Metaphysics 2

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Course Title: Philosophy: Questions and Theories Unit of Study: Metaphysics (Strand C) Grade: 12 Level: University Preparation Course Code: HZT4U Transfer Goals (Strand A): A1. Exploring: explore topics related to philosophy, and formulate questions to guide their research. A2. Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate philosophical research and inquiry methods. A3. Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry. A4. Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills. Learning Goals & Student Achievement: Knowledge and Understanding: Students will… obtain thorough knowledge of philosophical terminology applicable to Metaphysics. thoroughly understand metaphysical theories, schools of philosophy, ideas, concepts and their relationship to contemporary life and other academic disciplines. Thinking: Students will… effectively use planning skills applicable to metaphysical philosophy such as formulating metaphysical questions, identifying metaphysical problems, generating personal metaphysical ideas, researching metaphysical topics and theories, and organizing information related to metaphysics. effectively use processing skills applicable to metaphysical philosophy such as analysing, interpreting, evaluating, synthesizing and forming personal conclusions on various metaphysical topics. effectively use critical and creative thinking processes applicable to metaphysical philosophy such as decision making, problem solving and critiquing when reviewing various metaphysical dilemmas and topics. Communication: Students will… organize and express their understanding of metaphysical theory by writing reflections, organizing textual information using graphic organizers (I Read, I Think, I Wonder and Comparison Charts) and participating in class debates and discussion. communicate with their peers during in-class discussions and debates by responding to and adding to their peers’ ideas, and sharing perspectives that may differ from their peers. appropriately use metaphysical terminology to communicate metaphysical theories and perspectives, including their own perspectives. Application: Students will… apply and transfer their knowledge of key metaphysical concepts from the unit towards an independent film analytical essay, as well as towards the collaborative class essay on The Matrix. Make connections between key metaphysical concepts and a contemporary film of their choice. Course Culminatings: Philosophical Analytical Essay 15% Symposium 15% Unit Culminating: Film Analytical Essay

Transcript of Metaphysics 2

Page 1: Metaphysics 2

Course Title: Philosophy: Questions and Theories

Unit of Study: Metaphysics (Strand C)

Grade: 12 Level: University Preparation Course Code: HZT4U

Transfer Goals (Strand A):

A1. Exploring: explore topics related to philosophy, and formulate questions to guide their research. A2. Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate philosophical research and inquiry methods. A3. Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry. A4. Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills.

Learning Goals & Student Achievement:

Knowledge and Understanding: Students will…

obtain thorough knowledge of philosophical terminology applicable to Metaphysics.

thoroughly understand metaphysical theories, schools of philosophy, ideas, concepts and their relationship to contemporary life and other academic disciplines.

Thinking: Students will…

effectively use planning skills applicable to metaphysical philosophy such as formulating

metaphysical questions, identifying metaphysical problems, generating personal metaphysical

ideas, researching metaphysical topics and theories, and organizing information related to

metaphysics.

effectively use processing skills applicable to metaphysical philosophy such as analysing,

interpreting, evaluating, synthesizing and forming personal conclusions on various metaphysical

topics.

effectively use critical and creative thinking processes applicable to metaphysical philosophy such as decision making, problem solving and critiquing when reviewing various metaphysical dilemmas and topics.

Communication: Students will…

organize and express their understanding of metaphysical theory by writing reflections, organizing textual information using graphic organizers (I Read, I Think, I Wonder and Comparison Charts) and participating in class debates and discussion.

communicate with their peers during in-class discussions and debates by responding to and adding to their peers’ ideas, and sharing perspectives that may differ from their peers.

appropriately use metaphysical terminology to communicate metaphysical theories and perspectives, including their own perspectives.

Application: Students will…

apply and transfer their knowledge of key metaphysical concepts from the unit towards an independent film analytical essay, as well as towards the collaborative class essay on The Matrix.

Make connections between key metaphysical concepts and a contemporary film of their choice.

Course Culminatings:

Philosophical Analytical Essay 15%

Symposium 15%

Unit Culminating:

Film Analytical Essay

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Overall Expectations & Learning Outcomes Specific Expectations Performance Tasks & Formative Assessment

C1. Understanding Metaphysics: demonstrate an understanding of the main questions in metaphysics, and of the positions of major philosophers and schools of philosophy with respect to some of these questions. Jeff Stickney’s “Philosophy: Thinkers, Theories & Questions” – Chp. 4 (Pages 88 – 107)

C1.1 demonstrate an understanding of some of the main questions in metaphysics.

Self-reflective journals

In-class Socratic dialogue & debate

\

C1.2 summarize the positions of various major philosophers on some of the main questions in metaphysics.

Comparison Chart Organizer

C2. Exploring Metaphysics: demonstrate an understanding of metaphysical theories, and evaluate responses to some of the main questions in metaphysics by major philosophers and schools of philosophy. Jeff Stickney’s “Philosophy: Thinkers, Theories & Questions” – Chp. 5 (Pages 110- 131)

C2.1 explain different metaphysical theories with reference to some classic and contemporary texts

Excerpt of Plato’s Republic: The Allegory of the Cave

I Read…, I Think…, I Wonder…

C2.2 compare how different philosophers and/ or schools of philosophy approach the same metaphysical questions/issues

Comparison Chart Organizer

C3. Making Connections to Metaphysics: demonstrate an understanding of connections between metaphysics and other areas of philosophy, other subject areas, and various aspects of society, including everyday life. Jeff Stickney’s “Philosophy: Thinkers, Theories & Questions” – Chp. 6 (Pages 134 - 148)

C3.1 demonstrate an understanding of the influence that ideas related to metaphysics have on their everyday life

Virtual Reality

In-Class Movie Screening: The Matrix (Leading into Class Collaborative Essay)

Mindfulness Moments

C3.3 describe forces that have helped shape the evolution of metaphysical thought over time, and analyse their impact

C3.4 demonstrate an understanding of the influence of metaphysical ideas on other subject areas

C4. Philosophical Reasoning in Metaphysics: use philosophical reasoning skills to develop, communicate, and defend their own responses to metaphysical questions.

C4.1 formulate and explain, using philosophical reasoning skills, their own clear and cogent responses to some of the main questions in metaphysics

Self-reflective journals

In-class Socratic dialogue & debate

Weekly Question Box

Class Collaborative Essay (The Matrix)

Unit Culminating: Analytical Film Analysis

C4.2 evaluate and defend, in philosophical exchanges with others, their own responses to some of the main questions in metaphysics, and anticipate and respond logically to counter-arguments

C4.3 correctly use terminology related to metaphysics (e.g., form, substance, existence, reality, materialism, personhood)

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Course Title: Philosophy: Questions and Theories

Unit of Study: Metaphysics (Strand C)

Grade: 12 Level: University Preparation Course Code: HZT4U

Week 1 Monday Tuesday Wednesday Thursday Friday

Topic: Understanding Metaphysics (C1) Key Questions: What is reality? Jeff Stickney’s “Philosophy: Thinkers,

Theories & Questions” – Chp. 4 (Pages 89 – 107)

Screening of The Cave: An Adaptation of Plato’s

Allegory in Clay

Allegory of the Cave Excerpt Reading

(I Read, I Think, I Wonder…)

Assign weekly reflection

In-class Independent

Reading Time (Chp.4)

Assign Comparison Chart Formative Assessment

Personality Quiz

In-Class Collaborative

Group Debate

(Mind Vs. Matter, Monism vs. Dualism,

Idealism vs Materialism)

Reading of Aristotle’s

“Metaphysics“ (1010b-

1011a) and Plato’s Republic

(Pages 252 - 255).

