Chapter 7: The Fifth
Commandment
OUR MORAL LIFE IN CHRIST
1. The Sacredness of Human Life (pp. 180–183)
ANTICIPATORY SET
Discuss the story of Cain and Abel:
❏ One of the effects of sin is alienation, making one a stranger to God,
neighbor, oneself, and even the natural world.
How is the idea of alienation present in the story of Cain and Abel?
1. The Sacredness of Human Life (pp. 180–183)
BASIC QUESTIONS
❏ What makes human life sacred?
❏ What is the main thrust of the Fifth Commandment?
❏ What is scandal?
KEY IDEAS
❏ Every person has been created in the image and likeness of God.
Every human life is sacred and must be protected and nurtured.
❏ We have the absolute duty to respect, defend, and protect human
life.
❏ Scandal is an attitude or behavior that leads another to do evil. It
is a grave sin when it leads others to mortal sin by deed or omission.
1. The Sacredness of Human Life (pp. 180–183)
FOCUS QUESTIONS
❏ What is the main thrust of the Fifth Commandment?
It is the absolute duty to respect, defend, and protect human life.
❏ What does “You shall not kill” essentially mean?
It means that killing an innocent person is a flagrant violation of
natural law and, therefore, a most grievous sin.
❏ What is the positive side of the command not to kill?
It affirms the dignity of the human person.
1. The Sacredness of Human Life (pp. 180–183)
FOCUS QUESTIONS
❏ What is scandal? When does it become grave?
It is an attitude or behavior that leads another to do evil. It becomes grave
when it leads others to mortal sin.
❏ Why do those in authority have a special obligation to avoid
scandal?
Those who by nature or office are obliged to teach, educate, lead, or govern
others have a greater influence on people than others do.
❏ What are some ways teenagers cause scandal to others?
Any bad behavior provides a bad example that others may imitate. More
specifically, recommending music or videos with immoral content can
scandalize others. Immodest fashions can lead others into impurity.
1. The Sacredness of Human Life (pp. 180–183)
GUIDED EXERCISE
Free write for five minutes (1) on some event in which you were injured
or experienced the hatred of another person and (2) on whether you could
forgive that offense against their dignity.
GUIDED EXERCISE
Conduct a think / pair / share on the following question:
❏ What is the distinction between stewardship and dominion when it
comes to human life?
GUIDED EXERCISE
Think / pair / share:
❏ What are examples of authorities who give scandal?
1. The Sacredness of Human Life (pp. 180–183)
CLOSURE
Write a paragraph which accounts for the following ideas within
the Fifth Commandment:
❏ Killing an innocent person is a grievous sin.
❏ We must respect, defend, and protect human life.
❏ The human person has an inalienable dignity.
❏ We are to show mercy and not have anger in our hearts.
1. The Sacredness of Human Life (pp. 180–183)
HOMEWORK ASSIGNMENT
❏ Study Questions 1–8 (p. 200)
❏ Workbook Questions 1–5
❏ Read “Respect for Our Own Lives” through “Respect for the
Lives of Others” (pp. 183–186)
1. The Sacredness of Human Life (pp. 180–183)
ALTERNATIVE ASSESSMENT
Free write for five minutes on why it is morally acceptable to hunt
animals but not human beings.
2. Respect for Our Own and Others’ Lives (pp. 183–186)
ANTICIPATORY SET: A mini-lecture on Epicureanism, puritanism, and
Catholic realism.
❏ Epicureanism is an ancient but ever-recurring philosophy that holds that
pleasure is the highest and perhaps only good. To a large extent, our culture
today is heavily Epicurean.
❏ Puritanism is just as ancient and enduring, but it is not very evident in our
culture today. It is the view that pleasure, especially bodily pleasures like eating,
drinking, dancing, sports, and sex, is morally suspect, if not outright sinful in
itself.
