Presentation on the topic "death penalty". Presentation on social studies on the topic "The death penalty" free download Topic of the presentation about the moratorium on the death penalty
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Slide text: Justitia sine misericordia Justitia non est, Sed crudelitas; misericordia Sine justitia misericordia non est, sed fatuitas (lat.) Justice without compassion is not justice, but cruelty; compassion without justice is not compassion, but stupidity. Execution cannot be pardoned Performed by Angelina Pasanen and Yulia Kostyleva. 11 B
Slide text: Andrei Chikatilo Soviet serial killer. Number of victims: 53
Slide text: Is the death penalty necessary in Russia? Can the state stand on the same level as the criminal, act as an executioner? Which punishment is more severe: life imprisonment or the death penalty?
Slide text: For: The death penalty is a deterrent, a legal restriction. Therefore, it serves as a means of protecting society from serious crimes. Neither theoretically nor practically has not yet been proven which punishment is more severe, that is, the death penalty or life imprisonment. Sentenced to life imprisonment, even if he is released on parole in twenty-five years, he will not be a full-fledged person either physiologically or psychologically.
Slide text: Against: The death penalty is a complete denial of human rights. Criminologists have long argued that the key to preventing crime is to increase the likelihood of detection, not to increase violence. No one has ever proven that its use is more effective in preventing crime than other types of punishment. The death penalty hardens all its participants. Execution is an act of violence, and violence tends to breed other violence. People planning serious crimes, despite the risk of the death penalty, may still decide on the planned crime, hoping that they will not be caught. Based on the theory of natural law, life is given by God (or nature) and only God can take it away. Back
Slide text: It is such a subject as the state, when implementing the death penalty, that it acts as "the arbiter of destinies and lives." The state, depriving the life of a person, itself becomes a “criminal”, but a “criminal in law”, committing the so-called “comfortable legal murder” (V. Solovyov). Back
Slide text: Watch video
Slide text: Members of the Pardon Commission under the President of the Russian Federation showed that long terms of imprisonment, and even more so life imprisonment, are an incomparably more cruel and painful punishment than the death penalty. Some authors refer to life imprisonment as nothing more than "death by installments". Back
Slide text: Do you support the death penalty?
Slide #10
Slide text: Yes, I support the death penalty, because a criminal must die for killing a person, such people do not deserve any other punishment. The death penalty is needed to maintain order in the country. The death penalty does not correspond to the principle of justice, criminals have no place among society.
Slide #11
Slide text: No, the death penalty is too light a punishment. Life is a basic human right, everyone has the right to correct mistakes. There is a high chance of miscarriage of justice. The state becomes one step with the criminal.
Slide #12
Slide text: Conclusion The abolition of the death penalty makes it possible to avoid irreparable miscarriages of justice. As long as there is even the slightest possibility of error, it is impossible to give the criminal into the hands of the executioner. As for the assertion that the fear of being executed can deter a potential criminal, it is highly debatable. The death penalty has been practiced by mankind since time immemorial, but people continued to steal, rob and kill. Moreover, many methods of killing were distinguished by amazing cruelty, unlike those that exist today. In addition, we are building a legal state in which the main value is human life. Maybe this will force someone to reconsider their attitude towards the institution of legalized murder.
Slide #13
Slide text: Sources http://index.org.ru/turma/sk/ http://moikompas.ru/compas/Smertnaja_kazn http://revolution.allbest.ru/law/00002876_0.html http://www. izvestia.ru/comment/article2910496/ Mikhlin A.S. Capital punishment. Chicherin B.N. Philosophy of Law.
Throughout history, many people, famous and not so famous, have expressed their thoughts on the death penalty. In the past, most people considered the death penalty to be a completely just way to protect society from a certain type of crime, and neither the death penalty itself, nor its horrific forms, caused any discussion, condemnation, or outrage. Religion has always approved the use of the death penalty: "vengeance is mine, and I will repay" ( Old Testament), reinforcing this with the principle of the talion: "an eye for an eye, a tooth for a tooth", although the main commandment of Christ is: "Thou shalt not kill." In Russia, theoretical studies of lawyers and politicians, in which views were expressed on the limitation and complete abolition of the death penalty, appeared already in the 18th century. The first state in the world to abolish the death penalty for any crime was in 1846 Venezuela. Interest in the institution of the death penalty increased after World War II. On the one hand, the death of millions of people devalued human life, on the other hand, fascism, with its terrible executions, caused A New Look on human life, its value and significance. In the system of criminal punishment, the death penalty occupies a special place. Apart from the fact that this measure is exceptional, it does not have the purpose of correction, like any punishment. The purpose of the death penalty is retribution. Sociological studies have shown that the fear of punishment keeps 14-24% of adult citizens from committing a crime. The death penalty does not give rise to a special legal consequence - a criminal record, but at the same time it has a 100% private prevention.