Plato vs. Aristotle No-Hands Up

Collaborative Class Debate

Student Weekly

Questions Review (No Hands Up Method)

Students submit Week #1

Comparison Chart Pali Canon Buddhism Selections

(I Read, I Think, I Wonder…)

Buddhist Meditation Mindfulness Moment

Week 2 Monday Tuesday Wednesday Thursday Friday

Topic: Exploring Metaphysics (C2) Key Question: What is the self?

Jeff Stickney’s “Philosophy: Thinkers,

Theories & Questions” – Chp. 5 (Pages 110- 127)

Virtual Reality Goggles

Virtual Reality Video Clip

Experience Machine Thought Experiment

Week #1 Reflection Submission

Assign weekly reflection

Introduce Unit Culminating

In-class Independent

Reading Time (Chp.5)

Assign Comparison Chart Formative Assessment

A.I Analysis

The Turing Test

Case Study

Lev Zasetsky’s

Medical Diagnosis

Memory Analysis Group Collaborative Debate

(Pages 111-120)

Student Weekly

Questions Review (No Hands Up Method)

Teacher feedback on

Week #1 Reflections and Comparison Charts

Katha Upanisad: Katha I.1

(I Read, I Think, I Wonder…)

Yoga Sutra Mindfulness Moment

Week 3 Monday Tuesday Wednesday Thursday Friday

Topic: Making Connections to Metaphysics (C3) Key Question: Does a supreme being exist, and if so, what role does it have in life? Jeff Stickney’s “Philosophy: Thinkers,

Theories & Questions” – Chp. 6 (Pages 134 – 142, 144

- 148)

Students submit Week #2

Reflections and Comparison Charts

Assign weekly reflection

Personality Quiz

Collaborative Group Debates

Hindu vs. Buddhist Perspectives

Is there a permanent sense of self? Class Debate

In-class Independent

Reading Time (Chp.6) or Study Time

Assign Comparison Chart

Formative Assessment

Screening of The Matrix

Students receive teacher feedback on Week #2

Reflections and Comparison Charts

Finish Screening of

The Matrix

Chapter 4 & 5 Vocabulary and

Application Quiz

Student Weekly Question Review

(No Hands Up Method)

Week 4 Monday Tuesday Wednesday Thursday Friday

Topic: Philosophical Reasoning in Metaphysics (C4)

Key Question: How can film be used as a medium for exploring metaphysical theory?

Students submit Week #3

Reflections and Comparison Charts

The Matrix:

Collaborative Class Essay

Essay Peer Feedback

Work Period in the

Computer Lab

Teacher feedback on Week #3 Reflections and Comparison

Charts

The Matrix: Collaborative Class Essay

The Matrix:

Collaborative Class Essay

Unit Culminating Film Analytical

Esssay Deadline

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Course Code/Title: Philosophy: Questions and Theories (HZT4U)

Unit of Study: Metaphysics (Strand C)

Weekly Topics & Learning Outcomes (Overall Expectations) Performance Tasks (AofL)

C1. Understanding Metaphysics: demonstrate an understanding of the main questions in metaphysics, and of the positions of major philosophers and schools of philosophy with respect to some of these questions.

Self-reflective journals – Write a reflection as a response to a metaphysical question that sparks debate and discussion.

In-class Socratic dialogue & debate – Orally communicate their perspectives by responding to philosophical questions

I Read, I Think, I Wonder

Comparison Chart Graphic Organizer – outline main metaphysical questions

Question Box & Question Slips

C2. Exploring Metaphysics: demonstrate an understanding of metaphysical theories, and evaluate responses to some of the main questions in metaphysics by major philosophers and schools of philosophy.

Excerpts of Plato’s Republic: The Allegory of the Cave, Aristotle’s Metaphysics (1010b -1011a), Katha Upanisad, Patanjali’s Yoga Sutra and selections from Pali Canon Buddhism

Jeff Stickney’s Philosophy: Thinkers, Theories & Questions (Chp. 4-6)

I Read…, I Think…, I Wonder…

Comparison Chart Organizer

C3. Making Connections to Metaphysics: demonstrate an understanding of connections between metaphysics and other areas of philosophy, other subject areas, and various aspects of society, including everyday life.

In-Class Movie Screening: The Matrix

Mindfulness Moments

Virtual Reality Goggles & Virtual Reality Paraplegic Medical Treatment

A4. Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills.

Self-reflective journals

In-class Socratic dialogue & debate

Collaborative Class Debate on The Matrix

Unit Culminating: Analytical Film Analysis

TRANSFER GOALS COURSE CULMINATINGS (Rich Performance Tasks)

A1. Exploring: explore topics related to philosophy, and formulate questions to guide their research. Symposium 15%

A2. Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate philosophical research and inquiry methods.

Philosophical Analytical Essay 15%

A3. Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry.

A4. Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills.

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Course Title: Philosophy: Questions and Theories

Unit of Study: Metaphysics (Strand C)

Grade: 12 Level: University Preparation Course Code: HZT4U

Learning Goals & Student Achievement:

Knowledge and Understanding: Students will…

obtain thorough knowledge of philosophical terminology applicable to Metaphysics.

thoroughly understand metaphysical theories, schools of philosophy, ideas, concepts and their relationship to contemporary life and other academic disciplines.

Thinking: Students will…

effectively use planning skills applicable to metaphysical philosophy such as formulating metaphysical questions, identifying metaphysical problems,

generating personal metaphysical ideas, researching metaphysical topics and theories, and organizing information related to metaphysics.

effectively use processing skills applicable to metaphysical philosophy such as analysing, interpreting, evaluating, synthesizing and forming personal

conclusions on various metaphysical topics.

effectively use critical and creative thinking processes applicable to metaphysical philosophy such as decision making, problem solving and critiquing when reviewing various metaphysical dilemmas and topics.

Communication: Students will…

organize and express their understanding of metaphysical theory by writing reflections, organizing textual information using graphic organizers (I Read, I Think, I Wonder and Comparison Charts) and participating in class debates and discussion.

communicate with their peers during in-class discussions and debates by responding to and adding to their peers’ ideas, and sharing perspectives that may differ from their peers.

appropriately use metaphysical terminology to communicate metaphysical theories and perspectives, including their own perspectives.

Application: Students will…

apply and transfer their knowledge of key metaphysical concepts from the unit towards an independent film analytical essay, as well as towards the collaborative class essay on The Matrix.

Make connections between key metaphysical concepts and a contemporary film of their choice.

