • Assistance and Protection in the Protocol
  • International Human Rights and Refugee Law
  • Vulnerable groups
  • Positive and Negative Obligations of the State
  • Identification of Smuggled Migrants
  • Participation in Legal Proceedings
  • Role of Non-Governmental Organizations
  • Smuggled Migrants & Other Categories of Migrants
  • Short-, Mid- and Long-Term Measures
  • Criminal Justice Reponse: Scope
  • Investigative & Prosecutorial Approaches
  • Different Relevant Actors & Their Roles
  • Testimonial Evidence
  • Financial Investigations
  • Non-Governmental Organizations
  • ‘Outside the Box’ Methodologies
  • Intra- and Inter-Agency Coordination
  • Admissibility of Evidence
  • International Cooperation
  • Exchange of Information
  • Non-Criminal Law Relevant to Smuggling of Migrants
  • Administrative Approach
  • Complementary Activities & Role of Non-criminal Justice Actors
  • Macro-Perspective in Addressing Smuggling of Migrants
  • Human Security
  • International Aid and Cooperation
  • Migration & Migrant Smuggling
  • Mixed Migration Flows
  • Social Politics of Migrant Smuggling
  • Vulnerability
  • Profile of Smugglers
  • Role of Organized Criminal Groups
  • Humanitarianism, Security and Migrant Smuggling
  • Crime of Trafficking in Persons
  • The Issue of Consent
  • The Purpose of Exploitation
  • The abuse of a position of vulnerability
  • Indicators of Trafficking in Persons
  • Distinction between Trafficking in Persons and Other Crimes
  • Misconceptions Regarding Trafficking in Persons
  • Root Causes
  • Supply Side Prevention Strategies
  • Demand Side Prevention Strategies
  • Role of the Media
  • Safe Migration Channels
  • Crime Prevention Strategies
  • Monitoring, Evaluating & Reporting on Effectiveness of Prevention
  • Trafficked Persons as Victims
  • Protection under the Protocol against Trafficking in Persons
  • Broader International Framework
  • State Responsibility for Trafficking in Persons
  • Identification of Victims
  • Principle of Non-Criminalization of Victims
  • Criminal Justice Duties Imposed on States
  • Role of the Criminal Justice System
  • Current Low Levels of Prosecutions and Convictions
  • Challenges to an Effective Criminal Justice Response
  • Rights of Victims to Justice and Protection
  • Potential Strategies to “Turn the Tide”
  • State Cooperation with Civil Society
  • Civil Society Actors
  • The Private Sector
  • Comparing SOM and TIP
  • Differences and Commonalities
  • Vulnerability and Continuum between SOM & TIP
  • Labour Exploitation
  • Forced Marriage
  • Other Examples
  • Children on the Move
  • Protecting Smuggled and Trafficked Children
  • Protection in Practice
  • Children Alleged as Having Committed Smuggling or Trafficking Offences
  • Basic Terms - Gender and Gender Stereotypes
  • International Legal Frameworks and Definitions of TIP and SOM
  • Global Overview on TIP and SOM
  • Gender and Migration
  • Key Debates in the Scholarship on TIP and SOM
  • Gender and TIP and SOM Offenders
  • Responses to TIP and SOM
  • Use of Technology to Facilitate TIP and SOM
  • Technology Facilitating Trafficking in Persons
  • Technology in Smuggling of Migrants
  • Using Technology to Prevent and Combat TIP and SOM
  • Privacy and Data Concerns
  • Emerging Trends
  • Demand and Consumption
  • Supply and Demand
  • Implications of Wildlife Trafficking
  • Legal and Illegal Markets
  • Perpetrators and their Networks
  • Locations and Activities relating to Wildlife Trafficking
  • Environmental Protection & Conservation
  • CITES & the International Trade in Endangered Species
  • Organized Crime & Corruption
  • Animal Welfare
  • Criminal Justice Actors and Agencies
  • Criminalization of Wildlife Trafficking
  • Challenges for Law Enforcement
  • Investigation Measures and Detection Methods
  • Prosecution and Judiciary
  • Wild Flora as the Target of Illegal Trafficking
  • Purposes for which Wild Flora is Illegally Targeted
  • How is it Done and Who is Involved?
  • Consequences of Harms to Wild Flora
  • Terminology
  • Background: Communities and conservation: A history of disenfranchisement
  • Incentives for communities to get involved in illegal wildlife trafficking: the cost of conservation
  • Incentives to participate in illegal wildlife, logging and fishing economies
  • International and regional responses that fight wildlife trafficking while supporting IPLCs
  • Mechanisms for incentivizing community conservation and reducing wildlife trafficking
  • Critiques of community engagement
  • Other challenges posed by wildlife trafficking that affect local populations
  • Global Podcast Series
  • Apr. 2021: Call for Expressions of Interest: Online training for academics from francophone Africa
  • Feb. 2021: Series of Seminars for Universities of Central Asia
  • Dec. 2020: UNODC and TISS Conference on Access to Justice to End Violence
  • Nov. 2020: Expert Workshop for University Lecturers and Trainers from the Commonwealth of Independent States
  • Oct. 2020: E4J Webinar Series: Youth Empowerment through Education for Justice
  • Interview: How to use E4J's tool in teaching on TIP and SOM
  • E4J-Open University Online Training-of-Trainers Course
  • Teaching Integrity and Ethics Modules: Survey Results
  • Grants Programmes
  • E4J MUN Resource Guide
  • Library of Resources
  • Integrity & Ethics
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E4J University Module Series: Integrity & Ethics 