Description of the presentation on individual slides:
1 slide
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Stepanova Elena Valentinovna History teacher of the MAOU "Gymnasium No. 7 named after St. Pitirim, Bishop of Tambov" The death penalty as an exceptional measure of punishment under Russian law.
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Introduction Chapter I. The death penalty in the history of Russian law. 1.1 The concept of the death penalty 1.2. The origin and legalization of the death penalty, and its types 1.3. The death penalty and its extinction in legislation and practice. Chapter II. The death penalty in modern criminal law Russian Federation. 2.1. The death penalty in the criminal law of the Russian Federation 2.1. The relevance of the problem under consideration 2.3. The death penalty "for" and "against" Conclusion List of sources used Contents:
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Purpose: to get acquainted with the history of the death penalty as an exceptional measure of punishment. Tasks: Expand the concept of the death penalty. To trace the historical path of the development of the death penalty. To analyze the state of the death penalty in the modern criminal law of the Russian Federation. To identify the prospects for resolving the issue of the death penalty in the Russian Federation. "The death penalty is a bloody revenge that millions of respectable citizens, for aesthetic and organizational reasons, entrust to the state." Ravil Aleev
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The death penalty is one of the oldest punishments. Despite the fact that a lot has been written about the death penalty, there are still blank spots in the theoretical development of this problem. In particular, it seems to us that the concept of the death penalty is not given. So what is the death penalty? The death penalty is the most severe punishment, consisting in the violent deprivation of life. The death penalty differs from murder in that it is carried out not at the arbitrary discretion of a private person, but at the behest of the national authority, that is, on the basis of a sentence decided by the holders of this authority. The concept of the death penalty
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Considering the historical aspect of this issue, it should be noted that the beginning of the application of the death penalty cannot be traced, since in its beginning it had the image of "people's reprisal". The evolution of the death penalty in the Old Russian state is largely connected with the introduction of Christianity in Rus' by the Grand Duke Vladimir (988) and the organization of the church. The death penalty is also mentioned in the statutory Dvina charter of 1397. The origin and legalization of the death penalty
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1) burning (appointed for blasphemy, distraction from Orthodoxy and arson); 2) filling the throat with molten metal, tin or lead (assigned to thieves' gold and silversmiths); 3) digging alive in the ground (assigned to wives for killing their husbands). 4) hanging, beheading. 5) shooting Types of death penalty:
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The Constitution of the Russian Federation (Article 20) provides that the death penalty until its abolition can be established federal law as an exceptional measure of punishment for especially grave crimes against life, while granting the accused the right to have his case considered by a jury. This measure of punishment does not apply to women, minors, men who have reached the age of 65 at the time of sentencing. The death penalty in the criminal law of the Russian Federation.
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In Russia, the number of offenses punishable by death was reduced from 27 to 5 under the new Criminal Code that came into force in January 1997: article 105, part 2 - aggravated murder; article 277 - encroachment on the life of a statesman and public figure; article 295 - encroachment on the life of a person administering justice or preliminary investigation; article 317 - encroachment on the life of a law enforcement officer; article 357 - genocide.
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The death penalty legally exists in Russian law, but in fact it is not applied today. As you know, in Russia the death penalty was also abolished in 1917, 1920 and 1947-1950. However, the legal consciousness of the people was not ready for these liberal measures, so today the issue of abolishing and maintaining the death penalty is relevant. Relevance
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The Constitutional Court of the Russian Federation, by its decision of February 2, 1999 No. 3-P, announced a moratorium on the execution of the death penalty: death sentences should not be imposed until the implementation of the constitutional right of the accused of a crime for which the death penalty is possible is ensured, to the trial of his case by a jury.
