Handouts for Lessons 1-10

Philosophical Inquiry Question Bookmark Instructions: As you read the rest of your novel, you will be increasingly responsible for generating questions for your own writing and for classroom discussion. This is your chance to take (partial) control over your education in this room and with your choice book. You will turn in three philosophical questions from your choice text. Remember, as much as possible, your questions should be open-ended, genuine, deep, and philosophical. Open-ended questions are not easily answerable with a simple yes or no and may have different answers depending upon ones perspective. Open-ended questions often lead to other questions, so they are great for classroom discussions. Genuine questions are questions that you really care about and to which you dont have the answ er. In order to ask genuine questions, compare what you are reading to your life and the world that you are living in. While your questions may be about the world, they also need to relate to the reading (which is why Im requiring you to cite a page number with your question). Deep questions require some thinking and digging. Answers are not easily accessible and could be approached in multiple ways. Philosophical questions lead to wisdom (our ability to use knowledge to live a richly fulfilling life) and might deal with one or more of the following: right vs. wrong real vs. unreal known vs. unknown self vs. no self values and feelings beliefs and preconceptions purpose and meaning in life beautiful vs. ugly true vs. false character and identity the good life consequences vs. intentions free will vs. fate

Philosophical Chair Discussion Introduction Purpose: A philosophical chair discussion is an activity designed to be a kinesthetically oriented activity used to motivate students to take positions on important statements and to listen to the other ideas and perspectives in the class on those statements. Philosophical chairs discussions also give teachers an opportunity to hear the experiences, ideas, and feedback of students while giving them a chance to have an equal voice in the group discussion. Time: About 30 minutes (including the review of the Feed reading from the night before). Assessment: Using the Discussion Participation Spreadsheet, student participation will be tracked and recorded. Directions for Philosophical Chairs: 1. Desks will be arranged in a large U-shape. There will be three zones into which students can take a position on various statements read out loud. The three zones are agree, disagree, and unsure. What follows are the directions for students during the discussion: 2. Listen/read the statement and decide whether you agree or disagree with it. You may also remain uncertain about the statement. 3. Quickly and quietly move to the zone you wish to stand in, and face your fellow students across the room. Try to make room for everyone in the same zone, and try not to block other students lines of sight. 4. If you want to remain undecided about the statement, sit in the unsure zone so that you can see both sides. 5. Address your fellow students by their first names and respond politely and respectfully. 6. Please briefly summarize the previous speakers point before stating his/her own comments, e.g. I hear what youre saying, Johnny, but I think that 7. Please think before you speak and organize your thoughts. Consider making points only when you have some new to add, or when you really want to respond to someones point. 8. After speaking, please wait until at least two other students speak before you speak again; everyone should have an equal chance to have their voice heard. 9. Only one speaker may speak at a time, and everyone else must remain careful, thoughtful, and polite listeners. 10. If you would like to object or make a criticism, please address or challenge ideas and not persons; we can always separate whats said from who says it. 11. If your position changes during the discussion, you may move to another position, but please be ready to state why you came to this decision. Philosophical Chairs Discussion statements (agree/disagree/not sure):

Thesis: the central claim or conclusion put forward by an author. The thesis should be debatable; the author must provide reasons and evidence to support their thesis. A thesis should not be common sense. Reasons: the general claims offered to support the thesis. Good reasons guarantee or provide strong support for the thesis. Like the thesis, reasons are also typically debatable. Much of the time reasons will need support of their own. We call this support evidence. Evidence: specific statements of fact offered to support reasons. You can find evidence in your own experience, from your text (must provide page number), or from other sources such as scientific research, observation, studies. Unlike the thesis and reasons, the evidence is not typically debatable.

Now, on anther sheet of paper, write your own argument whether or not your character is a good person, bad person, or somewhere in-between. Provide 3 pieces of evidence from your text with three citations. Use the graphic below to brainstorm your ideas for your thesis, reasons, and evidence.

Thesis:
Reasons Evidence:

The Purpose (role, function, meaning of the character in the text)

The character values _______________ (appreciates, cherishes, treasures, prizes)

