Philosophy: The Big Questions, Gr. 11, University/College HZB3M Course Outline

Victoria Park Collegiate Institute, TDSB

The Ontario Curriculum Code:HZB3M - 2013

Grade 11, University/College, Philosophy, 1 credit

Prerequisites: none

Assistant Curriculum Leader: Ms. A. Harrison

Teacher: Ms. Akram

Office: Room 311History/Geography Office

Phone: (416) 395-3310 EXT 20075

Course Description

This course encourages exploration of philosophy’s big questions, such as: What is a meaningful life? What separates right from wrong? What constitutes knowledge? What makes something beautiful? What is a just society? Students will develop critical thinking and philosophical reasoning skills as they identify and analyse the responses of philosophers to the big questions and formulate their own responses to them. Students will explore the relevance of philosophical questions to society and to their everyday life. They will develop research and inquiry skills as they investigate various topics in philosophy.

Resources

Students will be provided readings and other photocopied materials along with in class notes. Attendance is therefore MANDATORY to obtain a good average in the class.

Curriculum Expectations

A1. Exploring: explore topics related to philosophical questions and/or issues, 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.

B1. Identifying the Big Questions: describe the main areas of philosophy and identify the big questions that arise in each area; B2. Philosophers and Philosophical Traditions: demonstrate an understanding of how major philosophers and philosophical traditions approach some of the big questions of philosophy; B3. Defining Terms and Concepts: demonstrate an understanding of terms and concepts central to discussions of the big questions of philosophy, and of how these terms and concepts are used in various philosophical traditions.

C1. Philosophical Reasoning: demonstrate an understanding of terms, methods, and fallacies associated with philosophical reasoning; C2. Evaluating Philosophical Responses to Big Questions: analyse, using their own philosophical reasoning skills as well as the arguments of other critics, the strengths and weaknesses of the responses of major philosophers or schools of philosophy to some of the big questions of philosophy; C3. Developing Philosophical Responses: use philosophical reasoning and critical thinking skills to formulate responses to big questions of philosophy and to arguments encountered in everyday life.

D1. The Relevance to Everyday Life and Society: demonstrate an understanding of the relevance of philosophical questions, theories, and skills to their everyday life and to the community and broader society; D2. The Relevance to Education and Careers: demonstrate an understanding of the relevance of philosophy to other subject areas and careers.

Course Content

Units / Timeline
Introduction / 11 hours
What is Human Knowledge? / 16 hours
What is a Person? / 16 hours
What are Good and Evil? / 16 hours
What is a Just Society? / 16 hours

*Times listed are approximate. Order of instruction may vary.

Course Evaluation

Learning Skills

Students will be assessed on the following Six Learning Skills;

Responsibility, Organization, Independent Work, Collaboration, Initiative, Self-Regulation

Teaching/Assessment and Evaluation Strategies

A range of instructional strategies will be used to address student needs. Some of these strategies include direct instruction, interactive instruction, experiential learning and independent study. Students are given opportunities to learn through assessment before evaluations. Summative evaluation for this course is based on a final exam worth 30% of the final mark.

Achievement Chart

  • Knowledge and Understanding – K & U (17.5%)

Assessment/Evaluation may include quizzes, homework checks, tests, problem sets, assignments, etc.

  • Communication – C (17.5%)

Assessment/Evaluation may be based on laboratory reports, written reports, essays, oral presentations, in-class questions and answers, terminology, etc.

  • Thinking and Investigation - T& I (17.5%)

Assessment/Evaluation may include scientific inquiry, technical skills, open ended test questions, concept maps, formulating questions, etc.

  • Application – A (17.5%)

Assessment/Evaluation may include research, projects, debates, interviews, analyzing issues, assessing impacts and proposing courses of action, etc.

70% Grade on Course Work

20% Final Exam

10% Culminating Activity

Unit 1: Introduction

Task / Achievement Chart Focus / Time of Assessment
K&U / T/I / C / A
Credo Assignment / x / x
Movie Analysis / x / x / x / x
Unit Test / x / x / x / x

*Reflections will be assigned throughout the unit.

Unit 2: What is Human Knowledge?

Task / Achievement Chart Focus / Time of Assessment
K&U / T/I / C / A
Assignment / x / x
Reflection / x / x / x / x
Unit Test / x / x / x / x

*Reflections will be assigned throughout the unit.

Unit 3: What is a Person?

Task / Achievement Chart Focus / Time of Assessment
K&U / T/I / C / A
Assignment / x / x
Reflection / x / x / x / x
Unit Test / x / x / x / x

*Reflections will be assigned throughout the unit.

Unit 4: What are Good and Evil?

Task / Achievement Chart Focus / Time of Assessment
K&U / T/I / C / A
Assignment / x / x
Reflection / x / x / x / x
Unit Test / x / x / x / x

*Reflections will be assigned throughout the unit.

Unit 4: What is a Just Society?

Task / Achievement Chart Focus / Time of Assessment
K&U / T/I / C / A
Assignment / x / x
Reflection / x / x / x / x
Unit Test / x / x / x / x

*Reflections will be assigned throughout the unit.

**Above task list is subject to changes. Many of the above tasks will include Higher Order Thinking Skills (HOTS).

Learning Skills

Students will be assessed on the following Six Learning Skills;

Responsibility, Organization, Independent Work, Collaboration, Initiative, Self-Regulation

Teaching/Assessment and Evaluation Strategies

A range of instructional strategies will be used to address student needs. Some of these strategies include direct instruction, interactive instruction, experiential learning and independent study. Students are given opportunities to learn through assessment before evaluations. Summative evaluation for this course is based on a final exam worth 20% of the final mark. There will be a 10% culminating activity.

All students will write an exam in June. A doctor’s note will be required for absences from the exam. For more detail, please consult the Student Agenda.

Late Assignments/Missed Evaluations

5%per school day will be deducted for late assignments at the teacher’s discretion.

Missed tests or quizzes may result in a mark of zero if appropriate documentation is not

provided. Please bring a doctor’s note for missed tests and quizzes or you will get a mark of zero. Chronic absences from evaluations and assessments may result in referral to administration.

Grade Reports throughout the Year

The grade for each term/reporting period is based on the evaluations that have been conducted to that point in the course. They will be based on the most consistent level of achievement to that time. The students’ grades may change when all work is evaluated by the end of the course. An interim report will be sent home in March.

Midterm reports will be sent home with the students approximately half way through the semester.