❏ The Catholic realistic position affirms that pleasure is a good and necessary
thing, created by God. God is happy when people enjoy good things. However,
given the reality of Original Sin, we have the tendency to either make pleasure
our god, becoming obsessed with it (like the Epicurean), or to see the trouble
that comes from pleasure and reject it as evil (like the Puritan).
2. Respect for Our Own and Others’ Lives (pp. 183–186)
BASIC QUESTIONS
❏ What are sins against one’s physical self ?
❏ What are the sins against respect for the lives of others?
❏ How should we treat our enemies?
KEY IDEAS
❏ These include those that disrespect the human body, including suicide,
cult of the body, gluttony, and substance abuse.
❏ Sins against the Fifth Commandment injunction to respect the physical
well-being of others include murder, violence, anger, hatred, abusive
language, resentment, omissions of service, racism, failures to treat an
enemy or oppressor with love, and revenge.
❏ Turning the other cheek does not mean pacifism or victimhood but
rather grounding our response to evil in love.
2. Respect for Our Own and Others’ Lives (pp. 183–186)
FOCUS QUESTIONS
❏ What does the natural law demand from us in regard to our own physical
lives?
We are to cultivate good health, avoid physical injury, and protect our own dignity.
❏ What are the sins that disrespect one’s own life?
Some of the sins that show a lack of respect for one’s own life include suicide, cult
of the body, gluttony, and substance abuse.
❏ How does the commandment of love enrich the Fifth Commandment?
The Fifth Commandment orders us not to harm others. The commandment of
love directs us to benefit others to the highest degree possible.
❏ What is the period of time that encompasses a natural human life?
Human life on earth begins at conception and ends with death.
2. Respect for Our Own and Others’ Lives (pp. 183–186)
❏ What is unique about man?
Man is made in the image and likeness of God, made directly for God’s glory,
and called to share in God’s everlasting life.
❏ What makes human life sacred?
Man is sacred because he is made in the image of God and is willed for his
own sake.
❏ What is the danger in seeing human life as possessing only a
subjective value?
The failure to recognize the human person as a son or daughter of God makes
us extremely vulnerable to manipulation or actual destruction if the whims of
society or convenience so dictate.
❏ How valuable is human life?
The dignity of human life transcends the value of all material creation.
2. Respect for Our Own and Others’ Lives (pp. 183–186)
GUIDED EXERCISE
Paragraph shrink on the paragraph beginning, “The sense of the
text here...” (p. 186).
2. Respect for Our Own and Others’ Lives (pp. 183–186)
Guided Exercise
Complete the following graphic to organize the material on sins
against respect for self.
Name of Sin
Sins against Respect for Self
Definition
Important Notes
2. Respect for Our Own and Others’ Lives (pp. 183–186)
Name of Sin
Suicide
Cult of the
body
Gluttony
Substance
abuse
Sins against Respect for Self
Definition
Important Notes
Directly killing
Mental illness and emotional deprivation
oneself.
could diminish the gravity of guilt.
Temptations to despair can come from putting
“idols” - which always disappoint – in place of
God.
Inordinate attention
It is legitimate to enhance one’s appearance.
to one’s body.
Excessive food deprivation, inordinate body
piercing and tattooing, extreme efforts at
bodybuilding, and radical and unnecessary
plastic surgery violate the Fifth Commandment.
Overindulgence in
Gluttony turns eating into an end of itself.
food.
Use of illegal drugs
Substance abuse is always a serious offence.
and immoderate
Intoxication is seriously sinful because one
alcohol consumption. relinquishes self-control and reason. It can lead
to a host of woes.
2. Respect for Our Own and Others’ Lives (pp. 183–186)
GRAPHIC
ORGANIZER
Complete the table
on sins against
respect of others.