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Slides captions:
EXECUTION IS IMPOSSIBLE TO PARTY Problems of the abolition of the death penalty
the expression to “cut the Gordian knot” means to make a quick and bold decision on a confusing and complex issue. That is the question that will be before us today.
The Greeks and Romans portrayed the goddess of justice with scales and blindfolded. Some called the goddess Themis, others - Justicia.
Is the question of the death penalty an easy one? Is it possible to be indifferent when the question of life and death is being decided? Will crime last forever? Is it easy to defeat crime? Do you agree that a wave of crime has swept the country? Do you agree that the problem of terrorism is worldwide, global? if a person is powerless to protect himself from attacks, should society, the state come to the rescue? Do you like the blood feud formula “an eye for an eye, a tooth for a tooth”? are you able to feel compassion for the killer? do you know enough about the death penalty to judge objectively?
History of the death penalty in Russia CHOOSE THE CORRECT ANSWER: The death penalty as a measure of punishment exists: From the XI (11) century From the XII (12) century From the XIII (13) century 2. What type of punishment could replace the death penalty, according to ancient laws: Life imprisonment Fine Forced labor
Under which ruler the death penalty was applied in 12 cases: Peter I Ivan the Terrible Nicholas II How did public execution affect crime: Less crimes Crimes were committed as before Crimes became more Which of the Russian monarchs did not sign a single death sentence: Catherine II Elizaveta Petrovna Nikolai I Which state criminal was publicly executed during the time of Catherine II: Razin Pugachev Rasputin Which of the emperors signed the death warrant for the Decembrists: Nicholas II Nicholas I Alexander I
V. And Surikov "Morning of the Streltsy Execution"
I.E. Repin "Saint Nicholas of Myra saving three innocents from execution",
I.I. Brodsky “The execution of 26 Baku commissars”
Is it possible to insure against judicial errors? can the mistake be corrected if the death penalty is carried out? Do you agree that it is more terrible to execute one innocent than to acquit ten guilty? Do you think the death penalty is a humane punishment?
Every murder is a matter of hatred. It cannot be that a man kills a man out of love for him. The death penalty is one of the most terrible types of murder, because it is cold, prudent, conscious, principled murder - murder without any affect, without any passion, without any purpose, murder for the sake of murder. And this is its main sin and horror. Sergei Nikolaevich Bulgakov
Lines of Comparison Death Penalty Murder Definition Exceptional punishment that can be imposed for particularly serious crimes that encroach on life. (Article 59 UKRF) Deliberate infliction of death on another person (Article 105 of the Criminal Code of the Russian Federation) Who decides the issue of life and death? Whom is it directed against? Who will lose a life? Punishment is applied to a person found guilty of a crime. (Article 43 of the Criminal Code of the Russian Federation) the main objective? Punishment is applied in order to restore social justice, as well as to correct the convict and prevent the commission of new crimes. (Article 43 of the Criminal Code of the Russian Federation) Is it possible to avoid death? It is not assigned to women, as well as to persons who have committed crimes under the age of 18, and to men who have reached the age of 65 by the time the court passes the sentence. The death penalty by way of pardon can be replaced by life imprisonment for a term of 25 years. (Article 59 of the Criminal Code of the Russian Federation) How is it done?
“DILEMA” Lines of comparison Death penalty Life imprisonment. Moral, religious and spiritual aspects The principle of justice The principle of humanity. Judicial error Prevention (prevention of new crimes) Political aspect Economic aspect
On the topic: methodological developments, presentations and notes
lesson-debate on a socio-political topic in the 11th grade "The death penalty in Russia"
The Russian language lesson in grade 11 "The death penalty in Russia" was created on the basis of the "Debate" technology. I had to slightly modify the work in groups due to the small size of the class, but in large classes...
Death penalty: pros and cons.
This work is devoted to the consideration of the death penalty in Russia from ancient times to the present. As well as the positions of scientists regarding this measure of punishment....
Development of a social science lesson in grades 9-11 "The death penalty. Pros and cons"
Relevance of the topic.The question of the abolition of the death penalty is an urgent problem not only in criminal law, but in life in general. The problem of the death penalty originates from the deepest roots of our history, this topic continues to develop at the present time. Over the centuries, various authors have expressed their views on this issue, revealed their arguments, thus proving the need to abolish or retain the death penalty. The topic of the death penalty provides a lot of food for thought and concerns each of us.
