Bozeman Public Schools Social Studies Curriculum 12th Grade Elective Philosophy Overarching Essential Question: Who am I, how did I get here, and how will I proceed as an informed and conscientious (productive) citizen of our world? Essential Understandings: By the end of 12 th grade students in the Philosophy Elective understand the relationship between major philosophical movements throughout history, major philosophical thinkers and their contributions to society, philosophical concepts and their relationship to a variety of historical, economic, and political developments, the philosophical roots of on-going domestic and international social and political conflicts. Essential Skills: Throughout the Philosophy elective students Analyze and adapt an inquiry process (i.e. identify question or problem, locate and evaluate potential resources, gather and synthesize information, create a new product, and evaluate product and process). Apply criteria to evaluate information (e.g. origin, authority, accuracy, bias, and distortion of information and ideas). Synthesize and apply information to formulate and support reasoned personal convictions within groups and participate in negotiations to arrive at solutions to differences (e.g. elections, judicial proceedings, economic choices, community service projects). Develop habits of mind for historical thinking (See NCHE Habits of Mind). Content Standards: The content standards, history, civics, geography, economics and culture/diversity, represent five major strands within the overarching umbrella of social studies. These five strands address the major philosophical movements, concepts and thinkers throughout history and their impact on political, economic and sociocultural issues. Process Standards: Process standards are embedded within the content standards of history, civics, geography, history, economics and culture/diversity. These standards reflect student understanding of how to access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations. Bozeman Public Schools Social Studies Standards, Philosophy Page 1 of 1
(H) History: Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships. Essential Questions: Historical Knowledge: How is the past revealed, interpreted and understood? What makes some historical interpretations better than others? Relevance: How and why is the past relevant to me, my community, my nation and our world? Can an individual change history or is history inevitable? (Why?) Conflict/Cooperation: How do conflict and cooperation shape (benefit/destroy) societies? In historical interactions, why do conflicts arise and how are they resolved? Perspective: Whose story is it and how and why is it being told? Change/Continuity: What causes change and continuity in history and why? (ex: economics, technology, politics, environment, traditions etc. H.1.0 Students identify, differentiate, and sequence the major philosophical movements of the ancient Greek, Roman, and Chinese civilizations. H.1.1 Students study the Lives of Socrates, Siddarahth Gutamma and Lao Tzu and examine their contributions to World Philosophy. Example: After reading the selected excerpt and working in small groups to develop a concept map that illustrates the various differences and similarities in ideas, students develop a thesis statement on the interpretation of the Good Life. H.2 Students recognize and explain the important ideas of major philosophical thinkers during the ancient periods and apply broad philosophical concepts to historical, economic, and political developments in ancient Greece, Rome, and China. H.2.1 Students reconstruct the ideas of the Pre- Socratic philosophers as applied to the three philosophers from Miletus. Example: Students compare and contrast the developing set of ideas moving away from myths as central forces for establishing an understanding of metaphysical questions. H.2.2 Students examine the development away from myths to identify the progression of metaphysical theories of Heraclites, Parmenides, Empedocles, Anaxagoras, and Democritus. Example: Students working in small groups evaluate the ideas formulate an agreement to defend or critique each unique idea. H.2.3 Students to compare and contrast the different ethical philosophic systems as read in the Analects, the Tao te Ching, and the Trial of Socrates. Example: Students apply their understanding of the major works to a paper developing their own code of ethics. Bozeman Public Schools Social Studies Standards, Philosophy Page 2 of 2
H.4 Students understand the major currents of Western and Non-western thought during the Ancient Period. H.4.1 1 Students compare and contrast the different ethical philosophic systems as applied to the Cynics, Stoics, Epicureans, and the Skeptics. Examples: Students create creative commercials and advertising slogans as related to the major ideas associated with the development of ideas. H.5 Students describe and sequence the major philosophical movements of the Middle Ages, Renaissance and Enlightenment 5.1 Students analyze St. Augustine and St. Thomas Aquinas ideas as applied to the Cosmological, Teleological and ontological Argument for the existence of God. Example: Students write a five-paragraph essay producing the arguments for the existence of God critiquing the arguments present by both philosophers. H.6 Students evaluate the validity of important ideas of major philosophical thinkers during the Pre-modern Period. 6.1 Students analyze the factors leading to Karl Marx s critique against industrial capitalism. Example: Students debunk the ideological agreement presented by Marx in small groups and work to create their own utopian workers society. H.7 Students explore the link between broad philosophical concepts and historical, economic, and political developments in Europe. 7.1Students analyze the importance of Adam Smith s concept of Laiz-fare capitalism and understand the factors leading to Karl Marx s critique against industrial capitalism Example: Students after reading selections of Wealth of Nations work in small groups to systematically understand the basic tenants of the philosophy of capitalism. H.8 Students differentiate the major currents of Western and Non-western thought in the Premodern Period. 8.1.1 Students critique Descartes dualistic philosophy and his theories of knowledge. Example: Students analyze Descartes Mediations I as a way to understand their own relationships with themselves. I think therefore I am. H.9 Students discuss the major philosophical movements of modern Western civilization. 9.1 Students critique the ideas of Kierkegaard, Sartre and Camus as applied to the Existential concepts of human freedom and life as absurd. Example: Students after reading the selected excerpts write a five-paragraph essay summarizing their own understanding of the Myth of Sisyphus. H.10 Students Identify and discuss the important ideas of the past 200 years. H.10.1 Students explore the environmental movement as a modern relationship with the planet. Bozeman Public Schools Social Studies Standards, Philosophy Page 3 of 3
