CLN4U1
CLN 4U1 Philosopher/Legal Theorist Assignment
This assignment will allow you the opportunity to:
HTV.01 · explain the historical and philosophical origins of law and their connection
and relevance to contemporary society;
HT1.01 – trace the development of law from its primary sources in religion, customs,
and social and political philosophy;
HTV.02 · evaluate different concepts, principles, philosophies, and theories of law;
HT2.01 – explain legal concepts such as democracy, justice, equity, equality, rule of
law, sovereignty, and primacy of the right.
HT2.02 – analyse the views of historical and contemporary philosophers of law (e.g.,
Socrates, Aristotle, John Locke, Jeremy Bentham, Thomas Hobbes, R.M. Dworkin,
Henry Shue, H.L.A. Hart);
HT2.03 – evaluate the strengths and weaknesses of different theories of law (e.g.,
natural and positive law, legal realism, feminist law);
HT2.04 – explain the concept of justice as defined by philosophers and legal scholars;
Each student will be assigned a philosopher/theorist from the list below and will be
required to complete a 3-4 paged essay.
The essay should include:
1. A short profile of who the philosopher/theorist was.
2. Their philosophy on law, including his viewpoints on legal
concepts, e.g. Position on positive and natural law, view point
on what justice is.
3. Evaluate the strengths and weaknesses of the philosopher or
theorist’s viewpoint.
4. Whether or not the philosopher/theorist would have
supported the idea of “civil disobedience” and why.
5. How this philosopher or theorist would define the concept of “justice”?
Proper essay format must be used (e.g. introduction, thesis statement, body, and
conclusion). Students must also reference their work using MLA citation.
Philosophers/Theorists:
 Socrates
 Plato
 Cicero
 Aristotle
 St. Augustine of Hippo
 St. Thomas Aquinas
 Thomas Hobbes
 John Locke
 Jeremy Bentham
 Jean-Jacques
Rousseau
 John Austin
 Legal Realism
 Marxism
 Feminist Jurisprudence
 Lon Fuller (Procedural
Justice)
 Philip Selznick
(Restraint of Power)
CLN4U1
Philosopher/Theorist Assignment
Helpful resources for this assignment include:
Dimensions of Law: Canadian and International Law in the 21st Century. Toronto:
Emond Montgomery Publications, 2003.
Canadian and International Law. Don Mills: Oxford University Press, 2004.
Various books from the library.
The following internet resources:
GALE / TDSB VIRTUAL REFERENCE LIBRARY (E-BOOKS)
ONE STOP ACCESS TO GALE + TDSB E-BOOKS,
Stanford Encyclopedia of Philosophy
Internet Encyclopedia of Philosophy
Natural Law – http://www.newadvent.org/
Philosophers – http://www.wabashcenter.wabash.edu/resources/personal_date.aspx
Philosophers – http://www.philosophypages.com/ph/
The Jurists – http://www.blupete.com/Literature/Biographies/Law/Jurists.htm - very short bio’s
Your assignment is due on: _________________________________________
2
CLN4U1
Student: _______________________________________
Topic: ____________________________________
CANADIAN & INTERNATIONAL LAW
PHILOSOPHER ASSIGNMENT -- ESSAY EVALUATION
LEVEL 1
0%-59%
LEVEL 2
60%-69%
LEVEL 3
70%-79%
LEVEL 4
80%-100%
UNSATISFACTORY/SATISFACTORY
GOOD
VERY GOOD
EXCELLENT
CATEGORIES/CRITERIA
COMMUNICATION
Presentation & Organization
 Ideas Logically & Fully
Developed
 Evidence of Planning
 Level of Language/Word
Choice (appropriate use of
terminology)
 Essay Format(introduction,
thesis, body, conclusion,
references)
 Spelling and Grammar
 Ideas are not fully and/or




logically developed.
Demonstrates little or no
planning.
Inappropriate level of
language/word usage.
Demonstrated little or no
attempt of following an essay
format.
Extremely poor spelling and
grammar.
 Ideas not always logically &




fully developed.
Some planning is evident.
Satisfactory level of
language/word usage.
Some attempt at following an
essay format.
Satisfactory spelling and
grammar.
 Ideas are, for the most part,




logically & fully developed.
Solid planning.
Appropriate level of
language/ word choice to
meet most of the needs of the
class.
Strong attempt at following
an essay format.
Good to very good spelling
and grammar.
 Ideas are logically & fully
developed.
 Exceptional planning.
 Excellent level of
language/word choice to
meet the needs of the class.
 Excellent attempt at
following an essay format.
 Excellent spelling and
grammar.
KNOWLEDGE& UNDERSTANDING
Researched Content
 Knowledge and
Understanding of the
Contents/issues
 Information is Relevant, &
Topic Appropriate (profile of
the Philosopher, their legal
viewpoints, etc.
 Demonstrates limited
 Demonstrates some evidence
 Demonstrates considerable
 Demonstrates both
knowledge & understanding
of the content/issues.
 Very little relevant, and topic
appropriate information.
of knowledge &
understanding of the
content/issues.
 Relevant and topic
appropriate information
provided to a small degree.
knowledge & understanding
of the content/issues.
 Relevant and topic
appropriate information
provided, for the most part.
considerable knowledge & a
thorough understanding of
the content/issues.
 Relevant and topic
appropriate information
provided throughout
presentation.
CLN4U1
CATEGORIES/CRITERIA
Philosopher/Theorist Assignment
LEVEL 1
0%-59%
LEVEL 2
60%-69%
LEVEL 3
70%-79%
LEVEL 4
80%-100%
UNSATISFACTORY/SATISFACTORY
GOOD
VERY GOOD
EXCELLENT
THINKING
Analysis
 Uses critical thinking skills
to identify strengths and
weaknesses.
 Uses inquiry skills to
evaluate
philosopher’s/theorist’s
viewpoint regarding the use
of civil disobedience.
 Ability to interpret the
philosopher’s/theorist’s
concept of justice.
Comments:
 Uses critical thinking skills
 Uses critical thinking skills
 Uses critical thinking skills
 Uses critical thinking skills
with limited clarity and
effectiveness to identify
strengths and weaknesses.
 Applies few of the skills
involved in the inquiry
process to evaluate
philosopher’s/theorist’s
viewpoint regarding the use
of civil disobedience.
 Applies few of the skills
involved in the inquiry
process to interpret the
philosopher’s/theorist’s
concept of justice.
with moderate clarity and
effectiveness to identify
strengths and weaknesses.
 Applies some of the skills
involved in the inquiry
process to evaluate
philosopher’s/theorist’s
viewpoint regarding the use
of civil disobedience.
 Applies some of the skills
involved in the inquiry
process to interpret the
philosopher’s/theorist’s
concept of justice.
with considerable clarity and
effectiveness to identify
strengths and weaknesses.
 Applies most of the skills
involved in the inquiry
process to evaluate
philosopher’s/theorist’s
viewpoint regarding the use
of civil disobedience.
 Applies most of the skills
involved in the inquiry
process to interpret the
philosopher’s/theorist’s
concept of justice.
with a high degree of clarity
and effectiveness to identify
strengths and weaknesses.
 Applies all or almost all of
the skills involved in the
inquiry process to evaluate
philosopher’s/theorist’s
viewpoint regarding the use
of civil disobedience.
 Applies all or almost all of
the skills involved in the
inquiry process to interpret
the philosopher’s/theorist’s
concept of justice.