Helping people learn - teaching methods and principles, fostering ethical learning environments, overview of modules and learning outcomes, module adaptation and design guidelines, table of exercises,    download full teaching guide as pdf.

  • Published in September 2018.

  This teaching guide is a resource for lecturers  

The E4J University Modules on Integrity and Ethics include over 70 interactive exercises. The table below lists all these exercises and briefly describes each of them. In addition, the table indicates which of the five core learning principles discussed above (see section on " Helping people learn ") are relevant to each exercise.

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Educator Toolkit: Exploring Ethics

ethics worksheet for high school students

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Why This Matters Now

Many of us want to build lives of meaning and purpose — up to and including teenagers. In doing so, we need to learn what it means to have a moral foundation and values that guide the decisions that we make, whether they involve personal actions in our lives and careers, business leadership, or even money management . Some surveys suggest that younger generations embrace a “winning at any cost” mentality. Still others recognize that tomorrow’s leaders have a deep commitment to doing right and doing good when it comes to issues like climate change and school violence. Whatever the case, they need to have intentional discussions about what it means to develop an ethical mindset.

Students in the U.S. have recently been competing in the high school Ethics Bowl, a competition that challenges teams of high school students to work through complex ethical problems through a lens of civility and open-minded discussion. Among the cases discussed in 2019 were whether it is more morally objectionable to pay for fake followers on social media than to pay for celebrity product endorsements, whether humans have a moral responsibility to bring back species driven to extinction by human activities, and whether a government is justified in restricting firearm ownership. Luana Uluave, a high school teacher in Utah who coaches teams in the competition, said, “My experience in a long career of teaching high school is that 100% of high school students want to sit around and talk about moral issues and be heard.”

Article The World of the White Hat Hacker One strategy for approaching the topic of ethics is to introduce the concept of right and wrong – and what better way to do that than by taking a look at hackers, who are infamous for breaking into systems and stealing data , bitcoin , or whatever they can access. This article explores the emerging field of ethical hacking, where young, digital natives choose to use their computer skills for good, not evil. “We’re fortunate to live in a time where the easiest path to get started in hacking is the legal and ethical path,” says 18-year-old Jack Cable. Use the topic of black hat and white hat hackers to spark conversation about choosing an ethical path. Bonus: students learn about a growing career in cybersecurity.

Lesson Plan Global Business Ethics and Social Responsibility Ethical behavior and decision-making are important foundations for successful careers and strong corporate leadership. This lesson introduces students to the idea of business ethics and social responsibility from a global perspective. They watch the video “The Story of Stuff” and consider the ethical implications. The emphasis is on unveiling the hidden costs of production and consumption and how students, as individuals, are implicated in this system. This lesson is the first of a four-lesson unit that explores ethics and socially responsible behavior in the business world. It can be used as a launching point for studying social responsibility and ethics in a variety of ways. Refer to the “Additional Resources” section of this toolkit for links to the other three lesson plans.

Hands-on Learning As you drill down into ethical choices, one theme repeatedly emerges – money. Making money motivates a capitalist economy and can lead to questionable ethical behavior on the part of companies and the managers who lead them.