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Week #1 | Topic: Understanding Metaphysics (C1) | Key Question: What is reality?

Day Strand C: Specific Expectation(s) Strand A: Transfer Goal(s) Learning Goal Work Habits Success Criteria (KTCA) Learning Activity

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C2.1 explain different metaphysical theories with reference to some classic and contemporary texts.

EXPLORING: A1.1 explore a variety of topics related to philosophy to identify topics for research and inquiry. PROCESSING INFORMATION: A3.1 assess various aspects of information gathered from primary and secondary sources A3.2 record and organize information and key ideas using a variety of formats

I will analyze and interpret the screening and reading of Plato’s The Allegory of the Cave. Connection to Culminating: Students are expected to reference metaphysical concepts and theories from in-class texts when writing their analytical film essay and Allegory in the Cave is one of the options.

COLLABORATION: In groups, students work together to analyze and interpret Plato’s Allegory of the Cave. Students respond positively to each others’ ideas and demonstrate equitable share of group work. ORGANIZATION: Students reflect upon the Allegory of the Cave by using the I Read, I Think, I Wonder Method and Graphic Organizer.

THINKING: Students will demonstrate learning by summarizing, reflecting on and asking questions about The Allegory of the Cave in groups using the I Read, I Think, I Wonder Method. COMMUNICATION: Students will communicate their thinking orally in groups and in written/visual forms using the I Read, I Think, I Wonder Graphic Organizer.

-Screening of “The Cave: An Adaptation of Plato’s Allegory in Clay” (3:10) -Discuss as a class the symbolism of the cave and what it says about the nature of reality. -In groups, read “The Republic of Plato” (Chp XXV: “Allegory of the Cave” p. 227 – 231) -Complete “I Read, I Think, I Wonder” collaboratively in groups. -Teacher should be visiting each group and providing assistance and feedback.

DIFFERENTIATION: Use of graphic organizer and film as visual supports for the reading. In addition, peers help each other understand the reading by working in groups.

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C1.2 summarize the positions of various major philosophers on some of the main questions in metaphysics. C2.1 explain different metaphysical theories with reference to some classic and contemporary texts. C2.3 evaluate the strengths and weaknesses of philosophical responses to some of the main questions in metaphysics.

EXPLORING: A1.2 identify key concepts related to their selected topics PROCESSING INFORMATION: A3.1 assess various aspects of information gathered from primary and secondary sources A3.2 record and organize information and key ideas using a variety of formats.

I will define and differentiate between the main metaphysical schools of philosophy. Connection to Culminating: Students are expected to apply their knowledge of metaphysical theories, concepts, terminology and schools of philosophy when writing their analytical film essays.

ORGANIZATION: Students compare and contrast key concepts from Chp. 4: Understanding Metaphysics using the Comparison Chart Graphic Organizer RESPONSIBILITY: Students are expected to complete their reading and submit their Comparison Charts by Monday of the following week. INDEPENDENT WORK: Students use class time to independently complete their reading and Comparison Charts.

KNOWLEDGE: Students will define the main metaphysical schools of philosophy (Idealism, Materialism, Dualism, Monism). THINKING: Students will compare and contrast the main metaphysical schools of philosophy by outlining each of their strengths and weaknesses. COMMUNICATION: Students will communicate their understanding of the main metaphysical schools of philosophy using the Comparison Chart Graphic Organizer; a written and visual form of communication. SELF-REGULATION: Students make sure to complete the readings and comparison charts outside of class time to submit a completed comparison chart by Friday.

-Independent reading of Jeff Stickney’s “Philosophy: Thinkers, Theories & Questions” – Chp. 4: Understanding Metaphysics (Pages 89 – 101) DIFFERENTIATION: Use of graphic organizer “Comparison Chart” to organize information from text (definitions of bolded key concepts, theories and schools of philosophy, their strengths and weaknesses). Students also receive some class time to complete their textbook readings that are assigned as homework. -Students may also use class time to complete “I Read, I Think, I Wonder” from the day before if necessary.

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C2.3 evaluate the strengths and weaknesses of philosophical responses to some of the main questions in metaphysics C4.2 evaluate and defend, in philosophical exchanges with others, their own responses to some of the main questions in metaphysics, and anticipate and respond logically to counter-arguments.

EXPLORING: A1.1 explore a variety of topics related to philosophy to identify topics for research and inquiry. COMMUNICATING & REFLECTING: A4.1 use an appropriate format to communicate the results of research and inquiry effectively for a specific purpose and audience A4.2 correctly use terms relating to their chosen topics

I will identify my own philosophical perspective of the nature of reality and defend it. Connection to Culminating: Students are expected to reflect upon a metaphysical issue from a film of their choice and be able to argue whether the film effectively or ineffectively depicted that issue. By participating in debates, students practice defending their stance on various philosophical topics by responding to rebuttals and providing real-life examples that illustrate their stance.

COLLABORATION: Students collaboratively in their group argue for one of the philosophical perspectives on the nature of reality from Chp. 4: Understanding Metaphysics, and collaboratively respond to the rebuttals of other groups and classmates. ORGANIZATION: In groups, students create a list of supporting arguments, potential rebuttals and the best responses to rebuttals to prepare themselves to argue on behalf of their school of philosophy.

KNOWLEDGE: Students will use the following terminology to communicate and defend their perspective on the nature of reality: idealism, materialism, dualism, monism. THINKING: Students will formulate their own conclusions about the nature of reality, defend it by providing reasons for their stance and will respond to rebuttals. COMMUNICATION: Students will participate in a class debate to communicate and defend their perspective on the nature of reality. APPLICATION: Students will make connections to in-class texts and real-life situations to communicate and defend their perspective on the nature of reality.

-Complete Personality Quiz: Are you an idealist, materialist or dualist? (Based on Chp 4 p.90-91). -Students split into groups based on their results from the Personality Quiz (Groups: Idealists, Materialists, Dualists) and have a debate amongst the other groups about the nature of reality defending their perspective. DIFFERENTIATION: Students supporting each other during group tasks. Students draft their ideas in point form on chart paper to help organize their ideas and to use as a visual when presenting.

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Week #1 | Topic: Understanding Metaphysics (C1) | Key Question: What is reality?

Day Strand C: Specific Expectation(s) Strand A: Transfer Goal(s) Learning Goal Work Habits Success Criteria (KTCA) Learning Activity

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C2.1 explain different metaphysical theories with reference to some classic and contemporary texts C2.3 evaluate the strengths and weaknesses of philosophical responses to some of the main questions in metaphysics C4.2 evaluate and defend, in philosophical exchanges with others, their own responses to some of the main questions in metaphysics, and anticipate and respond logically to counter-arguments

EXPLORING: A1.1 explore a variety of topics related to philosophy to identify topics for research and inquiry. PROCESSING INFORMATION: A3.1 assess various aspects of information gathered from primary and secondary sources A3.2 record and organize information and key ideas using a variety of formats COMMUNICATING & REFLECTING: A4.1 use an appropriate format to communicate the results of research and inquiry effectively for a specific purpose and audience A4.2 correctly use terms relating to their chosen topics

I will compare and contrast Plato’s and Aristotle’s views on the nature of reality. Connection to Culminating: Students are expected to reflect upon a metaphysical issue from a film of their choice and be able to argue whether the film effectively or ineffectively depicted that issue. By participating in debates, students practice defending their stance on various philosophical topics by responding to rebuttals and providing real-life examples that illustrate their stance.

