The following questions will help you think more deeply about course material and access the most up-to-date information available. Use the links after the questions to find resources that help answer the questions, or use the PowerSearch engine at the book's Online Learning Center or another Internet search engine to locate other online resources.

1			Young children do what they think is right, and they do not do what they think is wrong to avoid punishment. We change the reasons for doing "right" change as we grow into and through the adolescent years. If a coworker with a young adolescent child asks what he can do to foster this aspect of moral development in his child, what advice would you give? http://www.joe.org/joe/1998april/a3.html http://parenthood.library.wisc.edu/Berkowitz/Berkowitz.html http://tigger.uic.edu/~lnucci/MoralEd/articles/smetana.html
2			You are discussing issues of right and wrong, punishment, and moral reasoning in your philosophy class. Your instructor separated the class into groups, and your group is evaluating arguments for and against the death penalty and classifying them according to Kohlberg's stages of moral reasoning. What are some of the arguments pro and con and how would you classify them? http://deathpenaltyinfo.msu.edu/c/about/arguments/contents.htm http://www.powertoshare.com/forums/social/posts/30.html
3			The nature and content of sex education instruction in public schools often is a lightning rod that attracts large numbers of parents to school board meetings. In trying to explain why, your adolescent psychology professor mentions issues of moral education, the hidden curriculum, and character education. How do these concerns relate to the large parental turnout at school board meetings? http://www.npr.org/templates/story/story.php?storyId=1622610 http://womensissues.about.com/od/healthsexuality/i/isabstinenceonl.htm