In this exercise, students will consider different ethics-inspired scenarios involving their own money. Use the examples in the KWHS article It’s Tempting, But Is It Ethical? to design your own “What Would You Do?” challenge. Divide your class into several different teams and give them each a finance-related dilemma inspired by the lessons in the article. Ask them to discuss the ethics of the situation, decide where they land as a team and then figure out a solution. If they need more guidance, they can consult Rotary International’s test for truly ethical behavior: (1) Is it the truth? (2) Is it fair to all concerned? (3) Will it build good and better relationships? (4) Will it be beneficial to all concerned? Encourage them to share their situations, debates, and ethical outcomes with the class.

Video Glossary Provide an extra layer of learning for your students with our video glossary. Here, Wharton professors define terms:  Business Ethics

KWHS Quote of the Month “I think that in all circumstances it is up to the seller to determine a fair and ethical price for their product or service . This idea can apply to a student who cannot afford to go to the college of their dreams, as well as to an adult who simply cannot afford proper health care .” – Oliver Centner, student, Syosset High School, Syosset, N.Y.

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Ethics Lesson Plan: Determining What is Right and Solving Conflicts

In this ethics lesson plan, which is adaptable for grades 3-12, students will use BrainPOP resources to explore the basics of ethics and morality. They will reflect on how we determine what is right and wrong, and practice using two different strategies for making tough ethical decisions. Students will also practice conflict resolution skills and reaching compromises with others who hold different ethical beliefs.

Lesson Plan Common Core State Standards Alignments

Students will:.

  • Define ethics and explain how we decide what is right and wrong.
  • Explore two different strategies for solving tough ethical dilemmas and evaluate each based on their effectiveness.
  • Internet access for BrainPOP
  • Class set of photocopies of the Graphic Organizer


Lesson procedure:.

  • Display one of the ethics quotes from the Related Reading Quotables page or a quote of your own choosing. Alternatively, have students explore as essential question such as "How do we determine what is right and wrong?" As a warm-up activity, have students reflect in writing or orally on what the quote or essential question means to them.
  • Talk with students about their responses. What are ethics? (The movie defines ethics as a set of guidelines for behaving morally.) Who determines the set of guidelines? Where do the guidelines originate? How do the guidelines change over time?
  • Play the Ethics movie for the class. Allow students to talk about how their understanding of ethics evolved after viewing the movie.
  • Ask a student volunteer to explain Tim's process for working through ethical dilemmas (making a pros-and-cons-style list.) Have students ever tried this method? How did it work?
  • Project the Worksheet on your interactive whiteboard for students to see. Explain that they will choose one of the ethical dilemmas on the Related Reading In Depth page and pair up with a friend to choose sides in the dilemma. Each person will use a sheet of paper to write down arguments to support their side.
  • Provide time for students to share their arguments with their partner. Remind students of Tim's suggestion to ask themselves, "What solution is fairest to all the people involved?" Encourage students to reach a compromise together and record it at the bottom of their papers.
  • Ask for volunteers to share the compromise that they agreed to, and talk with students about how the decisions were made.
  • Pose the following questions to students: How do you determine what is right and wrong? What is the foundation of your "moral compass"? Pass out photocopies of the Graphic Organizer and have students complete it based on an ethical dilemma from the BrainPOP movie, Related Reading page, or their own lives. This could be completed as a homework assignment if you want to give students additional time to reflect...
  • Ask students to think about which decision-making tool was more helpful for them personally, the activity (pros/cons style list) or the graphic organizer. What strategies will students use to make tough ethical decisions in the future?

Extension Activities:

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Ethical & Moral Dilemmas for Classroom Discussion:

The daily dilemma archive.

This is an archive of moral & ethical dilemma discussion starters from the case files of Charis Denison, Prajna Consulting . It presents a variety of age-appropriate, real-life examples of ethical dilemmas to ignite intense student discussions. These are just synopses. When you see something that looks interesting (and they all are), just click on the number and you’ll get the full story, notes for the facilitator (that’s you), and challenging discussion questions.