COLLABORATION: Students collaboratively in their group argue on behalf of Aristotle’s or Plato’s views on the nature of reality, and collaboratively respond to the rebuttals of other classmates. ORGANIZATION: In groups, students create a list of supporting arguments, potential rebuttals and the best responses to rebuttals to prepare themselves to argue on behalf of their school of philosophy.

KNOWLEDGE: Students will use key concepts such as form, idealism and materialism/realism when referring to Plato’s and Aristotle’s theories on the nature of reality. THINKING: Students will formulate reasons that argue for their philosopher’s views on the nature of reality and ways to respond to potential rebuttals. COMMUNICATION: Students will demonstrate learning by discussing differences and similarities between Plato’s and Aristotle’s perspectives on forms and the nature of reality during an in-class debate. APPLICATION: Students will make connections to in-class texts and real-life situations to argue for their philosopher’s perspectives on the nature of reality during a class debate.

*This lesson may need to be split into 2 days. - Screening of “Socrates, Plato and Aristotle: Global History Review” (11:54) -Teacher pauses to add in-class commentary.

-Volunteers (or participants selected using No-Hands Up Method) to read portions out loud from Aristotle’s “Metaphysics“ (1010b-1011a) and Plato’s Republic (Pages 252 - 255). --Screening of “PLATO ON: The Forms’ (3:59) -In-Class Collaborative Debate – Class split into two groups; one group argues on behalf of Plato’s views and the second group argues on behalf of Aristotle’s views.

DIFFERENTIATION: Students supporting each other during group tasks. Students draft their ideas in point form on chart paper to help organize their ideas and to use as a visual when presenting. Videos incorporated into lesson as visual supports that help students understand the in-class readings.

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C3.4 demonstrate an understanding of the influence of metaphysical ideas on other subject areas

EXPLORING: A1.1 explore a variety of topics related to philosophy to identify topics for research and inquiry.

I will explore how Buddhist perspectives on the nature of reality and identity influence meditative practice. Connection to Culminating: Students are expected to reference metaphysical concepts and theories from in-class texts when writing their analytical film essay and selections from Pali Canon Buddhism: “There is No Ego” and “No Continuous Personal Identity” are some options.

COLLABORATION: In groups, students work together to analyze and interpret selections from Pali Canon Buddhism: “There is No Ego” and “No Continuous Personal Identity.” Students respond positively to each others’ ideas and demonstrate equitable share of group work. ORGANIZATION: Students reflect upon selections from Pali Canon Buddhism: “There is No Ego” and “No Continuous Personal Identity” by using the I Read, I Think, I Wonder Method and Graphic Organizer.

KNOWLEDGE: Students will refer to concepts such as process philosophy when referring to Buddhist texts. THINKING: Students will demonstrate learning by summarizing, reflecting on and asking questions about the selections from Pali Canon Buddhism: “There is No Ego” and “No Continuous Personal Identity” in groups using the I Read, I Think, I Wonder Method. COMMUNICATION: Students will communicate their thinking orally in groups and in written/visual forms using the I Read, I Think, I Wonder Graphic Organizer. APPLICATION: Students will demonstrate learning by applying knowledge of Buddhist metaphysical theory (process philosophy, no permanent self and the four noble truths) to meditative practice.

-In groups, students read selections from Pali Canon Buddhism: “There is No Ego” and “No Continuous Personal Identity” -Complete “I Read, I Think, I Wonder” collaboratively in groups. -Teacher should be visiting each group and providing assistance and feedback. - Buddhist Mindfulness Meditation Activity: “Origination of stress, Cessation of stress, Way leading to cessation of stress” (Four Noble Truths) DIFFERENTIATION: Use of graphic organizer as a visual support for the readings. In addition, peers help each other understand the readings by working in groups. There is also the incorporation of kinesthetic learning: meditation activity influenced by process philosophy and the concept of no permanent self.

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Week #2 | Topic: Exploring Metaphysics (C2) | Key Question: What is the self?

Day Strand C: Specific Expectation(s) Strand A: Transfer

Goal(s) Learning Goal Work Habits Success Criteria (KTCA) Learning Activity

1

C1.1 demonstrate an understanding of some of the main questions in metaphysics. C3.1 demonstrate an understanding of the influence that ideas related to metaphysics have on their everyday life. C4.2 evaluate and defend, in philosophical exchanges with others, their own responses to some of the main questions in metaphysics, and anticipate and respond logically to counter-arguments

EXPLORING: A1.1 explore a variety of topics related to philosophy to identify topics for research and inquiry. PROCESSING INFORMATION: A3.1 assess various aspects of information gathered from primary and secondary sources COMMUNICATING & REFLECTING: A4.1 use an appropriate format to communicate the results of research and inquiry effectively for a specific purpose and audience.

A4.2 correctly use terms relating to their chosen topics

I will discuss and respond to the philosophical questions and dilemmas that modern day virtual reality poses. Connection to Culminating: Students are expected to make connections between metaphysical theories and contemporary topics when writing their analytical film essays, and virtual reality is one of the topics they may explore and discuss in their writing.

COLLABORATION: Students will discuss collaboratively as a class the potential benefits and dangers of virtual reality on contemporary life, and the benefits/dangers of hooking on to an experience machine for life.

KNOWLEDGE: Students will refer to concepts such as Descartes’ dualism and dream argument, and Robert Nozick’s experience machine when discussing virtual reality. THINKING: Students will critically contemplate and evaluate the consequences of hooking up to Robert Nozick’s experience machine, and whether they are worth it. COMMUNICATION & APPLICATION: Students will argue for or against hooking up to an experience machine by referencing in-class readings and making connections to real-life situations.

-Screening of “TED ED - Would you opt for a life with no pain?” (4:09) -Class discussion or debate based on Thought Experiment on from Jeff Stickney P. 104: Would or should you hook up to an “experience machine” for life? - Screening of “Scientists have found a way to make paraplegics move again” (3:28) -Virtual Reality Goggles & In-Class Gaming Time (Goggles rented from Newmarket’s YRDSB Centre for Leadership and Learning) DIFFERENTIATION: Use of videos as visual supports that illustrate Turing’s and Searle’s thought experiments about whether machines could think.

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C1.2 summarize the positions of various major philosophers on some of the main questions in metaphysics. C2.1 explain different metaphysical theories with reference to some classic and contemporary texts. C2.3 evaluate the strengths and weaknesses of philosophical responses to some of the main questions in metaphysics

EXPLORING: A1.2 identify key concepts related to their selected topics PROCESSING INFORMATION: A3.1 assess various aspects of information gathered from primary and secondary sources A3.2 record and organize information and key ideas using a variety of formats

I will define and differentiate between different perspectives on the philosophy of the mind. Connection to Culminating: Students are expected to apply their knowledge of metaphysical theories, concepts, terminology and schools of philosophy when writing their analytical film essays.

