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Note: Questions within the template are not meant to be answered directly but are meant to prompt your thinking as to what to include in each box.
Course: Honors Philosophy Teacher: Mike Giovannangelo Topic/Unit: Big Three Duration: 9 days
Established Goal(s)/Standard(s):
1.2.9.A: Evaluate text organization and content to determine the authors purpose, point of view, and effectiveness according to the authors theses, accuracy, thoroughness, and patterns of logic.
Transfer
Transfer Goals: Students will be able to independently use their learning to: Recognize the links between the history of philosophy and its role in creating modern day thinking Use the Socratic method of asking questions and seeking answers to expand their understanding of issues Think more critically about information they are presented and determine individually its merits rather then accepting them as presented
Meaning
Understandings: Students will understand: Essential Questions: Students will keep considering 1) What is the real or true substance? 2) Do citizens have a social contract with their government? 3) What affects of Socrates, Plato, and Aristotle are still evident today?
1) How the field of philosophy became what it is today 2) How to read the writings of philosophers and decipher their intrinsic and outward meanings 3) Philosophys role in the development of our world and culture as we know it today 4) How questioning beliefs and systems creates a better understanding of them
1.2.12.D: Evaluate textual evidence to make subtle inferences and draw complex conclusions based on and related to an authors implicit and explicit assumptions and beliefs about a subject.
Acquisition
Knowledge: Students will know . . . Skills: Students will be skilled at . . .
1) 2) 3) 4)
What theories are attributed to Socrates The history of Socrates life What theories are attributed to Plato The history of Platos life
1) 2) 3) 4)
Written expression of ideas Oral expression of ideas Recognizing the merits or flaws of an argument/theory Communicating with peers about their interpretation of a theory
EDUC 775
Other Evidence: Making strong connections between Socrates, Plato and Aristotle, recognizing how they built their ideas from one anothers and where the have differentiated ideas. Proof of understanding of the classroom readings (Crito and Ethics) through discussing it relationship to their own lives. Students group discussions will be monitored through my circulation of the room while they discuss their ideas. This will give me the opportunity to assess who is actively participating in the conversation and who is not. I will also be given a strong understanding of what questions may still be unanswered and need be reviewed before the cumulative assessment.
EDUC 775
Learning Events: Student success at transfer, meaning, and acquisition depends upon
Students will receive feedback regularly throughout the unit. I will return assignments with feedback prior to the assessment to allow students the opportunity to review their work and my comments, as well as ask any question they may have about my feedback. Feedback will also begin given
EDUC 775
EDUC 775