It is important to note that among the students there are those whose relatives have been repeatedly convicted, including for committing serious crimes, so their subjective assessment of this problem is especially valuable.
Lesson Objectives:
EDUCATIONAL
Achieve students' assimilation of the basic concepts of the lesson:MORATORIUM, HUMANISM, PREVENTION, DILEMA.
Contribute to the formation of skills to distinguish main idea, establish cause-and-effect relationships, compare, construct questions, draw conclusions.
To promote the formation of skills to generalize knowledge obtained from different sources.
EDUCATIONAL
Continue to form the foundations of legal culture among students; teach them to be ready to take responsibility for their actions.
Continue to promote the education of citizenship, respect for the law, social and legal norms.
educate an active life position and humanism.
DEVELOPING
To develop students' skills in solving practical problems, practical work with the Criminal Code of the Russian Federation, the Constitution of the Russian Federation, laws, regulations.
Develop motivation to analyze other people's actions and introspection
Develop a humanistic worldview.
Plan for studying a new topic.
The wording of the points of the plan covers the content of the materials of the selected rubric, their titles are of a problematic nature, stimulate students' cognitive interest in new topic, imply an activity approach to the study of the topic.
PLAN.
GORDIAN KNOT - EXECUTE OR PARTY. (org. moment).
“…SINE IRA ET STUDIO” (workshop with weights).
TURNING THE PAGES OF HISTORY. (Historical excursion).
LET THEM TALK! (opinion poll).
COMMANDMENT #1
Let's argue with Bulgakov (work with a document, logical operation of comparison).
DILEMMA (comparison of the death penalty and life imprisonment).
IT'S TIME TO PUT A COMMA! (reflection).
During the classes.
Plan point No. 1. “GORDIAN KNOT - EXECUTE OR PARTY”
Teacher: In the city of Gordia, Alexander the Great was shown a chariot, on the drawbar of which the Phrygian king Gordius tied a tangled knot. The oracle predicted that the one who untied the knot would gain dominion over the world. According to legend, Alexander the Great in 334 BC. e. in response to the offer to unravel the knot, he cut it with a sword. Since then, the expression “cutting the Gordian knot” has meant making a quick and bold decision on a confusing and complex issue. That is the question that will be before us today.
The topic of our lesson sounds like this: “THE EXECUTION CANNOT BE PARTY”.
Is this entry correct? (students note that a comma is not included in the sentence, and the meaning of the expression will depend on where we put it)
As you write down the topic of the lesson in your notebook, think about why the question of putting one comma is sometimes like the riddle of the Gordian knot. (Students write the topic in a notebook, keeping the original punctuation, and note that the problem of abolishing or applying the death penalty is very complex, multifaceted; it can also be noted that in our country the issue of the final rejection of the estimated penalty has not yet been resolved).
Plan item No. 2. “…SINE IRA ET STUDIO” (workshop with weights)
Teacher: in today's lesson we will talk about justice and humanity, about justice and the rule of law. The Greeks and Romans depicted the goddess of justice with scales and blindfolded (the teacher shows the image on the blackboard). Some called the goddess Themis, others - Justicia. Both those and others assumed that justice would be done “... SINE IRA ET STUDIO” - without anger and prejudice, fairly, without prejudice. Let's try and weigh the pros and cons. Is it easy?
Before each of you scales. I will ask you questions, and you will answer by lowering one bean into the scales. If you answer “yes”, put the beans on the left bowl, if “no”, on the right bowl. Let's start:
Is the question of the death penalty an easy one? (suggested answer is no)
Is it possible to be indifferent when the question of life and death is being decided? (No)
Will crime last forever? (Yes)
Is it easy to defeat crime? (No)
Do you agree that a wave of crime has swept the country? (Yes)
Do you agree that the problem of terrorism is worldwide, global? (Yes)
if a person is powerless to protect himself from attacks, should society, the state come to the rescue? (Yes)
Do you like the blood feud formula “an eye for an eye, a tooth for a tooth”? (no intended answer)
are you able to feel compassion for the killer? (no intended answer)
do you know enough about the death penalty to judge objectively? (No)
Plan point No. 3. “LEAVING THE PAGES OF HISTORY”
Teacher: Of course, in order to judge objectively, knowledge is needed. Now there will be a historical note on the topic: “The history of the use of the death penalty in Russia”. You need to not only listen carefully to your comrades, but also complete the test tasks.