ORGANIZATION: Students compare and contrast key concepts from Chp. 5: Exploring Metaphysics using the Comparison Chart Graphic Organizer RESPONSIBILITY: Students are expected to complete their reading and submit their Comparison Chart by Monday of the following week. INDEPENDENT WORK: Students use class time to independently complete their reading and Comparison Charts.

KNOWLEDGE: Students will define the different perspectives on the philosophy of the mind. THINKING: Students will compare and contrast different perspectives on the philosophy of the mind using a Comparison Chart Graphic Organizer. COMMUNICATION: Graphic Organizers are written and visual forms of communication according to the curriculum documents. SELF-REGULATION: Students make sure to complete the readings and comparison charts outside of class time to submit a completed comparison chart by Friday.

-Independent reading of Jeff Stickney’s “Philosophy: Thinkers, Theories & Questions” – Chp. 5: Exploring Metaphysics (Pages 110- 131) DIFFERENTIATION: Use of graphic organizer “Comparison Chart” to organize information from text (definitions of bolded key concepts, theories and schools of philosophy, their strengths and weaknesses). Students also receive some class time to complete their textbook readings that are assigned as homework.

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C1.1 demonstrate an understanding of some of the main questions in metaphysics. C2.3 evaluate the strengths and weaknesses of philosophical responses to some of the main questions in metaphysics C3.1 demonstrate an understanding of the influence that ideas related to metaphysics have on their everyday life. C3.3 describe forces that have helped shape the evolution of metaphysical thought over time, and analyse their impact C4.2 evaluate and defend, in philosophical exchanges with others, their own responses to some of the main questions in metaphysics, and anticipate and respond logically to counter-arguments

EXPLORING: A1.1 explore a variety of topics related to philosophy to identify topics for research and inquiry

PROCESSING INFORMATION: A3.1 assess various aspects of information gathered from primary and secondary sources

COMMUNICATING & REFLECTING: A4.1 use an appropriate format to communicate the results of research and inquiry effectively for a specific purpose and audience.

A4.2 correctly use terms relating to their chosen topics

I will explore perspectives on machines (AI) as thinking entities, and defend one of the perspectives by providing reasons that draw connections to everyday life and in-class readings. Connection to Culminating: Students are expected to reflect upon a metaphysical issue from a film of their choice and be able to argue whether the film effectively or ineffectively depicted that issue. By participating in debates, students practice defending their stance on various philosophical topics by responding to rebuttals and providing real-life examples that illustrate their stance.

COLLABORATION: Students will discuss and debate collaboratively whether machines are could be made into thinking entities.

KNOWLEDGE: Students will refer to thought famous thought experiments such as the Turing Test and the Chines Room when discussing whether machines are or could be thinking entities. THINKING: Students will critically evaluate whether thought experiments known as the Turing Test and Chinese Room effectively illustrate whether machines are or could be thinking entities. COMMUNICATION & APPLICATION: Students will debate whether or not machines can be made into thinking entities by referencing in-class texts and videos, and real-life situations.

Turing Test vs. Searle’s Chinese Room Thought Experiments based on Jeff Stickney P.128-129 -Screening of “TED ED – The Turing Test: Can a computer pass for a human?” (4:42) -Screening of “The Chinese Room - 60-Second Adventures in Thought” (1:16) -Screening of “BBC: The Chinese Room Experiment - The Hunt for AI” (3:57). - Class Discussion and Debate: Can machines think or be made to think? DIFFERENTIATION: Use of videos as visual supports that illustrate and discuss whether machines could be thinking entities.

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Week #2 | Topic: Exploring Metaphysics (C2) | Key Question: What is the self?

Day Strand C: Specific Expectation(s) Strand A: Transfer

Goal(s) Learning Goal Work Habits Success Criteria (KTCA) Learning Activity

4

C1.1 demonstrate an understanding of some of the main questions in metaphysics. C2.3 evaluate the strengths and weaknesses of philosophical responses to some of the main questions in metaphysics C4.2 evaluate and defend, in philosophical exchanges with others, their own responses to some of the main questions in metaphysics, and anticipate and respond logically to counter-arguments

EXPLORING: A1.1 explore a variety of topics related to philosophy to identify topics for research and inquiry PROCESSING INFORMATION: A3.1 assess various aspects of information gathered from primary and secondary sources COMMUNICATING & REFLECTING: A4.1 use an appropriate format to communicate the results of research and inquiry effectively for a specific purpose and audience, A4.2 correctly use terms relating to their chosen topics

I will understand different perspectives on the relation between memory and one’s sense of self. Connection to Culminating: Students are expected to reflect upon a metaphysical issue from a film of their choice and be able to argue whether the film effectively or ineffectively depicted that issue. By participating in debates, students practice defending their stance on various philosophical topics by responding to rebuttals and providing real-life examples that illustrate their stance.

COLLABORATION: Students will discuss and debate collaboratively how Zasetsky’s state of mind (Jeff Stickney p.111-120) affects his personhood and sense of self. ORGANIZATION: In groups, students create a list of supporting arguments, potential rebuttals and the best responses to rebuttals to prepare themselves to argue on behalf of their school of philosophy.

KNOWLEDGE: Students will reference the theories and metaphysical ideas of both western and eastern philosophers (Abu Nasr al-Farabi, Ibn Sina, Rene Descartes, Immanuel Kant) when discussing the relation of memory and personhood. THINKING: Students will formulate reasons that argue for their philosopher’s views on Zasetsky’s state of personhood and also formulate ways to respond to potential rebuttals from classmates. COMMUNICATION: Students will orally debate with fellow classmates about Zasetsky’s state of personhood. APPLICATION: Students will make connections to in-class texts and real-life situations to argue for their philosopher’s perspectives on Zasetsky’s state of personhood.

-Students refer to their textbook reading in groups to prepare for class debate on the relation of memory and personhood -each group focuses on a section. (Chp 5: Exploring Metaphysics – P. 111 – 120). -Class is split into six groups and each group will argue for one of the perspectives from the chapter on the condition of Zasetsky’s personhood during a class debate: -Group 1: Abu Nasr al-Farabi’s Diagnosis (P.113 - 114) -Group 2: Ibn Sina’s Diagnosis (P.114) -Group 3: Rene Descartes’ Diagnosis (P.114 – 115) -Group 4: John Locke’s Diagnosis (P.115 – 116) -Group 5: Immanuel Kant’s Diagnosis (P.116 – 117) -Group 6: Cognitive Sciences’ Diagnosis (P. 119 – 120) DIFFERENTATION: Students support each other in their groups to understand a section of their assigned homework reading that focuses on a specific philosophical perspective on the relation between memory and personhood. Students will hear from other groups about other perspectives from the same chapter. Students draft their ideas in point form on chart paper to help organize their ideas and to use as a visual when presenting.

5

C3.1 demonstrate an understanding of the influence that ideas related to metaphysics have on their everyday life.