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In-Class Ethics Bowl

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Lesson Plan

Materials needed:

  • A useful general description of ethics designed for High School Ethics Bowls – to use as supplement to in-class teaching (see Supplemental Materials below)
  • Copies of cases (given to students to prepare) from the National High School Ethics Bowl archives (sample case provided below)
  • Scoring criteria (available on the National High School Ethics Bowl website)
  • Score sheet (available on the National High School Ethics Bowl website)


This lesson can engage students in the process of dissecting and discussing ethical issues. In a philosophy course, this activity can be used several times throughout a unit about ethics/applied ethics or it can be a culminating activity for the whole unit. In addition, this activity can be modified to fit into other courses to facilitate full class or small group discussions related to specific ethical topics or issues. There are many cases available, so that the activity can be tailored to specific topics and/or levels of student knowledge or interest. The National High School Ethics Bowl case archive includes many useful cases:

General Description

Two cases will be distributed to two teams at least one week prior to the in-class Ethics Bowl. Each case will have “study” questions on the bottom to facilitate preparation, but those will not be the questions used in class. To prevent rote preparation, each team will not know which case they will be presenting and which they will be critiquing. Judges/note-takers should not get the cases until the day of the activity.

Sample Case (from the Regional High School Ethics Bowl 2015):

“Copying Homework”

Gabriella and Vivian have been friends for a long time and are now juniors in high school with aspirations to attend top universities. They have four classes together, including three AP classes. Two of their AP courses have tests scheduled the same day, and homework is assigned in their fourth common course the day before they must take the tests. It is just a simple worksheet, but it must be submitted for a grade. Gabriella is annoyed that she has to take time away from studying for the tests, but does the worksheet in 30 minutes. Vivian, however, studies all evening and the worksheet just slips her mind.

The next day, Vivian realizes that she has forgotten to complete the homework. She knows that getting a zero on an assignment will hurt her overall average and the teacher does not accept late homework. She asks Gabriella if she can copy her answers to the worksheet.

Gabriella is sympathetic and wants to help her friend, but she is worried that she could get in a great deal of trouble for letting Vivian copy her work — after all, it’s considered cheating. Gabriella is also frustrated because she took the time to complete the worksheet while Vivian did not. It seems unfair that Vivian will receive the same credit as all of the students in the class who did the homework. At the same time, it is just a menial worksheet and doesn’t seem the same as plagiarizing an essay. The benefits Vivian will receive if Gabriella lets her copy the worksheet seem to far outweigh the triviality of the rule being broken and she doesn’t want to see Vivian’s grade damaged over a silly worksheet. Moreover, if Gabriella says no, she knows that it will really hurt her friendship with Vivian.

Study Questions

(1) Would it be morally permissible for Gabriella to allow Vivian to copy the worksheet? Why or why not?

(2) Does the fact that Gabriella and Vivian are good friends influence the ethical analysis of whether copying is morally permissible? Explain.

(3) Is it ever morally permissible to break rules in order to help a friend? If so, what must the conditions be?

Preparation Prior to the Bowl

Students should discuss the case and develop a consensus about the right course of action for the two girls. Guidelines for discussion could include asking them to identify the stakeholders in this situation (all of the people involved), how each of the stakeholders is impacted, and what would constitute the moral actions of each stakeholder.

Prompting students to think about motives, short and long-term outcomes, and the relationships between different people involved will also help them develop a thorough answer.

Students can use outside research to enhance their presentation, but they should focus on the fundamental issues raised by the case. Direct students to think about and analyze the ethical decisions that need to be made in the situation presented.