Students receive the test and review it
Two strong students perform at the blackboard using a timeline.
1 student:
In Russia, the death penalty as a measure of punishment was mentioned in the Brief Russian Pravda in the 11th century. Blood feud was also permitted by law, but it could be replaced by a vira (fine).
A thief caught at the scene of a crime could be killed immediately, but one could only be killed at night, and one could not kill a tied thief.
But for the murder of a princely servant in the line of duty, it was allowed to kill the criminal at any time, right on the spot.
For the first time in the laws, the death penalty as a punishment appeared in the Dvina charter of 1347 for the theft committed for the third time.
And in the Pskov charter of 1467 there were 5 cases of the death penalty: for theft from the church, treason, arson, triple theft and horse theft.
Under Ivan the Terrible, the death penalty was already used in 12 cases. Among them were a false denunciation, an uprising against the authorities, kidnapping, bribery, blasphemy.
It is important to note that the death penalty was applied depending on the identity of the offender, for example, for the murder of parents, the death penalty was imposed mercilessly, and for the murder of children, the punishment was prison and church repentance.
2 student:
To enhance the intimidating effect, provided different types executions: burning, hanging, beheading, poisoning, burying alive, hanging by the rib on a hook, pouring molten metal into the throat and others, but the largest number of pickpocketing was committed in the squares at the time of public executions: some criminals were executed, while others cut off their wallets in the meantime from fellow citizens enchanted by this terrible spectacle.
Under Peter I, the death penalty was imposed in 101 cases.
Elizaveta Petrovna, on the contrary, did not sign a single death warrant, as a result, the prisons were overcrowded.
Catherine II spoke out against the death penalty, but at the same time she said that "The death penalty is some kind of medicine for a sick society." After the Pugachev uprising, 20 thousand people were executed. The gallows were arranged on rafts and floated along the Volga and Kama, so that as many people as possible could see them.
During the 25 years of the reign of Alexander I, the death penalty was applied only 24 times, and then by decision of military courts in the years Patriotic War 1812.
Nicholas I marked his accession to the throne by executing 5 people (Decembrists).
Dostoevsky was also sentenced to death, but his sentence was commuted to penal servitude.
Nicholas II was a humanist, and reduced the use of the death penalty, but he himself, along with his family, was shot in 1918.
Students take tests to check.
Teacher: But what about in the 20th century… the Bolsheviks abandoned the use of the death penalty only in the first months of their power, and then for less than six months after the Civil War. And even Stalin - in 1947, replaced the execution articles with 25 years in the camps. True, in 1950 it was already possible to shoot spies, saboteurs, traitors to the Motherland, and in 1954 criminals who committed a premeditated murder were added to them.
The outstanding criminologist A.F. Kistyakovsky, whose book “Studies on the Death Penalty” was published in Tula in 2000, said this: “No issue of criminal law enjoys such fame and such a property to attract the spirit of research as the death penalty.”
Teacher: I tried to count how many times the death penalty was abolished and introduced in Russia, but I lost count. Look at the paintings of artists, this topic attracted them too.
Note. At the stand of the painting by V.I. Surikov “Morning of the Streltsy Execution”, I.E. Repin “Saint Nicholas of Myra, saving three innocents from execution”, engraving “Lena execution”, I.I. Brodsky “Execution of 26 Baku commissars”, etc.
But why is this problem particularly acute now?
(Students answer that in 1996 a moratorium on the use of the death penalty was introduced in our country, this is the legal norm of the Council of Europe).
Teacher: what is MORATORIUM? (the student reads the definition from the dictionary of foreign words, and the students write it down in a notebook).
Teacher: Why has the number of supporters of the lifting of the moratorium increased recently? (children express their opinion).
Teacher: Deputies of the Tula Regional Duma appealed to the President of Russia with a call to lift the moratorium.
Let's read the text of this document. What is the reason for such treatment? (children express their opinion based on the text of the document)
Plan point number 4. LET THEY SPEAK! (results of public opinion poll)
Teacher: Is it true that a third of the population of Russia is in favor of increasing the articles of the Criminal Code on the application of the death penalty? Is it true that no more than 15% of the respondents will be in favor of the complete and immediate abolition of the death penalty? We conducted our own mini-survey. What are its results?