Name of Sin
Murder
Violence
Anger
Hatred
Abusive language
Resentment
Omissions of service
Racism
Failure to treat an enemy
or oppressor with love
Revenge or vindictiveness
Sins against Respect of Others
Definition
2. Respect for Our Own and Others’ Lives (pp. 183–186)
Name of Sin
Murder
Violence
Anger
Hatred
Abusive
language
Resentment
Omissions of
service
Racism
Failure to treat
an enemy or
oppressor with
love
Revenge or
vindictiveness
Sins against Respect of Others
Definition
Terminating the life of another through viol ence.
Physically injuring another, short of killing.
Consenting to angry emotions toward another.
Wanting evil to befall another, including actually inflicting it.
Calling someone bad names.
Consenting to bad feelings toward another out of a sense of insult or
injury.
Failure to help another when he needs it and you have the means.
Hatred or lack of respect based on skin color, ethnicity or national
origin.
Forgetting that even an enemy has human dignity and is a child of
God.
Inflicting harm on someone you think has harmed you.
2. Respect for Our Own and Others’ Lives (pp. 183–186)
GUIDED EXERCISE: Suicide
❏ Is the act of suicide a serious matter, capable of being a mortal sin?
❏ Did Judas go to Hell for his suicide?
❏ Do people in general commit a mortal sin in suicide?
❏ If a person does commit suicide freely and knowingly, what most
likely is that sin?
❏ What about mentally ill persons who commit suicide?
2. Respect for Our Own and Others’ Lives (pp. 183–186)
CLOSURE
Write a paragraph on the major sins against respect for others.
2. Respect for Our Own and Others’ Lives (pp. 183–186)
HOMEWORK ASSIGNMENT
❏ Study Questions 9–13 (p. 200)
❏ Practical Exercises 2, 3, 5 (p. 201)
❏ Workbook Questions 6–11
❏ Read “Abortion” through “Euthanasia and Assisted Suicide”
(pp. 186–191)
2. Respect for Our Own and Others’ Lives (pp. 183–186)
ALTERNATIVE ASSESSMENT
Brainstorm positive ways teenagers can live the Fifth
Commandment.
3. The Beginning and End of Life (pp. 186–191)
ANTICIPATORY SET
Read and discuss Supplementary Reading 1, The Hippocratic Oath. This oath
was written by Hippocrates, the Greek “father of medicine,” in the fourth
century BC and is still pledged by doctors today.
What was the doctor pledging to do and not to do?
3. The Beginning and End of Life (pp. 186–191)
BASIC QUESTIONS
❏ How consistent is the Church’s teaching on abortion?
❏ Why is in vitro fertilization a violation of the Fifth Commandment?
❏ Why is embryonic stem-cell research immoral?
❏ What are euthanasia and assisted suicide?
KEY IDEAS
❏ The Magisterium of the Church has consistently proclaimed the grievously sinful
nature of abortion throughout her history.
❏ While in vitro fertilization is also opposed to the Sixth and Ninth Commandments
for other reasons, it violates the Fifth Commandment because it requires the
production and destruction of so-called “spare” human embryos.
❏ Embryonic stem-cell research is a violation of the Fifth Commandment because
it requires the destruction of human embryos. Non-embryonic stem-cell research
can be morally licit.
❏ Euthanasia is an action or an omission of an action that causes a person’s death
in order to eliminate suffering. Assisted suicide is suicide with the aid of others. Both
euthanasia and assisted suicide violate the Fifth Commandment.
3. The Beginning and End of Life (pp. 186–191)
❏ When does a new person begin to exist?
He or she exists from the moment of conception.
❏ Who is the most innocent and defenseless of all human persons?
The unborn child who is developing in his or her mother’s womb is most
defenseless.
❏ What does Tradition teach about abortion?
The Church has always condemned abortion. The earliest written record is in the
Didache, written ca. AD 80.
❏ What are the three types of induced abortions?
They are eugenic abortion (performed because of a malformation of the fetus),
therapeutic abortion (performed because of a danger to maternal health), and
psychological or psychosocial abortion (performed for psychological, economic, or
social reasons).