  • Seating should be arranged so that the two teams of five to six students are facing each other, but still able to communicate within the team between the separate parts of the presentations or during the judges’ questioning.
  • Judges should be able to see both teams, but if space/numbers are an issue, then the judges/note-takers can form a circle around the two teams.
  • At the start of the Ethics Bowl, flip a coin to determine which team will be Team A (presenting the first case). The team that wins the toss will decide to be either Team A or Team B, without knowing which case is going to be the first case.
  • Distribute the case to all members of the class with the NEW question on the bottom. Read the question to be answered out loud to the class. This is a critical component because the students must adjust their preparation to specifically address this new question.
  • Determining Team A/Team B and presentation of case/question – 3 minutes
  • Prep time for presenting team – 2 minutes
  • Presentation of case – 5 minutes
  • Prep time for critiquing team – 2 minutes
  • Critique of team that presented – 4 minutes
  • Response to critique by presenting team – 4 minutes
  • Questioning of presenting team by the judges – 10 minutes
  • TOTAL time – 32 minutes (this allows for time to set up the circle, general directions, and some summary conversation if necessary/desired)
  • This time frame will allow for one case to be presented, critiqued by the opposing team, and questioned by the judges in one forty-minute period. The other team will do the same on the following day.
  • After providing the students with the case and the question, the presenting team should summarize their position. Their final position should include identifying all of the stakeholders, answering the question asked, providing reasons for their position and, perhaps most importantly, discussing other possible resolutions of the question and explaining why they did not choose those options. This part of their answer can also include any struggles or disagreements they had in reaching their group decision. For example, most groups will probably decide that cheating would be wrong, but they probably have done it themselves at some point during their school career (or been tempted).
  • The other team will then respond to the presentation. They should NOT present their own opinions, but use their ideas to help the first team clarify their position. Posing questions and/or asking for more detailed support for the first team’s reasoning are encouraged.
  • The first team will then respond to the constructive criticism. This response can include both clarification or more detail and incorporation of ideas or suggestions from the other team.
  • The last part of the bowl focuses on the judges’ questions. These questions are only asked of the presenting team, and can serve to ask the team to clarify its position if the class feels this is necessary. Questions can also be asked about the applicability of the presentation team’s response in other similar (or different) hypothetical situations. Finally, if the students developed some moral rules in their presentation, questions can challenge the applicability of those rules. For example, is it ever morally permissible to break a rule to help a friend? Can you give a situation when this might be the case?
  • Did they agree with the decisions reached by the class? Why or why not?
  • What was the strongest argument used? Explain.
  • Present an alternative solution and defend it.
  • Personal reaction to the experience in general

Supplemental Materials

“Case Archive.” National High School Ethics Bowl . NHSEB, n.d. Web. 2 Feb. 2015.

Connolly, Peggy, et al. Ethics in Action: A Case-Based Approach . Malden: Wiley-Blackwell,, 2009.

Deaton, Matt. Ethics in a Nutshell: An Intro for Ethics Bowlers (2nd ed.). 2013. National High School Ethics Bowl . Web. 2 Feb. 2015.

Rachels, Stuart, and James Rachels. The Elements of Moral Philosophy (6th ed.). New York: McGraw, 2010.

This lesson plan, created by Mary Moran, is part of a series of lesson plans in Philosophy in Education: Questioning and Dialogue in Schools , by Jana Mohr Lone and Michael D. Burroughs (Rowman & Littlefield, 2016) .

If you would like to change or adapt any of PLATO's work for public use, please feel free to contact us for permission at [email protected] .

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8 Fun Integrity Activities For High School Students

Integrity is an essential and valuable skill that students must possess if they want to flourish in life going ahead. It is a combination of values such as honesty, trustworthiness, respectfulness, fairness, being responsible, and the ability to demonstrate courage. Be it higher education or the workplace, students must show integrity to lead a good personal and civic life. Students must be aware to understand and evaluate integrity in day-to-day life. It is essential to teach students the difference between right and wrong and how to always choose to do the right thing no matter how difficult the situation is. 

Being morally right and standing and abiding by one’s own principles is well appreciated but may be difficult to follow at times. At thehighschooler , we aim to teach kids without compromising on the ‘fun’ factor which is why, we bring to you a list of 8 activities that you can conduct in your classroom to educate your students about the need for integrity. Most of these activities revolve around the rules of high school classrooms such as being polite to one another, being respectful, and more. 

Teach integrity with these cool activities!

Given the ethical scenarios , we shall thrive to help students build up their integrity. In our effort to help them through fun activities, we will ensure we start from the very basic – which is what integrity is. 

Here is a list of 8 awesome activities that you can conduct within your classroom. These activities will not only cultivate integrity but will also ensure that the students enjoy and get to know their peers better. 

1. The ‘Reflect-o-paper’ activity

The ‘Reflect-o-paper’ activity

In this activity, ask each student to bring out newspaper cuttings or clippings from magazines depicting some incidents involving people that showed integrity. You can ask the students to describe the incidents they have picked to the rest of the class and also give reasons as to why and how they think the incidents involve integrity. 

Besides, you can divide the class into two groups wherein the students from one group must bring in newspaper cuttings or clippings of incidents that demonstrate integrity while the other group brings in information about incidents that depict a lack of integrity. 

2. Journal-o-gram


In this activity, ask students to maintain a journal for a week/month. Ask them to note down and keep a record of day-to-day activities that they observe and categorize them into integrity-based and non-integrity based. 

In this way, students will keenly observe their surroundings day-to-day and learn better about integrity through real-life scenarios. If you want to keep a tab on whether or not they are doing it daily, you can pick one or two students random and ask them to narrate any of the events they have seen so far. 