9th grade student Myagkih Rustam (the answer that we heard in the lesson is given): On February 21, 2007, 8 students of our class conducted a public opinion poll on the streets of Kireevsk for 30 minutes. The main task of the survey is to find out the attitude of our countrymen to the problem of abolishing the death penalty. In total, we managed to interview 137 people. Refused to answer, citing various reasons - 10 people. The death penalty as capital punishment was approved by 92 people. 35 people spoke out against the death penalty, mostly believers.
Teacher: answer on the scales:
Is it easy to give an unambiguous answer to this question? (suggested answer is no)
Does the Bible approve of the death penalty? (No)
Plan point No. 5. “COMMANTLEMENT No. 1.”
Teacher: Indeed, the church strongly opposes the death penalty. Listen to a story from the life of one especially revered saint in Russia.
Teacher: Once the ruler sent three innocent people to be executed for a monetary reward. Look, one of them is a gray-haired old man, the other is a young man, the third is a middle-aged man. Already the executioner raised his sword over the head of the condemned ... and at the last moment Nicholas the Wonderworker appeared and justice prevailed. The innocent were saved and the ruler repented.
The student shows classmates the icon of St. Nicholas the Wonderworker.
Teacher: look into the eyes of the Saint, think about the eternal. (Church polyphony sounds for a minute - a relaxation pause)
Teacher: Judicial errors are inevitable, they have always existed and will continue to exist. For example, the American Yarris spent 20 years in a US prison on death row. But the charge and sentence were overturned when, in September 2003, DNA testing confirmed his innocence. He became the 112th death row acquitted since 1973. Unfortunately, many such sentences are carried out, and a person's life is cut short due to an unfavorable combination of circumstances, an accidental, but irreparable judicial error. Here it is enough to recall the Chikatilo case, which was sensational in its time.
Weigh the answers:
Is it possible to insure against judicial errors? (No);
can the mistake be corrected if the death penalty is carried out? (No);
Do you agree that it is more terrible to execute one innocent than to acquit ten guilty? (no intended answer);
Do you think the death penalty is a humane punishment? (no intended answer).
Plan point No. 6. “LET'S DETER WITH BULGAKOV”
Teacher: now you will get acquainted with one of the opinions about the death penalty. The author of this statement is Sergei Nikolaevich Bulgakov. Do we agree that the death penalty and murder are the same thing? Who is this man?
The student gives a message.
Sergei Nikolaevich Bulgakov - Russian philosopher and Orthodox theologian, economist, publicist, public figure. Born in the family of a hereditary priest in 1871. He began to study at the Oryol Theological Seminary and completed his education at Moscow University. In 1906 he was elected to the 2nd State Duma. October Revolution and Civil War deeply touched the soul of this man. In 1922, Father Sergius was included in the lists of scientific and cultural figures compiled on the initiative of V.I. Lenin to be deported abroad. Bulgakov emigrated to Czechoslovakia and then to France.
In 1939, Bulgakov was diagnosed with throat cancer, he underwent several operations, was on the verge of death and largely lost the ability to speak. However, before last days life in Nazi-occupied Paris, he continued to serve the liturgy and lecture (which cost him a lot of effort), as well as work on new compositions. Father Sergius died in 1944, without waiting for victory.
Questions and tasks are aimed at:
What point of view on the issue of the death penalty does Bulgakov support?
source attribution;
What adjectives does the author of the statement use when talking about the death penalty?
What Bulgakov calls the most important sin?
When, in your opinion, and where could these words have been written or spoken?
Working with a table
Is it possible, without knowing Bulgakov's biography, to assume who this person could be?
To whom could these words be addressed?
Can Bulgakov's point of view be considered objective?
What do you think about as you read these words?
Do you agree with Bulgakov's words?
In what, in your opinion, did S.N. Bulgakov see the vocation of his life?
logical analysis of his information;
localization of information contained in it in space and time
source critique
axiological (value) analysis of the Text
praxeological source analysis
Teacher: in front of you in the comparison line table. Analyze the table and draw a conclusion.
Variants of conclusions made by students:
It is difficult to agree with the words of S. N. Bulgakov. No line of comparison shows that murder and the death penalty are the same.
