UbD Template 2.

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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

Based on ideas of Wiggins & McTighe 2011

UbD Template 2.0

5) 6) 7) 8) 9) How Socrates influenced Platos works What theories are attributed to Aristotle The history of Aristotles life How Socrates influenced Aristotles works How Plato influenced Aristotles works or belief presented with composure 5) Interpreting written works and discussing its merits and relationship to their own lives, as well as our world as a while today

Stage 2: Assessment Evidence

Coding Alignment 1) U- 2,3,4 E- 2,3 2) U- 3, 4 E- 3 3) U- 2, 3, 4 E- 2, 3 4) U- 2,3 E- 1, 3 Performance Tasks: Students will show that they really understand by evidence of 1) Students will read Socrates Crito, following which they will consider the role of justice and the power of the state in determining what is just in a Socratic Circle 2) Students will watch the Allegory of the cave, after which they will write responses to: In society today or in your own life, what sorts of things shackle the mind? What could be the elements that prevent people from seeing the truth, or regarding "shadow" as the "truth"? The allegory presupposes that there is a distinction between appearances and reality. Do you agree? Why or why not? Writing will be collected after responses are discussed as a class 3) Students will read Aristotles Ethics, following whic h they will discuss what it means to live an ethical life and how someone can achieve such a lifestyle. 4) Students will write essays, or create pieces of artwork, describing which philosopher they most identify with, and which school of thought is most closely relate to their own. Included in their assignment students must also explain why they have not chosen the other two to identify or agree with.

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

Based on ideas of Wiggins & McTighe 2011

UbD Template 2.0

Stage 3: Learning Plan

Pre-Assessments: What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions? I will collect student writing from the Socratic circle written while they in the outer circle. This will allow me to assess student understanding for those who are not as extraverted and do not express their full understanding in class discussions. I will assign readings for the Socratic circles early and check with the class if there are any concerns prior to the discussion activity. This will help to improve student understanding of the material to allow for a more productive discussion during the activities. Progress Monitoring 1) I will introduce the Big Three Socrates, Plato, and Aristotle with a movie introducing the philosophers their ideas and the relationship that binds them together. After which I will explain the background behind the reading Crito, so students understand the circumstances under which the conversation had taken place. (1 day). 2) I will complete my presentation of Socrates, detailing the Socratic method and discussing the Socratic ignorance. Students will watch a video that tours Greece and discusses the life of Socrates and the advancement he made in philosophy. (1 day) 3) Students will participate in a Socratic circle to discuss their reading of Crito. Students will sit in inner and outer circles, the inner engaging in conversation while the outer will respond to two different statements from the inner circle, explaining how they would have responded had they been a part of the conversation. Marked up readings will be collected to ensure students have interacted with the text. (1 day) 4) I will present Plato to students, discussing his theories and history. Following the introduction of Plato we will watch The Allegory of the Cave, a short video explaining Platos theory. Next students will discuss their thoughts on the Students progress will be monitored through a number of formative assessments, including their mark-ups on readings and how they interact with the text. I will also regularly assess students understanding through classroom activities and discussions.

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

Based on ideas of Wiggins & McTighe 2011

UbD Template 2.0

allegory, and how our perception of the world around us affects our reality. (1 day) 5) I will wrap up Plato and present his theory of the forms, encouraging students to consider whether their can be a perfect form of all objects, removed from the forms we experience in our everyday lives. We will also discuss the idea of the philosopher king, leading into the conversation of what makes a good leader and if all people are equally suited to leadership. (1 day) 6) Students will watch three-minute philosophy to introduce them to Aristotle. After which we will discuss the differences between his beliefs and his teacher Platos. We will compare their different ideas of the theory of forms furthering our discussions began with pre-Socratics in looking for the ultimate substance (1 day) 7) Students will participate in a Socratic circle to discuss Aristotles Ethics. I will have two separate Socratic circles going simultaneously to allow more free flowing conversations and to remove the feeling of needing to perform in discussing in front of the whole class. (1 day) 8) I will wrap up Aristotle, discussing his advancements in both natural earth science and cosmology. To bring the lesson to a close students will watch a portion of Aristotles Lagoon, which visits the location where he made many of his biological observations. (1 day) 9) Students will use the library to work on their essays or art projects either individually or in groups of 1-2. (1 Day). throughout each class period as we discuss the topics and students ask and answer questions based on the days lesson. I will also be available to answer questions and provide feedback before or after school daily.

EDUC 775

Based on ideas of Wiggins & McTighe 2011