3. The Beginning and End of Life (pp. 186–191)
❏ Is there any scientific basis for claiming the embryo or fetus is not
a person?
No. From the biological point of view, the fertilized egg in the womb is a
completely new organism with its own, unique genetic code which, in time,
will fully develop.
❏ What is the penalty for abortion according to Canon Law?
It is automatic excommunication, the exclusion of the baptized person from
the sacramental life of the Church. This applies to the person performing
the abortion, the mother, and all who cooperate in the act.
❏ What is a common effect of abortion on the mother and others
involved?
They experience deep and long-lasting emotional and psychological pain.
3. The Beginning and End of Life (pp. 186–191)
GUIDED EXERCISE
Work with a partner to create a list of reasons women get abortions.
❏ Why do these reasons not justify an abortion?
GUIDED EXERCISE
Visit the following Web site to read testimonies on the effects of
abortion on women who have had them:
www.hopeafterabortion.com
3. The Beginning and End of Life (pp. 186–191)
GUIDED EXERCISE
Discussion:
Is it morally licit to commit a deliberate evil act so that a supposed good may come
of it? For example, can the police use false evidence to convict a person they are
certain has committed grave crimes but cannot prove his guilt otherwise? Can the
military use torture to find out if a suspect is a terrorist?
This lesson examines a number of areas in which evil is done so that a supposed
good may come of it.
GUIDED EXERCISE
Abortion supporters try to distract from the crime of abortion with euphemisms,
such as “termination of pregnancy,” “family planning,” or “reproductive services.”
To illustrate the illogical nature of these euphemisms, work with a partner, pick a
few crimes, and invent euphemisms to make them sound more attractive.
For example: Pick-pocketing: “urban treasure hunting”
3. The Beginning and End of Life (pp. 186–191)
FOCUS QUESTIONS
❏ What is in vitro fertilization?
IVF is a medical technique that aims to allow women who cannot become
pregnant through sexual intercourse to still have a baby. A woman is
induced to produce a large number of ova that are then fertilized in a test
tube or petri dish. One or more of the fertilized eggs is then inserted into
the woman’s uterus.
❏ What happens to the unused, fertilized eggs?
They are frozen for future IVF procedures, used for experimental purposes,
or discarded.
3. The Beginning and End of Life (pp. 186–191)
❏ Why is the conception of human life in a laboratory setting a
gravely sinful act?
It violates the dignity of the conjugal union between husband and wife.
❏ How does IVF violate the Fifth Commandment?
Human life begins at conception, so each of the fertilized eggs is a
human person. More embryos than necessary are “created” for the
procedure. Some are destroyed right away because they seem weaker or
have defects. The rest are later destroyed or placed in a frozen state.
3. The Beginning and End of Life (pp. 186–191)
GUIDED EXERCISE
Stem-cell research is in its infancy.
Do an Internet search to get an update on progress in the use of
non-embryonic stem cells for research.
3. The Beginning and End of Life (pp. 186–191)
FOCUS QUESTIONS
❏ Does the Catholic Church oppose all forms of stem-cell research?
No. Only embryonic stem-cell research is opposed because it kills an
innocent person.
❏ Is embryonic stem-cell research necessary?
Current research shows that non-embryonic stem-cells are as effective as
embryonic stem-cells.
❏ What is the allure of stem-cell research?
Stem-cells may someday provide a cure for presently incurable conditions
such as Parkinson’s disease, juvenile diabetes, certain neuromuscular
disorders, and spinal-cord injuries.
3. The Beginning and End of Life (pp. 186–191)
❏ What is euthanasia?
From the Greek meaning “good death,” euthanasia is an action or omission
of an action that, by itself or by intention, causes a person’s death in order
to eliminate suffering.
❏ What is the connection between euthanasia and Nazi Germany?