Despite the objectivity of the data in the table, in fact, the execution of a sentence is murder. Let not sophisticated and fair, but still murder. Even a maniac and a murderer is also a person and has the right to life, humanity and indulgence.
Teacher: what is humanity? The answer will give us a dictionary of foreign words. (student reads the definition of humanity)
Plan item No. 7. “DILEMA”
Teacher: supporters and opponents of the death penalty argue about the advantages and disadvantages of the two main capital punishment. In fact, here you have to make a choice between two equally unpleasant possibilities. This choice is called a DILEMMA. We will try to compare and choose.
During the discussion, the table is filled with short explanations of the type: Plan item number 8. “TIME TO PUT A COMMA!”(generalizing discussion and reflection)
Teacher: having delved into the essence of the matter, we understand why the question of the application of the death penalty is called the Gordian knot. This problem has many aspects.
Why does the controversy around this problem not subside throughout human history? Can we say that this topic is always new and inexhaustible?
In connection with what recent events has the discussion become acute? Why can't society be indifferent to this problem?
Why can't supporters and opponents of the estimated execution come to a compromise? What arguments do they put forward in their dispute?
What is your position on this issue? Why?
Do you think that today's lesson was useful for you? Why?
Here is the topic of our lesson:"EXECUTIVE SHOULD NOT BE PARTY".
You have the scales in front of you: if the “yes” bowl has outweighed you, you are most likely a supporter of the death penalty; if the “no” bowl has won, you are probably an opponent of the death penalty. Make your final decision for this lesson and place a comma according to your inner conviction.
Note. There are 15 students in a class (13 boys and 2 girls). The result of the final vote:
“EXECUTE, IT IS IMPOSSIBLE TO PARTY” - 9 STUDENTS
Application types of execution
Pouring alternately with boiling water, then with ice water, until the skin bursts (with );
Hanging upside down and "cutting into pieces" (under Ivan the Terrible);
Landing on a stake.
Burning in a log house (usually for heretics or schismatics)
Europe ( )
classic version with a pole on a woodpile
burning in a straw hut
overturning the ladder with the body tied into the flames.
The most cruel were executions on slow fire. The victim was raised and lowered on chains or chained so that it was possible to run around the post. Then the torment stretched for an hour or more.
Execution at the stake:
Stork (They placed the limbs in a special metal frame. From muscles of the limbs and spine, the victim herself broke her bones)
Throne of the Witches
Violin of dishonor
Janitor's Daughter or Stork
The use of the term "stork" is attributed to the Roman Court of the Most Holy Inquisition in the period from the second half of the XVI V. until around 1650. The same name was given to this instrument of torture by L. A. Muratori in his book Italian Chronicles (1749). The origin of the even stranger name "Janitor's Daughter" is unknown, but it is given by analogy with the name of an identical fixture in the Tower of London. Whatever the origin of the name, this weapon is a great example of the vast variety of enforcement systems that were used during the Inquisition. The position of the victim was carefully considered. Within a few minutes, this position of the body led to severe muscle spasm in the abdomen and anus. Further, the spasm began to spread to the chest, neck, arms and legs, becoming more and more painful, especially at the site of the initial onset of the spasm. After some time, attached to the Stork, he went from a simple experience of torment to a state of complete insanity. Often, while the victim was tormented in this terrible position, he was additionally tortured with a red-hot iron and other methods. Iron fetters cut into the victim's flesh, causing gangrene and sometimes death.
Skull press
This medieval device, it should be noted, was highly valued, especially in northern Germany. Its function was quite simple: the victim's chin was placed on a wooden or iron support, and the lid of the device was screwed onto the victim's head. First, the teeth and jaws were crushed, then, as the pressure increased, the brain tissue began to flow out of the skull. Over time, this tool has lost its significance as a murder weapon and has become widespread as an instrument of torture. In some Latin American countries, a very similar device is still used today. Despite the fact that both the cover of the device and the bottom support are lined with a soft material that does not leave any marks on the victim, the device puts the prisoner in a state of "cooperation" after only a few turns of the screw.
Middle East and Asia
Impalement.
Pouring a hot liquid (molten lead, tar, etc.) into the mouth.
Spinal fracture and abandonment.
Pig man.