The characer believes (thinks, judges, preconceives, accepts)

~~~~~~~~~~~

Most Important Word Bookmarks Directions: Over the course of your chosen novel, you will find TEN Most Important Word Bookmarks. Find words that stretch your vocabulary and are relevant to the text. For each word, you need to include ____ /1 pt. (1) the word ____ /2 pt. (2) the type and definition of the word ____ /2 pts. (3) a properly cited and contextualized quote. Underline word. ____ /5 pts. (4) a five sentence explanation of why you chose that word. Connect to your character and the chapter the word is from. - 1 bonus point for each additional citation from the text. Example: (1) Ostracize (2) VERB. To exclude from society, friendship, conversation, privileges. (3) Holden forgets the fencing teams foils on the subway. Describing how the team reacted, Holden reports, The whole team ostracized me the whole way back on the train (3). (4) I chose ostracize because it is important word to understand the main character, Holden Caulfield. Holden always separates himself from everyone and so he is also excluded from the friendship and community of people. Holden also expresses this exclusion from society when he leaves Pencey Prep and he notices that he is sort of crying (52). Holden doesnt want to accept that he is on the outside of everyone at the school. So Holden cries about being without any real friends; he isnt a good friend to anyone else either. [+ 1 Bonus point for extra citation from page 52]

Most Important Word Bookmark # _______ _______________________ ____ /1 pt. ____ /2 pt. (1) Word: (2) Type and definition of the word:

Name:

____ /2 pts.

(3) Properly cited and contextualized quote. Underline word:

____ /5 pts.

(4) Five sentence connection / explanation why you chose that word. Connect to your character, plot, or setting. One bonus point for each additional citation from the text.

Most Important Word Bookmark # _______ _______________________ ____ /1 pt. ____ /2 pt. (1) Word: (2) Type and definition of the word:

Name:

____ /2 pts.

(3) Properly cited and contextualized quote. Underline word:

____ /5 pts.

(4) Five sentence connection / explanation why you chose that word. Connect to your character, plot, or setting. One bonus point for each additional citation from the text.

5-7 minute Character Philosophy Presentation Revised Rubric NAME: ________________________________ I. INTRODUCTION _____ / 5 points: Provide the visual aid of your choice book. Explain the cover and title of your book. Provide a quick summary of book: Main point and supporting details (Introduction, Rising Action, Climax, Falling Action, Resolution) II. CHARACTER PHILOSOPHY _____ / 15 points: Describe your characters philosophy. Provide three quote sandwiches that best represent your characters philosophy and/or idea of the good life. Use this packet to record quotes that reveal your characters beliefs, values, and opinions on philosophical questions such as realism vs. idealism, fate vs. free will, and consequences vs. intentions. (Descriptive task) III. CHARACTER EVALUATION _____ / 10 points: Persuade the class whether your character is a good person or not. Provide reasons and provide one quote sandwich that supports your position. (Persuasive task) IV. CHARACTERIZATION LITERARY ANALYSIS _____ / 10 points: Determine the authors purpose: How does your character relate to or express the authors purpose? Provide one quote sandwich that supports your position. (Analysis Task) V. PRESENTATION QUALITY _____ / 25 points: Your presentation includes five relevant images (one for each quote sandwich) that you explain to your audience. Your tone, register, and language in your presentation are appropriate for your audience. VI. SELF EVALUATION _____ / 5 points: Self-Evaluation and Reflection of your process and presentation. Strengths? Struggles?

TOTAL : _______ / 70 points

PRESENTATION SELF EVALUATION : Please review each aspect of YOUR the presentation as follows: A Excellent B Very Good NI Needs Improvement ____ Relaxation Each presenter appeared relaxed and in control. Body language and voice communicated a sense of confidence. Listening to the presentation made me feel comfortable and confident that I understood the material. ____ Delivery The delivery approach was organized and easy to follow. The presentation was clear and targeted. It helped me to grasp what each presenter was trying to communicate. ____ Voice Each presenters voice was clear and sufficiently loud. The presenters successfully and frequently modulated and animated his/her voice to add interest and emphasize key points. ____ Eye contact The presenters maintained eye contact with all members of the audience. The presenters seemed to be able to read the audience and address their needs. I felt that each presenter was frequently speaking directly to me. ____ Gestures Each presenters gestures were appropriate and not redundant or distracting. The gestures helped to animate the presentation and emphasize key points in the material. The gestures helped me to stay focused and understand the content. ____ Visuals The presenters included sufficient and appropriate visual materials to help me understand the content. Visuals were to the point, easy to see, and helped clarify the material presented. Overall comments: In this presentation, what I liked best was In this presentation, what I think would make it even better was

Adapted from http://wps.ablongman.com/ab_leverduffy_teachtech_2/23/6128/1568849.cw/index.html