EXPLORING: A1.1 explore a variety of topics related to philosophy to identify topics for research and inquiry

I will understand how the Hindu perspective on the self influences yoga practice.

COLLABORATION: In groups, students work together to analyze and interpret Katha Upanisad (Katha I.1). Students respond positively to each others’ ideas and demonstrate equitable share of group work. ORGANIZATION: Students reflect upon the Katha Upanisad (Katha I.1) by using the I Read, I Think, I Wonder Method and Graphic Organizer.

KNOWLEDGE: Students will understand and be able to explain the symbolism of the Chariot in Katha Upanisad (Katha I.1). THINKING: Students will demonstrate learning by summarizing, reflecting on and asking questions about Katha Upanisad (Katha I.1). COMMUNICATION: Students will communicate their thinking orally in groups and in written/visual forms using the I Read, I Think, I Wonder Graphic Organizer. APPLICATION: Students will demonstrate learning by applying knowledge of Hindu metaphysical theory (unafflicted permanent self) to yoga practice.

-In groups, students read an excerpt from Katha Upanisad (Katha I.1) and Patanjali’s Yoga Sutra. -Complete “I Read, I Think, I Wonder” in groups. -Teacher should be visiting each group and providing assistance and feedback. Yoga Sutra Mindfulness Activity: “Yoga is the control of moral character of thought” (Patanjali). DIFFERENTIATION: Use of graphic organizer as a visual support for the readings. In addition, peers help each other understand the readings by working in groups. There is also the incorporation of kinesthetic learning: yoga mindfulness activity influenced by Hindu conceptualization of the self (Katha I.1 and Patanjali’s Yoga Sutra).

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Week #3 | Topic: Making Connections to Metaphysics (C3) Key Question: Does a supreme being exist, and if so, what role does it have in life?

Day(s) Strand C: Specific Expectation(s) Strand A: Transfer Goal(s) Learning Goal Work Habits Success Criteria (KTCA) Learning Activity

1

C4.2 evaluate and defend, in philosophical exchanges with others, their own responses to some of the main questions in metaphysics, and anticipate and respond logically to counter-arguments C3.1 demonstrate an understanding of the influence that ideas related to metaphysics have on their everyday life.

EXPLORING: A1.1 explore a variety of topics related to philosophy to identify topics for research and inquiry COMMUNICATING & REFLECTING: A4.1 use an appropriate format to communicate the results of research and inquiry effectively for a specific purpose and audience. A4.2 correctly use terms relating to their chosen topics

I will identify my own philosophical perspective on the existence or non-existence of God, and defend it. Connection to Culminating: Students are expected to reflect upon a metaphysical issue from a film of their choice and be able to argue whether the film effectively or ineffectively depicted that issue. By participating in debates, students practice defending their stance on various philosophical topics by responding to rebuttals and providing real-life examples that illustrate their stance.

COLLABORATION: Students collaboratively in their group argue for one of the philosophical perspectives on whether God exists from Chp. 6: Connecting to Metaphysics, and collaboratively respond to the rebuttals of other groups and classmates. ORGANIZATION: In groups, students create a list of supporting arguments, potential rebuttals and the best responses to rebuttals. This is to prepare themselves to argue for their perspective on whether or not God exists during the class debate.

KNOWLEDGE: Students will use the following terminology to communicate and defend their perspective on whether God exists: a theist, deist, monotheist, polytheist, pantheist, panentheist, atheist or agnostic. THINKING: Students will formulate their own conclusions about whether God exists, defend it by providing reasons for their stance and will respond to rebuttals. COMMUNICATION: Students will participate in a class debate to communicate and defend their perspective on whether God exists. APPLICATION: Students will make connections to in-class texts and real-life situations to communicate and defend their perspective on whether or not God exists.

-Complete Personality Quiz: Are you a theist, deist, monotheist, polytheist, pantheist, panentheist, atheist or agnostic? (Based on Chp 6 p.136 – 137). -Students split into groups based on their results from the Personality Quiz (Groups: Idealists, Materialists, Dualists) and have a debate amongst the other groups about whether God exists and if so in what form and what role does God play in our everyday lives. DIFFERENTIATION: Students supporting each other during group tasks. Students draft their ideas in point form on chart paper to help organize their ideas and to use as a visual when presenting.

2

C1.2 summarize the positions of various major philosophers on some of the main questions in metaphysics. C2.1 explain different metaphysical theories with reference to some classic and contemporary texts. C2.3 evaluate the strengths and weaknesses of philosophical responses to some of the main questions in metaphysics

EXPLORING: A1.2 identify key concepts related to their selected topics PROCESSING INFORMATION: A3.1 assess various aspects of information gathered from primary and secondary sources A3.2 record and organize information and key ideas using a variety of formats

I will identify and differentiate between different perspectives on the existence or non-existence of God. Connection to Culminating: Students are expected to apply their knowledge of metaphysical theories, concepts, terminology and schools of philosophy when writing their analytical film essays.

ORGANIZATION: Students compare and contrast key concepts from Chp. 6: Making Connections to Metaphysics using the Comparison Chart Graphic Organizer RESPONSIBILITY: Students are expected to complete their reading and submit their Comparison Chart by Monday of the following week. INDEPENDENT WORK: Students use class time to independently complete their reading and Comparison Charts.

KNOWLEDGE: Students will define different perspectives on whether God exists (Theism, Deism, Pantheism, etc). THINKING: Students will demonstrate learning by comparing and contrasting different perspectives on the existence or non-existence of God by filling out a Comparison Chart Graphic Organizer. COMMUNICATION: Students will communicate their understanding of different perspectives on the existence or non-existence of God using the Comparison Chart Graphic Organizer; a written and visual form of communication. SELF-REGULATION: Students make sure to complete the readings and comparison charts outside of class time to submit a completed comparison chart by Friday.

-Independent reading of Jeff Stickney’s “Philosophy: Thinkers, Theories & Questions” – Chp. 6: Connections to Metaphysics (Pages 134 - 148) DIFFERENTIATION: Use of graphic organizer “Comparison Chart” to organize information from text (definitions of bolded key concepts, theories and schools of philosophy, their strengths and weaknesses). Students also receive some class time to complete their textbook readings that are assigned as homework.

3 - 4

C3.1 demonstrate an understanding of the influence that ideas related to metaphysics have on their everyday life

EXPLORING: A1.1 explore a variety of topics related to philosophy to identify topics for research and inquiry

I will think about how metaphysical theory is applicable to contemporary film such as The Matrix. Please refer to Learning Goal from Week 4, Days 1, 3 and 4 to read about the Connection to Culminating.

Please refer to Work Habits from Week 4, Days 1, 3 and 4.

Please refer to Success Criteria from Week 4, Days 1, 3 and 4.

Please refer to Learning Activity from Week 4, Days 1, 3 and 4.

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Week #3 | Topic: Making Connections to Metaphysics (C3) Key Question: Does a supreme being exist, and if so, what role does it have in life?