From 1939 to 1941, the Nazi government euthanized 75,000–250,000 of its
own citizens with mental and physical disabilities it deemed unfit for life.
❏ Where is euthanasia legal?
Euthanasia is legal in the Netherlands, Belgium, Switzerland (if not
performed by a doctor), and the United States (Oregon).
3. The Beginning and End of Life (pp. 186–191)
❏ What is assisted suicide?
It is any action or omission of action that assists another person in causing
his or her own death.
❏ Why is assisted suicide wrong?
Suicide is morally wrong, and, thus, cooperation in suicide is also illicit.
❏ What help can the Cross give to people suffering from
incapacitating and incurable illnesses?
They can find consolation in uniting their sufferings with the suffering of
Christ on the Cross.
3. The Beginning and End of Life (pp. 186–191)
GUIDED EXERCISE
A think / pair / share on the following question:
❏ Why is euthanasia called “mercy killing,” and why is it ultimately not
merciful?
GUIDED EXERCISE
A class discussion on the principles behind the desire for euthanasia and
assisted suicide.
How does society avoid going from (1) allowing the killing of sick
individuals to (2) killing anyone who has a poor quality of life or whose care
will cost it large sums of money?
3. The Beginning and End of Life (pp. 186–191)
GUIDED EXERCISE
A think / pair / share:
❏ What is the difference between euthanasia and forgoing
extraordinary or disproportionate means of prolonging life?
3. The Beginning and End of Life (pp. 186–191)
CLOSURE
A paragraph explaining why abortion is a grave violation of the
Fifth Commandment and why it should not be legal.
3. The Beginning and End of Life (pp. 186–191)
HOMEWORK ASSIGNMENT
❏ Study Questions 14–24 (p. 200)
❏ Practical Exercise 1 (p. 201)
❏ Workbook Questions 12–19
❏ Read “Just War” through “The Arms Race” (pp. 191–193)
3. The Beginning and End of Life (pp. 186–191)
ALTERNATIVE ASSESSMENT
A married couple, who really wants to have a baby, has not been able to
conceive and is considering in vitro fertilization.
What argument can you offer, based on the Fifth Commandment, for
persuading them that this is not a good idea?
4. Government Respect for Life (pp. 191–193)
ANTICIPATORY SET
Read the first two paragraphs under “Just War” beginning, “War is
always...” and “War is an option...” and discuss whether there is ever
such a thing as “good” war or if there are only just and unjust
combatants.
4. Government Respect for Life (pp. 191–193)
BASIC QUESTIONS
❏ What are the conditions for a just war?
❏ What are the conditions for defending oneself and others against
unjust aggression?
KEY IDEAS
❏ For a war to be morally just, it must fulfill the principles of
self-defense, last resort, probability of success, and proportionality.
Also, the nation must never deliberately target non-combatants.
❏ The act of self-defense, even though it may involve harm and
injury to the assailant, is compatible with the Fifth Commandment.
However, extreme measures can only be taken as a last resort and
when no other option is available.
4. Government Respect for Life (pp. 191–193)
FOCUS QUESTIONS
❏ Who is responsible for deciding if a country should go to war?
The decision belongs to the prudential judgment of those who have
responsibility for the common good.
❏ What is the justification behind self-defense?
The Fifth Commandment is about respecting and protecting innocent life.
A person has a right to defend himself or herself against an unjust
aggressor, even if it means injuring the assailant.
4. Government Respect for Life (pp. 191–193)
❏ What is the limit to self-defense?
The defender may only use proportional means of force to defend
himself or herself and others.
❏ How does the use of proportionate means to protect the
common good apply to police and security agencies?
They cannot use disproportionate means against a violator of the law.
4. Government Respect for Life (pp. 191–193)
GRAPHIC
ORGANIZER
Complete the
following table on
the principles of the
just war doctrine.