They cut off the arms to the elbow and legs to the knee, stopped the bleeding, gouged out the eyes, pierced the eardrums, cut off the nose, scalped and released - called "man-pig". (Japan)
7 reasons not to return to the death penalty
17 years ago, the last execution to date took place in Russia. The question of the return to the law of the most cruel punishment has been raised regularly since then. We will tell you 7 reasons why you shouldn't do it
Photo: RIA Novosti, Vladimir Vyatkin
Moscow. August 2. INTERFAX.RU - 17 years ago, the last death sentence in the history of Russia was carried out in Moscow: the serial killer Sergei Golovkin was shot on August 2, 1996 for the brutal murder and abuse of 11 boys.
Since 1997, the death penalty has been banned in Russia under the Vienna Convention, which orders a signatory state to behave in accordance with the treaty until it is ratified. In 2009, the Constitutional Court recognized the impossibility of imposing the death penalty even after the introduction of the jury in Chechnya.
However, there are 68 countries in the world that maintain and continue to apply this measure, including the United States, China, India, Saudi Arabia and Japan. There is no unanimous answer to the question of whether society needs the death penalty. The proponents' arguments are clear: a deterrent, no recidivism, the threat of a lynching, the leniency of a life sentence. We will remind you why, after all, society should abandon the death penalty.
1) Possibility of judicial error.
No matter how professional the investigators who are conducting the case of the criminal, no matter how convincing the evidence of the guilt of the convicted person, and no matter how fair the court is, there is always the possibility of error in the judicial system of any country on our planet. Until the verdict is put into effect, the convict still has hope and the opportunity to collect the necessary evidence of his innocence and convince the investigation and the court of this. After the execution of the sentence, neither evidence nor rehabilitation will be able to bring the executed person back to life.
2) The death penalty is not a deterrent.
According to the researchers of the issue, firstly, when a person commits a crime, he expects to avoid punishment, whatever it may be, which means that there is no difference in whether he is sentenced to life imprisonment or the death penalty.
In addition, criminals who know that the death penalty awaits them for their deeds often commit new crimes, because they know that there will be no more terrible punishment - there is nothing to lose. So, for example, the death penalty does not matter to a terrorist, since he is constantly risking his own life anyway.
3) Execution breeds cruelty in society
From time immemorial, crowds of people have gathered in the squares to watch how criminals are hanged, burned or beheaded. However, in more ancient times, executions were even more cruel and sophisticated - which is worth at least pouring boiling tar or impaling on a stake. Nevertheless, the methods did not scare off the audience, on the contrary, the people wanted more and more bloody spectacles. In an atmosphere of cruelty and impassivity, new crimes were committed with enviable regularity. But that was then, and one could say that society has changed and ennobled. Actually not: a 2006 UN report showed that in countries where the death penalty is allowed, crimes "deserving" of this punishment occur more often.
4) The presence of the "institution of executioners".
Academician Andrey Sakharov said: "The presence of the death penalty institution dehumanizes society. I opposed and oppose the death penalty (and not only in the USSR) also because this measure of punishment provides for the presence of a permanent terrible apparatus of executors, the whole institution of the death penalty."
In countries where the death penalty is allowed, executioners are, in fact, legal killers. The difference between them and those whom they execute is only that the former act for the benefit of their state, the constitution of which, in turn, states that killing a person is a criminal offense. It turns out that in this way the state justifies murder in the public mind and undermines the fundamental principle of public morality and morality, as complete immunity human life. One contradicts the other and a vicious circle is obtained.
5) Execution does not remove the cause of the crime
The main factors provoking crime are poverty, lack of education, inequality, mental deviations of a particular criminal. The death penalty can not influence these reasons in any way.
6) Execution does not give the possibility of correction.
A serial killer, distinguished by particular cruelty in his crimes, may not deserve justification in the eyes of the people and relatives of his victims, but he absolutely does not have a chance to think about his behavior and bring good to society - he does not have time for this. Moreover, the expectation of death often does not motivate, but demotivates the sentenced to reflection: nothing can be changed anyway. The same UN report states that life imprisonment and isolation from society frightens criminals much more than the death penalty.
7) Execution does not punish.
One of the most compelling arguments in support of the death penalty. Punishment is a measure of state coercion applied to a person found guilty of a crime, and consisting in a certain narrowing of his legal status, endowing him with special rights and duties. Execution involves depriving the convicted person of the right to life.