Day(s) Strand C: Specific Expectation(s) Strand A: Transfer Goal(s) Learning Goal Work Habits Success Criteria (KTCA) Learning Activity

5

C1.1 demonstrate an understanding of some of the main questions in metaphysics

EXPLORING: A1.2 identify key concepts related to their selected topics

I will recall metaphysical terminology and schools of philosophy from Week 1 & Week 2. Connection to Culminating: Students are expected to apply their knowledge of metaphysical theories, concepts, terminology and schools of philosophy when writing their analytical film essays.

RESPONSIBILITY: Students take responsibility for their learning by studying prior to the quiz. INDEPENDENT WORK: Completes quiz using class time independently with minimal supervision. SELF-REGULATION: Prior to arriving to class to complete the quiz, the student has studied and made sure that he/she understands all the metaphysical theories, concepts, terminology and schools of philosophy covered for the past two weeks.

KNOWLEDGE: Students will define the metaphysical schools of philosophy, concepts and theories.

-Students independently complete their quizzes by matching key terms to their definitions.

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Week #4 | Topic: Philosophical Reasoning in Metaphysics (C4) Key Question: How can film be used as a medium for exploring metaphysical theory?

Day Strand C: Specific

Expectation(s) Strand A: Transfer Goal(s) Learning Goal

Work Habits Success Criteria (KTCA) Learning Activity

1, 3, 4

C1.1 demonstrate an understanding of some of the main questions in metaphysics C1.2 summarize the positions of various major philosophers and schools of philosophy C2.1 explain different metaphysical theories with reference to some classic and contemporary texts C3.1 demonstrate an understanding of the influence that ideas related to metaphysics have on their everyday life C4.1 formulate and explain, using philosophical reasoning skills, their own clear and cogent responses to some of the main questions in metaphysics C4.2 evaluate and defend, in philosophical exchanges with others, their own responses to some of the main questions in metaphysics, and anticipate and respond logically to counter-arguments C4.3 correctly use terminology related to metaphysics

A4.1 use an appropriate format to communicate the results of research and inquiry effectively for a specific purpose and audience A2.1 create appropriate research plans to investigate their selected topics A2.2 locate and select information relevant to their investigations from a variety of primary sources and secondary sources A3.1 assess various aspects of information gathered from primary and secondary sources. A3.2 record and organize information and key ideas using a variety of formats A3.4 demonstrate academic honesty by documenting the sources of all information generated through research A4.2 correctly use terms relating to their chosen topics

I will collaboratively contribute to the in-class essay on The Matrix in my group by following instructions and group responsibilities. Connection to Culminating: Students are expected to analyze a film that deals with metaphysical topics and The Matrix is an example of a film that deals with metaphysical theory. Students see a demonstration of how to organize an analytical film essay and get help from their peers and teacher on how to do it.

ORGANIZATION: Class works collaboratively to structure an essay: introduction, body (3 arguments), conclusion. RESPONSIBILITY: Each group takes responsibility for completing their portion of the collaborative class essay. COLLABORATION: Students respond positively to each others’ ideas and demonstrate equitable share of group work.

KNOWLEDGE: Reference terminology from in-class texts applicable to the film. THINKING: The class will collaboratively analyze the film by formulating a thesis and three supporting arguments. With their group members, students will develop one of the arguments from the collaborative class essay by referencing supporting examples from the film and in-class texts of that argument. COMMUNICATION: Each group presents their argument once they finish develop their argument. APPLICATION: Transfer and apply metaphysical theory and concepts appropriately to analyze in-class screening of The Matrix.

Collaboratively as a class decide on a thesis and three supporting examples from the film. Potential Thesis: The Matrix effectively illustrates metaphysical theories and concepts concerning the nature of reality. Divide into three groups: Group 1: Example #1 (Argument #1) Group 2: Example #2 (Argument #2) Group 3: Example #3 (Argument #3) Examples of potential argument: -The Matrix explores the consequences of being plugged to an experience machine for life. -The Matrix explores whether the nature of reality is purely a mental phenomenon. -The Matrix explores whether our senses are reliable. Each group should take notes on specific examples from the film and in-class texts that support and develop their arguments. Groups come together at the end of the week and present their arguments. Collaboratively the class formulates their conclusions about the film. DIFFERENTIATION: This learning activity is meant to demonstrate effective film analysis to students through the collaboration and help of their peers. Students draft their ideas in point form on chart paper to help organize their ideas and to use as a visual when presenting.

2

C2.3 evaluate the strengths and weaknesses of philosophical responses to some of the main questions in metaphysics

A3.4 demonstrate academic honesty by documenting the sources of all information generated through research A4.4 demonstrate an understanding of the general research process by reflecting on and evaluating their own research, inquiry, and communication skills

I will help a fellow peer by providing feedback on their essay. I will edit my essay based on the feedback I receive from a fellow peer. I will demonstrate academic honest by properly documenting the sources I used to write my essay.

SELF-REGULATION: Students assess and reflect upon their strengths and areas in which they require improvement. COLLABORATION: In pairs, students provide written and oral feedback to help each other improve writing skills.

KNOWLEDGE: Students help each other appropriately use metaphysical terminology and concepts to explain the philosophical positions from their films. COMMUNICATION: Students will provide written and oral feedback to a fellow peer on their analytical essays using a checklist.

The computer lab is booked for a work period. Students may use the time to continue writing their essays or editing them. In pairs, students will edit each others’ essays and provide oral and written feedback. DIFFERENTIATION: Students will use a visual checklist as a way of providing feedback to their peers that is simple and easy to read, and provide room for commentary as well.

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Weekly Formative Assessments

*The purpose of this organizer is to highlight and clarify ongoing formative assessments throughout the first three weeks of the unit that are expected to be completed on a weekly basis in class and/or at home. *These are not the only formative assessments and performance tasks, but the ones students are responsible for completing over the course of each week independently. *Expectations, Working Habits, Success Criteria and Task Details are clarified below.

Task Details Strand C: Specific Expectations Strand A: Transfer Goals Learning Goals Working Habits Success Criteria (KTCA) Weekly Reflection Each week students select a question from a list to reflect upon. All listed questions are related to the weekly theme.

Week 1: Is reality simply a mental manifestation of your mind, or is the nature of reality purely physical and your mind is simply a complex material phenomena? – Or would you argue that the nature of reality is a combination of both mind (mental states) and matter (physical states)? Can you rely on your senses to understand the nature of reality and your surroundings? Could you be dreaming this whole time? Do things have an essence that is timeless and unchangeable, or are things empty of such an essence and are subject to change? Is reality the constant change of things in which no two things are alike, or do perfect forms exist that are timeless and not vulnerable to change? Would or should you hook up to an experience machine for life? Week 2: What is the self? What is personal identity? Are machines thinking entities? Could machines be made into thinking entities? Do people have souls? Week 3: Does God exist? If so, what sort of form does God take on and what role does God play in everyday life? Do you think human reason is powerful enough prove that God exists? Why or why not? If God exists, can evil exist? If God does not exist, what happens to morality? What type of contemporary scientific evidence proves the existence of God or disproves it? Are faith and reason incompatible when it comes to the existence of God? Why or why not? If humans could change their genetic codes and direct their own evolution, what would the metaphysical and ethical implications be?