Principle
Principles of the Just War Doctrine
Explanation
Example (or counter example)
4. Government Respect for Life (pp. 191–193)
Principle
Self-defense
Last resort
Probability of
success
Proportionality
Non-combatants
Principles of the Just War Doctrine
Explanation
Example (or counter example)
Combat is self-defense against
Germany attacked Britain with
an unjust aggressor in which the bombs and missiles during
damage by the aggressor is
WWII.
lasting, grave and certain.
All normal means such as
Britain negotiated with Nazi
diplomacy, negotiations,
Germany, which broke all its
persuasion, even trade
promises.
restrictions and embargos, and
all other nonviolent options have
been exhausted.
There must be a reasonable
Britain could win because of its
chance of victory.
manpower, industrial capability,
and aid from the United States.
The response must be in
Britain used conventional
proportion to the attack. In
weapons to defend itself.
addition, the use of arms must
not produce evils and disorders
graver than the evil to be
eliminated.
Non-combatants and unarmed
Counter example: In some
citizens must not be attacked.
bombing campaigns, the Allies
bombed cities indiscriminately.
4. Government Respect for Life (pp. 191–193)
GUIDED EXERCISE
A think / pair / share:
In the Book of Genesis, God said that if anyone harmed Cain, God
would take a sevenfold vengeance. Cain’s descendant Lamech made the
following boast:
“I have slain a man for wounding me, a young man for striking me. If
Cain is avenged sevenfold, truly Lamech seventy-sevenfold.” (Gn 4:3–4)
❏ How did Lamech display an example of unacceptable self-defense?
4. Government Respect for Life (pp. 191–193)
CLOSURE
Write a well-organized paragraph on the just war theory using the
Graphic Organizer from this lesson.
4. Government Respect for Life (pp. 191–193)
HOMEWORK ASSIGNMENT
❏ Study Questions 25–26 (p. 200)
❏ Practical Exercises 4, 6 (p. 201)
❏ Workbook Questions 20–25
❏ Read “Capital Punishment” through “Conclusion” (pp. 194–196)
4. Government Respect for Life (pp. 191–193)
ALTERNATIVE ASSESSMENT
Work with a partner to discuss these scenarios:
❏ If an adult came at you with a large knife, you were convinced this
person intended to use the knife to kill you, and you had a gun on
your person, how would you be allowed to legitimately respond to the
attack?
❏ Assume you are the same person with the same gun, only now the
attacker is a six-year-old child who is angry at you and comes at you
with a baseball bat. What force would you be allowed to use?
5. Capital Punishment, Transplants, and Cloning (pp. 194–196)
ANTICIPATORY SET
Opening prayer on Psalm 139:1–17.
Discuss some of the verses on the dignity of the body as formed by God.
5. Capital Punishment, Transplants, and Cloning (pp. 194–196)
BASIC QUESTIONS
❏ What is the Church’s position on the death penalty?
❏ What are the conditions for moral organ transplantation?
❏ Is human cloning moral?
KEY IDEAS
❏ Although it is the right of the state to impose the death penalty, the Church
opposes it in most cases as unnecessary and a devaluation of human life.
❏ Organ transplantation is permissible when the risks are proportional to the
good to be achieved.
❏ Human cloning, both therapeutic and reproductive, is gravely sinful and
contrary to the moral law. It opposes the dignity of the conjugal union between
husband and wife and the nature of human procreation and treats the person as
a commodity.
5. Capital Punishment, Transplants, and Cloning (pp. 194–196)
FOCUS QUESTIONS
❏ What is capital punishment?
It is an act by the legitimate authority of a state or nation to put a criminal
to death.
❏ Is the use of the death penalty inherently wrong?
No. The state has the right to implement the death penalty when necessary
for the protection of others in society.
❏ What are the Church’s reasons for limiting the death penalty?
It often does not serve as a deterrent for others, and it may preclude the
possibility of the conversion of the criminal. It may serve to perpetuate an
impoverished view of the value of human life in society that leads to
capital crimes.