3. Integrity bingo 

Integrity bingo

Who doesn’t love bingo? Since bingo counts as a popular game for everyone irrespective of their age, we could not miss it out here while trying to educate our young students. This is going to be quite a time-consuming activity, so you will need a good couple of hours to conduct this activity! Firstly, ask students to take a piece of paper and write down some incidents that they have witnessed in their life. In the end, ask them to highlight the integrity-based emotion associated with the incident. 

Now, based on the emotions highlighted, make a classic bingo grid but instead of numbers, write down the emotions. Pass on the bingo grids to the students and toss the piece of paper consisting of the emotions into a jar. Now pick one chit at a time and call out the emotion. Students must cross out the emotion if it is present in their chit. You can follow the rules of Bingo for this game as well. The student that wins must narrate an incident related to the emotion he or she resonated the most with. 

4. The ‘Random Appreciation’ activity

The ‘Random Appreciation’ activity

Not sure how many of you are aware but once upon a time, social media was fluttered with posts like ‘Random Appreciation Post’ where the Gen-Z posted pictures with cute appreciation for people they really wanted to take a moment to appreciate. 

We might be a little late to the trend but better late than never, because following something similar, in this activity, we will give each student a minute or two (or a little more based on convenience) to appreciate someone from their class or school, whom they genuinely want to thank for their integrity. These students must describe the incident that led them to think this. You can impose some boundary conditions such as the students can only talk about one of their classmates, senior, or junior, etc. 

5. The ‘Skit-o-mania’ activity

The ‘Skit-o-mania’ activity

Role Plays or skits have often been regarded as one of the best ways to showcase a message to the general public. Implementing this into the formulation, you can divide the students into groups and ask them to pick up any story or incident – be it from movies, books, or their personal lives, which must depict integrity. 

To make things a little more challenging, you can give all the groups this particular scenario. 

  •  What happens when someone who is trying to be honest and lead a life with integrity and dignity is pressured by a group that wants him or her to go against his own moral principles for a dangerous outcome that harms society?

This will leave the outcome very open-ended and it may happen that different groups may come up with different solutions for the same problem. All the students will get an idea on what could be the possible ways to deal with a scenario like this. 

6. Demographic Democratic

Demographic Democratic

All of us love being in power, isn’t it? Sprinkling a little dosage of momentary reality into this, give students the scenario wherein they get elected into power and they decide the rules and reforms that govern the country that they have to run. This can be a group activity and will require students to brainstorm quite a lot. You can present the following scenario to them: 

  • You are elected as the government/ruling party of country X. As you have come to power, you have to reform or introduce some policies that you think are of utmost importance for the citizens of X. 

Give the groups some time to come up with policies. Once they have, ask them to take turns and narrate the policies. While one group is narrating the policy, the other groups are allowed to pose questions to check the integrity behind imposing such a policy.

7. The classic scavenger hunt but with a twist

The classic scavenger hunt but with a twist

Who doesn’t enjoy a scavenger hunt? Finding and decoding hidden clues with time running out really gets the adrenaline hitting the roof. Keeping the fun alive but subjecting the students to some more challenges, here is a fun-filled scavenger hunt that also gives them a lesson or two about integrity. 

Hide some items within the classroom/school premises and mark each item with an identification mark. Now, divide the students into groups and tell them to find the items and set boundary conditions to limit them such as ‘You can only search within the cafeteria or within the library’ but hide the objects outside these areas. Now also tell them that whatever they find must have an identification mark on it else they will be disqualified. 

Tell them the group that finds the most number of objects wins and set a reward for them. Now, many will search and come up with nothing while some will go out of the said boundary and get you the hidden object. The students or group that brings in nothing is the winner because they obeyed the rules. There can be more than one group that is the winner, and you can split the reward. Once you have declared the winner(s) it is important to reason why they are the winners. 

8. The ‘write your heart out’ activity

The ‘write your heart out' activity

In other words, this activity is as simple as essay writing. Unleash the creative bee within students by asking students to write whatever they think comes to their mind when they think about integrity. 

If you do not want to limit their creative ability, you can give them the freedom to come up with fictional stories with morals that relate to integrity. If you want to keep it specific, then give them a topic to write their essay. One of the topics that we can think of is: ‘What happens when one does not live with integrity in society? What are the consequences he or she faces?’