C1.1 demonstrate an understanding of some of the main questions in metaphysics. C3.1 demonstrate an understanding of the influence that ideas related to metaphysics have on their everyday life C4.1 formulate and explain, using philosophical reasoning skills, their own clear and cogent responses to some of the main questions in metaphysics

INVESTIGATING: A2.1 create appropriate research plans to investigate their selected topics A2.2 locate and select information relevant to their investigations from a variety of primary sources and secondary sources A2.3 based on preliminary research, formulate arguments and anticipate counter-arguments COMMUNICATING & REFLECTING: A4.1 use an appropriate format to communicate the results of research and inquiry effectively for a specific purpose and audience A4.2 correctly use terms relating to their chosen topics

Week 1: I will reflect upon the nature of reality. Week 2: I will reflect upon what is the self. Week 3: I will reflect upon whether a supreme being exists, and if so, what role does it have in life. Connection To Culminating: Students practice their writing skills and reflecting upon metaphysical topics, as they are expected to do when writing their analytical film essay.

RESPONSIBILITY: Students are expected to complete and submit their weekly reflection by Monday of the following week. ORGANIZATION: Students write their reflection based on the structure outlined in the Success Criteria. Their reflection should take on the form of a short essay with the following: 1) Introduction (Thesis + 3 arguments supporting thesis), 2) Body (paragraph for each argument), 3) Response to possible Rebuttals, 4) Conclusion INDEPENDENT WORK: Students follow instructions and plans out how to complete their reflections with minimal supervision. INITIATIVE: Students select a topic of interest to reflect on from a list of choices, communicate their perspective, defend it by making connections to in-class tests and personal connections.

- Reference in-class texts, both primary and secondary sources - Formulate a thesis that answers one of the questions - Provide 3 supporting reasons/arguments - Contemplate possible rebuttals - Provide responses to potential rebuttals - Write a concluding paragraph - Accurately use metaphysical terminology when writing DIFFERENTIATION: Students are to write their reflections in point-form using a Graphic Organizer that outlines their introduction, arguments, response to rebuttals and conclusion. This is visual support that helps students learn organize the structure of their reflections/essays.

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Weekly Formative Assessments

*The purpose of this organizer is to highlight and clarify ongoing formative assessments throughout the first three weeks of the unit that are expected to be completed on a weekly basis in class and/or at home. *These are not the only formative assessments and performance tasks, but the ones students are responsible for completing over the course of each week independently. *Expectations, Working Habits, Success Criteria and Task Details are clarified below.

Task Details Strand C: Specific Expectations Strand A: Transfer Goals Learning Goals Working Habits Success Criteria (KTCA) Weekly Question Box Students submit two questions to the Question Box by Friday of each week. Students submit one question about a concept they would like more clarification on. - I would like more clarification on…. Students submit a second question that is intended to spark debate or meaningful discussion related to the weekly theme. -I wonder…… Differentiation: Acts as a support for students who need help. Each week, time is given on Friday for both the teacher and students to help each other with topics that need more clarification. This activity allows for teaching to be responsive to the needs of the students. This activity also encourages metacognitive learning in which students recognize areas where they need improvement or help.

C1.1 demonstrate an understanding of some of the main questions in metaphysics. C4.2 evaluate and defend, in philosophical exchanges with others, their own responses to some of the main questions in metaphysics, and anticipate and respond logically to counter-arguments

EXPLORING: A1.3 formulate effective questions to guide their research and inquiry.

I will seek clarification on concepts that I am confused about. I will formulate questions that spark debate and discussion and that are reflective of the weekly topic. I will respond to the questions of my peers to assist them in areas where they require clarification, which further demonstrates my knowledge of key concepts and theories from the Metaphysics Unit I will articulate and defend my own perspective when responding to questions posed by my peers; questions that spark debate and discussion. Connection to Culminating: This ensures students understand key concepts that they are expected to reference in their essays, and that the class has discussed various metaphysical topics of interest to the students which the students may also speak about in their essays.

RESPONSIBILITY: Students are expected to complete and submit their weekly questions by every Friday. INITIATIVE: Students demonstrate curiousity and interest in learning by formulating questions the spark in-class debate and discussion. SELF-REGULATION: Students seek clarification by submitting questions about concepts that they do not understand. COLLABORATION: Students help each other with concepts that they need clarification on and that they are confused about. Students promote critical thinking by formulating open-ended questions that spark in-class discussion and debate. INDEPENDENT WORK: Students complete and submit their weekly questions independently with minimal supervision.

THINKING: Students will demonstrate understanding by formulating their own questions about weekly topics and positively and proactively responding to their peers’ questions on the same topics.

-Independent reading of Jeff Stickney’s “Philosophy: Thinkers, Theories & Questions” – Chp. 4 - 6 in class on Tuesdays and to be completed as homework by Friday of each week. Students are to define key concepts using the Comparison Chart Graphic Organizer. DIFFERENTIATION: Use of graphic organizer “Comparison Chart” to organize information from text (definitions of bolded key concepts, theories and schools of philosophy, their strengths and weaknesses). Students also receive some class time to complete their textbook readings that are assigned as homework.

C1.2 summarize the positions of various major philosophers on some of the main questions in metaphysics. C2.1 explain different metaphysical theories with reference to some classic and contemporary texts.

EXPLORING: A1.2 identify key concepts related to their selected topics PROCESSING INFORMATION: A3.1 assess various aspects of information gathered from primary and secondary sources A3.2 record and organize information and key ideas using a variety of formats

Week 1: I will define and differentiate between the main metaphysical schools of philosophy. Week 2: I will define and differentiate between different philosophical perspectives on the philosophy of the mind. Week 3: I will define and differentiate between different philosophical perspectives on the existence of non-existence of God. Connection to Culminating: Students are expected to apply their knowledge of metaphysical theories, concepts, terminology and schools of philosophy when writing their analytical film essays.

ORGANIZATION: Students compare and contrast key concepts from Jeff Stickney’s “Philosophy: Thinkers, Theories & Questions” Chp. 4 – 6 using the Comparison Chart Graphic Organizer RESPONSIBILITY: Students are expected to complete their reading and submit their Comparison Charts by Monday of the following week. INDEPENDENT WORK: Students use class time to independently complete their reading and Comparison Charts. SELF-REGULATION: Students make sure to complete the readings and comparison charts outside of class time, in order to submit completed comparison charts on each Friday during the first three weeks of the month.

KNOWLEDGE: Students will define the different perspectives on the mature of reality, philosophy of the mind and the existence or non-existence of God. THINKING: Using a Comparison Chart Graphic Organizer, students will compare and contrast different perspectives on the nature of reality, the philosophy of the mind and the existence of non-existence of God. COMMUNICATION: Graphic Organizers are written and visual forms of communication according to the curriculum documents.

*Other formative assessments include quizzes, debates and completion of Graphic Organizers such as I Read, I Think, I Wonder….