5. Capital Punishment, Transplants, and Cloning (pp. 194–196)
GUIDED EXERCISE
Discussion:
Pablo Escobar was a notorious drug king in Colombia who bribed or
killed anyone who opposed him, including police, prosecutors, and
judges. Escobar was eventually jailed, but, because of his power, he
was permitted to build and control the jail that housed him. He
continued to rule his criminal empire from jail.
❏ Is his a case that would justify capital punishment under the
Church’s criteria?
5. Capital Punishment, Transplants, and Cloning (pp. 194–196)
GUIDED EXERCISE: A mini-lecture on the difference between
health and sickness and how we see procreation as a sickness to be
cured.
❏ The purpose of medicine is to heal people who are ill or injured.
❏ We want medical care because it is bad to be ill or injured and good
to be healthy and sound in body.
❏ Why is it good to remove a ruptured appendix and wrong to
remove a healthy foot?
❏ Are functioning sex organs part of a sound, healthy body?
❏ What does sterilization do to sex organs?
❏ Why is sterilization unlike removing a ruptured appendix and like
removing a healthy foot?
5. Capital Punishment, Transplants, and Cloning (pp. 194–196)
FOCUS QUESTIONS
❏ Why must we give our human body respect?
It is an essential part of the human person and an instrument of salvation,
sanctification, and evangelization. God greatly honored the human body by
the Incarnation of Jesus Christ.
❏ How would cloning—and how do in vitro fertilization and
embryonic stem-cell research—offend the dignity of the person?
These practices reduce human beings to objects that can be manufactured
and manipulated rather than treating them as unique and irreplaceable
creations of God.
❏ Why is direct sterilization wrong?
It destroys a person’s procreative ability.
5. Capital Punishment, Transplants, and Cloning (pp. 194–196)
❏ What is indirect sterilization?
It is a licit medical procedure in which the patient is sterilized as a secondary,
unintended result of curing an illness or repairing an injury.
❏ Under what conditions is organ transplantation moral?
It is moral when both the donor and the recipient give informed consent and
the physical and psychological dangers and risks are proportionate to the good
sought.
❏ What is not permitted in connection with organ donation?
It is wrong to bring about the disabling mutilation or death of the donor to save
the life of another.
❏ Is organ removal moral under certain circumstances?
Surgery to remove an organ or limb to save the life of a seriously ill or injured
person is morally licit.
5. Capital Punishment, Transplants, and Cloning (pp. 194–196)
Guided Exercise
Complete the following graphic on the two types of cloning that
could theoretically take place.
Type
Two Theoretical Types of Cloning
Description
What’s Wrong with It
5. Capital Punishment, Transplants, and Cloning (pp. 194–196)
Type
Therapeutic
Reproductive
Two Theoretical Types of Cloning
Description
What’s Wrong with It
Cloning of a human embryo Experiments on and kills an
for the purpose of research
innocent human being.
for medical cures.
Cloning of a human embryo Offends the marriage act
with the intent to allow his
and makes the child a thing
or her development and
to be manufactured and
eventual birth.
manipulated.
5. Capital Punishment, Transplants, and Cloning (pp. 194–196)
CLOSURE
Write a paragraph about when one may and may not violate the
physical integrity of the body.
5. Capital Punishment, Transplants, and Cloning (pp. 194–196)
HOMEWORK ASSIGNMENT
❏ Study Questions 27– 32 (p. 200)
❏ Workbook Questions 26– 36
5. Capital Punishment, Transplants, and Cloning (pp. 194–196)
ALTERNATIVE ASSESSMENT
Free write for five minutes on how, given examples like in vitro
fertilization, sterilization, cloning, nuclear weapons, abortion procedures,
and euthanasia, science cannot be its own moral guide.
Do we have the right to do something simply because science or
technology gives us the ability to do it?
The End