Some more tips on academic integrity for high schoolers

Here is a list of some pointers that students can use as a checklist to kick in the ability to display integrity in day-to-day life.

  • Being honest in friendships.
  • Living up to promises. 
  • Standing up for what is right no matter how difficult
  • Accepting your mistakes and apologizing for them
  • Staying out of the blame game
  • Avoiding gossipping.
  • Not bullying yet not getting bullied as well. 
  • Being polite with everyone irrespective of their social status. 
  • Not cheating in tests and exams.
  • Always speaking the truth
  • Not breaking anybody’s trust
  • Keeping secrets.

Tips to encourage integrity in the classroom

Here are four tips that teachers can implement to cultivate integrity among high schoolers. 

  • Be their role model

No other way than to be a practical example of what you are preaching. It is a well-known fact that children tend to pick up a lot of things by observing their surroundings. The same goes for integrity and ethics. Be honest, be polite, be encouraging, and be everything that you urge your students to be.

  • Use quotations

Display quotations within the classroom or write one positive quote each day. They are great writing prompts and icebreakers for conversations. Quotes will help bring in positivity and cultivate a positive classroom environment. They also have the potential to promote the positive and healthy emotional well-being of each student by suggesting to them to make the right decisions and be on the right path. 

  • Organize a movie premier 

What is better than giving the students a break by showing them movies? Organize movie day for the students and showcase movies that have great morals related to integrity and the values associated with it. 

  • Turn library hours into ‘integrity-specific learning’ hours

Encourage students to read books and novels based on integrity during library hours. You can also ask them to write book reviews later. 

Wrapping things up!

Keeping self-integrity in check is essential because it lets students be mindful of their behavior and keep their interpersonal skills in check. Considering the same, we curated a list of 8 unique activities to help you out! We hope with the aforementioned activities, you can successfully inculcate integrity in high schoolers.

ethics worksheet for high school students

Sananda Bhattacharya, Chief Editor of TheHighSchooler, is dedicated to enhancing operations and growth. With degrees in Literature and Asian Studies from Presidency University, Kolkata, she leverages her educational and innovative background to shape TheHighSchooler into a pivotal resource hub. Providing valuable insights, practical activities, and guidance on school life, graduation, scholarships, and more, Sananda’s leadership enriches the journey of high school students.

Explore a plethora of invaluable resources and insights tailored for high schoolers at TheHighSchooler, under the guidance of Sananda Bhattacharya’s expertise. You can follow her on Linkedin

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Education | 3 Anne Arundel high school students honored…

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Education | 3 Anne Arundel high school students honored with military service awards

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The award was established in 2021 to honor the military and civic service of Candice Antwine, who served on the county school board until her unexpected death in 2021 .

“Antwine was a Navy veteran and a committed and passionate voice for military families and children in need,” board member Dana Schallheim said at this month’s presentation ceremony.

Once they graduate, awardees receive $1,500 to assist with expenses related to enlisting, including basic training and supplies. The goal is to remove financial barriers to military service.

One of the winners, Ana Rosas, from Broadneck High School, will enlist in the Army and is currently in a Navy ROTC program.

“Anna looks forward to using skills that she’s learned in Navy junior ROTC in the Army,” said Schallheim

Another recipient, John Rafiq from Northeast High School, will join the Navy and has been active in his community since he was young. Rafiq said he plans to complete college while serving in the Navy.

Mia Moore, also from Northeast High School, also plans to join the Navy. She believes that joining the military will be her greatest and most rewarding challenge.

Mia said she looks forward to serving her country while encouraging other young women to chase their dreams, said Schallheim.

Antwine was elected to a six-year term on the Anne Arundel County Board of Education representing District 1 in November 2018. She was known as an advocate for students, veterans, and animals through various nonprofits, such as the Meade High School PTSA and the Maryland State Boychoir.

Antwine served in active duty, reserve, and civil servant capacities, including positions with the National Security Agency via the Naval Security Group, the Department of Defense, and the Department of Homeland Security. She held a bachelor’s degree in broadcasting from the Mississippi University for Women and a master’s degree in acquisition and procurement from Webster University in Webster Groves, Missouri.

“These students and scores of others in the AACPS family who will serve via enlistment deserve the highest praise for their commitment to serve our nation and protect our freedoms,” Schallheim said.