Quick Write 1: Levels of Happiness. Can human beings achieve a better happiness than animals? Question: More than 2,300 years ago, SOCRATES, speaking in the market place in Athens, asked his listeners: "Would you rather be a troubled man (liable to unhappiness) or a happy pig?" So, would you rather be a guaranteed- happy pig, or a human being subject to unhappiness? Explain your reasons. (Ethics, Happiness, Identity)

OR

http://www.phil.cmu.edu/Cavalier/80130/part1/sect4/BenandMill.html http://amandarmurphy.files.wordpress.com/2012/08/ms-f.jpg

http://www.bamfield.eu/

Quick Write 2: The Trolley Problem: Would you sacrifice one to save five? Pretend that you are walking along and you see an incredibly unfortunate situation unfolding: there is a trolley careening out of control about to run over and kill five innocent people . You cant stop the trolley, but you can flip a switch that will send the trolley on a different track where there is only one person in danger of being killed. Would you flip the switch to save the one person? Does it matter who the person / five people are? (Ethics: Consequences)

http://marginalrevolution.com/marginalrevolution/2012/06/the-google-trolley-problem.html

Quick Write 3: (Ethics: Virtue) Character. Why are friends important? Most people think that friends are really important among them, the Greek philosopher Aristotle, who was a student of Platos. Do you agree? Do you think that friends are important? Why or Why not? What can you do to make sure that you have good friends in your life?

http://www.seattlewolf.com/Wht-Kind-Of-Friend-Are-You-/8578923?pid=309099

Quick Write 4: The Golden Mean. What is balance? Is it important? : (Ethics, Virtue, Eastern Philosophy)

http://commons.wikimedia.org/wiki/File:Balance_board_ropebrake_by_Frederic_G_Ludwig.Fig_1.PNG http://mind.pp.ua/

Quick Write 5: Ship of Theseus. Who are you? Does who you are change over time? To get at this tricky question, lets write on an easier one. Pretend that an ancient ship Ship A pulls into harbor and is completely taken apart, piece by piece, and then painstakingly and perfectly put back together exactly as it was before. The question is, is Ship A the same ship as Ship B, the ship after it was taken apart and put back together?

SHIP A:

SHIP B:

http://philosophia.uncg.edu/node/218 http://newphysicistphi.blogspot.com/2012/08/aging-activation-of-lethal-genes.html

Quick Write 6: Mind / Body. Mind Body Interaction. Lets begin by describing French Philosopher Rene Descartes presentation of the mind / body problem. You see, Descartes was convinced that the mind was absolutely a separate kind of thing than the body was. He thought that the mindweightless and formlesswas different in kind than the body, which has weight and form. However, mind and body clearly interacted; just like a chariot driver can control the movements of a chariot, so too does it seem like our minds can control our bodies. Yet how can this be? How does the mind control the body? Descartes had a problem. The question for you is which is more important to who you are: your mind, or your body? Why? (Identity, Mind, Reality)

http://expandorcontract.com/category/content/science-mind-body-connection/

Quick Write 7: Platos Cave. Is the world we live in real? Most students are aware of the movie The Matrix. What most people dont know is that this is as an modern-day example of Platos famous Allegory of the Cave. Plato was a Greek philosopher whose thought stillto this dayinfluences the way we see the world. Draw this cave on the overhead and explain Platos cave. The ultimate question: Is the world we live in real? And, if you could take a pill that would give you an experience of the way the real world is, would you? (Reality, Idealism, Plato)

http://webspace.ship.edu/cgboer/platoscave.html

Quick Write 8: Nagels Bat: Can we know what it is like to be a bat? Thomas Nagel, an American philosopher of mind, asks the now famous question: can we know what it is like to be a bat? In What is it Like to Be a Bat? Nagel argues that we always have a subjective aspect of experience. In other words, because our experience is dependent of what it is like to be us as a subject, we cant know what it is like to be another subject. Do you agree? Can we see past our own subjectivity to imagine the subjective experience of bat-ness? The question is, Could we ever know exactly what it is like to be a bat? Note: you dont have to choose a bat to make this thought experiment work. Could you know what it is like to be a bear? Or a dog? Or a Cat? (Knowledge, Mind, Self)

http://en.wikipedia.org/wiki/File:Thomas_Nagel_teaching_Ethics.JPG

Quick Write 9: Floating Man: If someone could be kept alive for fifteen years without any sensory experience at all, would they still have thoughts? This question gets at the idea of where our knowledge and experience comes from. The Floating Person: Could we be conscious without sensory experience? Imagine a person who was born without any senses, and was kept alive intravenously for fifteen years. The question is: Could someone without any senses have thoughts/memories/experiences? Discuss. (Knowledge and Sensation)

Quick Write 10: Transparent Eyeball: Emerson, one of the great American Transcendentalist poets, claimed that the poets job is to be what he called a transparent eyeball: experiencing nature as it truly is, without bias, preconception or distortion, and then putting this experience just as clearly into poems that can be shared. This idea raised suspicion among his contemporaries, especially Edgar Allen Poe. The question here is: Can we ever see nature as it actually is? Is it possible to be a transparent eyeball without bias or pre-conception? (Nature and Self)

http://www.toequest.com/forum/logic-reasoning/4690-east-meets-west-logic.html