Example: After researching several differing viewpoints of the value of the environmental movements, students write a letter attacking or defending their ideas to the local editorial board. H.11 Students associate broad philosophical concepts with historical, economic, and political developments in the modern world. Students extend political philosophy from the development of the state from Plato to Aristotle to Hobbes to Locke and finally to Jefferson. Example: Students working in small groups create a concept map and answer the following question: What is good Government? H.12 Students explain the similarity and divergence of various strains of modern philosophic movements. Students explore the philosophy of Unitarianism Example: After reading several selections from Jeremy Bentham and John Stuart Mills students critique the ideas as applied to real life solutions. H.13 Students evaluate current ethical issues involving biomedical and technological advancement. H13.1 Students examine the current legal and ethical treatment of modern science. Example: Students working in small groups debate the ethical issue of Euthanasia. H.14 Students analyze the underlying tenets of contemporary civil and human rights conflicts. H.14.1 Students debate the ethical issues associated with Immanuel Kant s Categorical Imperative. Example: Students analyze the ideas if one specific standard and rule can be applied to different situations. H.15 Students discuss the philosophical implications of modern human interaction with the environment. H.15.1 Students debate the ongoing debate of self-interest verses the pro-active protection of the environment. Example: Students working in small groups defend selected positions as related to the previous philosophies studied in class. H.16 Students explore the philosophical roots of on-going domestic and international social and political conflicts. H 16.1Students debate the ongoing debate of the use of power as applied to historical examples and concurrent struggles. Example: Students work in small groups to understand the social, political and religious differences between the Israelis and Palestinians and connect the ideas to the sate of nature and state of war philosophies of Hobbes and Locke. Bozeman Public Schools Social Studies Standards, Philosophy Page 4 of 4
(C) Civics: Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility. Essential Question(s): Has the American experiment in democracy been successful? What is the best relationship between a government and the people it governs? Why do civic life, politics, and government exist and how does each fulfill human needs? (Primary EQ: Why have a government?) Why are some governments better than others? What should be the role of the U.S. in world affairs and how do U.S. behaviors and actions affect other nations and vice versa? C.1 Students compare and contrast the effects of multiple philosophic beliefs upon the formation of governments. G.1.1 Students understood the ideas of the Philosopher Kings and the role of the Philosopher in establishing a peaceful society. Example: Students analyze the concept of specific roles of individuals in society to be led by Doctrine of the Expert. C.2.0 Students apply broad philosophical concepts to historical, economic, and political developments in ancient Greece, Rome, and China and explore the link between broad philosophical concepts to historical, economic, and political developments in Europe and North America during the enlightenment. G.2.1 Students compare the ethical philosophies of Socrates, the Buddha, Lao Tzu, and Confucius as moral guidelines to living the Good Life. Example: Students select from eight different project options to authentically construct an argument to justify a position of a specific philosophy. G.2.2 Students apply the ideas of Liberty and Natural Rights of Locke, Rousseau, Mills and Jefferson to the foundations on which the United States Government was established the United States. Example: Students working in groups analyze the Declaration of Independence and draw inferences from the listed philosophers. C.4 Students associate broad philosophical concepts with historical, economic, and political developments in the Modern Era and explore the philosophical roots of ongoing domestic and political conflicts. G.4.1 Students apply the similarities and differences of organized political systems as understood the economic trends of the 20 th century. Example: Students apply their understanding of the concepts of capitalism and analyze current criticism against the idea G.4.2 Students apply the ideas of Machiavelli's, Hobbes, Locke, Rousseau, and Mills to the Israeli and Palestinian Conflict as applied the State of Nature theories. Example: Students work to find a compromise and defend their ideas. Bozeman Public Schools Social Studies Standards, Philosophy Page 5 of 5