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Stormy Daniels Takes the Stand

The porn star testified for eight hours at donald trump’s hush-money trial. this is how it went..

Hosted by Michael Barbaro

Featuring Jonah E. Bromwich

Produced by Olivia Natt and Michael Simon Johnson

Edited by Lexie Diao

With Paige Cowett

Original music by Will Reid and Marion Lozano

Engineered by Alyssa Moxley

Listen and follow The Daily Apple Podcasts | Spotify | Amazon Music | YouTube

This episode contains descriptions of an alleged sexual liaison.

What happened when Stormy Daniels took the stand for eight hours in the first criminal trial of former President Donald J. Trump?

Jonah Bromwich, one of the lead reporters covering the trial for The Times, was in the room.

On today’s episode

ethics worksheet for high school students

Jonah E. Bromwich , who covers criminal justice in New York for The New York Times.

A woman is walking down some stairs. She is wearing a black suit. Behind her stands a man wearing a uniform.

Background reading

In a second day of cross-examination, Stormy Daniels resisted the implication she had tried to shake down Donald J. Trump by selling her story of a sexual liaison.

Here are six takeaways from Ms. Daniels’s earlier testimony.

There are a lot of ways to listen to The Daily. Here’s how.

We aim to make transcripts available the next workday after an episode’s publication. You can find them at the top of the page.

The Daily is made by Rachel Quester, Lynsea Garrison, Clare Toeniskoetter, Paige Cowett, Michael Simon Johnson, Brad Fisher, Chris Wood, Jessica Cheung, Stella Tan, Alexandra Leigh Young, Lisa Chow, Eric Krupke, Marc Georges, Luke Vander Ploeg, M.J. Davis Lin, Dan Powell, Sydney Harper, Mike Benoist, Liz O. Baylen, Asthaa Chaturvedi, Rachelle Bonja, Diana Nguyen, Marion Lozano, Corey Schreppel, Rob Szypko, Elisheba Ittoop, Mooj Zadie, Patricia Willens, Rowan Niemisto, Jody Becker, Rikki Novetsky, John Ketchum, Nina Feldman, Will Reid, Carlos Prieto, Ben Calhoun, Susan Lee, Lexie Diao, Mary Wilson, Alex Stern, Dan Farrell, Sophia Lanman, Shannon Lin, Diane Wong, Devon Taylor, Alyssa Moxley, Summer Thomad, Olivia Natt, Daniel Ramirez and Brendan Klinkenberg.

Our theme music is by Jim Brunberg and Ben Landsverk of Wonderly. Special thanks to Sam Dolnick, Paula Szuchman, Lisa Tobin, Larissa Anderson, Julia Simon, Sofia Milan, Mahima Chablani, Elizabeth Davis-Moorer, Jeffrey Miranda, Renan Borelli, Maddy Masiello, Isabella Anderson and Nina Lassam.

Jonah E. Bromwich covers criminal justice in New York, with a focus on the Manhattan district attorney’s office and state criminal courts in Manhattan. More about Jonah E. Bromwich



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  1. PDF "Everyone Else Does It!" Ethics Project

    Microsoft Word - Everyone Else Does It.doc. "Everyone Else Does It!". Ethics Project. This lesson on ethics is intended to provide a practical examination of ethics as it applies to students in their last years of high school moving on into careers. After discussing and recording the fundamentals of ethics as a class, the students are given ...

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    Ethics Worksheet. A worksheet is provided on the next page to help facilitate exploration of ethics and ethical-decision making. This worksheet asks students to consider a series of ethics-related questions and can be used with any resource from Ethics Books & Movies for High School Students. ©2021, MBA Research and Curriculum Center.

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    Teaching Ethics to High School Students. Instructor Phoenix Uriela. Phoenix has taught college Developmental Psychology and has a master's degree in education. The topic of ethics is an important ...

  18. High school philosophy and ethics resources

    Philosophy and art. Philosophy and society. Philosophy of mind. Philosophy of religion. Political philosophy. More. Tes resources range of high school philosophy teaching materials includes: - Philosophy questions for high school students. - Philosophy lesson plans.

  19. 8 Fun Integrity Activities For High School Students

    2. Journal-o-gram. In this activity, ask students to maintain a journal for a week/month. Ask them to note down and keep a record of day-to-day activities that they observe and categorize them into integrity-based and non-integrity based. In this way, students will keenly observe their surroundings day-to-day and learn better about integrity ...

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