C.5 Students analyze the underlying tenets of contemporary civil and human rights conflicts. G.5.1 Students study the relationship between power and authority. Example: Students analyze King s Letter from Birmingham Jail as a justification for civil disobedience and the need for social change. (E): Economics Students make informed decisions based on an understanding of the economic principles of production, distribution, exchange, and consumption. Essential Questions: Why do people and nations trade? How does something acquire value? Note: Include in ELEs How do price and supply and demand influence each other? What are markets and how do they work? How do economic systems affect individuals, communities, societies and the world? What role should government play in economic systems? Which economic systems work best? How does technology drive change? Do the advantages of globalization outweigh the disadvantages? E.1 Apply broad philosophical concepts to historical, economic, and political developments in ancient Greece, Rome, and China. (See Specific Proficiency H.1.1-H.1.2) E.2 Explore the link between broad philosophical concepts and historical, economic, and political developments in the modern world. (See Specific Proficiency H.6.1) E.3 Evaluate current ethical issues involving biomedical and technological advancements. (See Specific Proficiency H.15.1) E.4 Analyze the underlying tenets of contemporary civil and human rights conflicts. (See Specific Proficiency H.13.1) E.5 Discuss the philosophical implications of modern human interaction with the environment. (See Specific Proficiency H.14.1) E.6 Explore the philosophical roots of on-going domestic and international social and political conflicts. (See Specific Proficiency H.16.1) (G): Geography Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions, movement, and regions). Essential Question(s): Bozeman Public Schools Social Studies Standards, Philosophy Page 6 of 6
Where am I and how do I explain where I am? (need to wordsmith) How does place drive the decisions people make? How do people interact with their environments? What are the causes and effects of human movement? What makes places similar and different? G.1.0 Compare and contrast the major currents of Western and Non-western thought in the Ancient Period. (See Culture and Diversity Standard) G.2.0 Describe the impact of geographical surroundings on the development of ideas during the Ancient Period. (See Culture and Diversity Specific Proficiency) G.3.0 Differentiate the major currents of Western and Non-western thought in the Pre-modern Period. (See Culture and Diversity Specific Proficiency) G.4.0 Analyze the interplay between geography and worldview during the Enlightenment. (See Culture and Diversity Specific Proficiency) G.5.0 Discuss the philosophical implications of modern human interaction with the environment. (See Culture and Diversity Specific Proficiency) (D): Culture & Diversity- Students demonstrate an understanding of the impact of human interaction and cultural diversity on societies. Essential Questions: What is culture, why is it important? Who should decide what culture and cultured are? Is there such a thing as cultural superiority? Why? How do cultural expressions (including literature, art, architecture, music, technology) shape history? How does cultural diversity impact a society? What happens when cultures converge or collide? What is morality and ethics? Who are the heroes and villains and what do they reveal about a culture? In what ways do religion, beliefs, values and/or spirituality contribute to progress, regress, or stagnation in society? D.1.0 Students recognize and discuss the central questions of metaphysics. D.1.1 Students understand the concept of metaphysics. D1.2 Students analyze the origins and answers to one of the most basic questions of Life: Who am I? Example: Students construct a personal Who am I story board and share with the class to create an connection built upon entire year. D.2.0 Students understand the basic dilemmas of epistemology. Bozeman Public Schools Social Studies Standards, Philosophy Page 7 of 7
D 2.2 Students consider the ideas of Plato in Allegory of the Cave. Example: Students examine the question of appearance versus reality and the world of our senses versus the world of forms and creative recreate the cave in their own understanding. This is a project with six different options to meet different learning styles. D 2.3 Students contrast Plato s theory of knowledge with his student Aristotle. Example: Students analyze Plato s theory of forms and contrast with Aristotle s four causes. D 2.4 Students compare and contrast the ideas of the Rationalists as compared the Empiricists. Example: Students critique ideas of how we acquire knowledge as understood room the rationalists and empiric views. Students define epistemology, empiricism, and rationalism by analyzing the arguments and applying them to their own views on learning. D.3.0 Students analyze various fundamental ethical questions and their effect on human behavior across time and space. D.3.1. Students understand the concept of ethics and morality. D.3.2 Students examine a variety of ethical questions to understand the moral dilemma associated with each. Example: Students working in small groups define ethics, and morality and discuss how the concepts apply to everyday life. Students are given twelve different real life situations and are asked to define what is right and wrong in each case. Example: Students analyze the origins and answers to one of life s basic questions, How should one live? D.4.0 Students evaluate the effects of philosophy and its conclusions when applied to the arts. What does and its conclusions mean? D 4.1 Students explore the influence of philosophy on artists of the Dark Ages, Reninassence, Enlightenment, and Post-Modern Periods. D.5.0 Students identify, differentiate, and sequence the major philosophical thinkers during the Ancient Period and explain the important ideas they contributed. D.5.1 Students identify a variety of major thinkers during the Ancient Period, including the correct sequence of their work. D.5.2 Students differentiate among a variety of thinkers during the Ancient Period. Example: Students compare and contrast the concepts of Determinism and Free Will. D 5.3 Students study the contributions of the founders of Western Philosophy - Socrates, Plato and Aristotle. Bozeman Public Schools Social Studies Standards, Philosophy Page 8 of 8
D.5.4 Students analyze the validity of the ideas contributed by a variety of philosophical thinkers during the Ancient Period. D.6.0 Students analyze the impact of philosophic beliefs on the arts in the ancient world. D6.1 Students evaluate works to review philosophic concepts. Example: Students analyze Raphael s School of Athens painting to illustrate the difference in their Epistemological philosophies. D.7.0 Students compare and contrast the major currents of Western and Non-western thought in the Ancient Period. (See History Standard H) D.8.0 Students evaluate the validity of the important ideas of major philosophical thinkers during the Pre-modern Period. D.8.1 Students explain the impact of philosophic ideas. Bozeman Public Schools Social Studies Standards, Philosophy Page 9 of 9