THE FACE OF EVIL: FICTION, FILM, AND PHILOSOPHY
I have taught this class for over 5 years and at least twice each fall and winter semester so over 20 times, and I plan on continuing teaching variations of it for the foreseeable future. It is an excellent vehicle for teaching the following concepts: Free Will, Justice, Morality, Sacrifice, Ethics, Punishment, Terrorism, Heroism, Courage, and Moral Responsibility.
I often change the texts and in this version of the course I taught the following: Plato’s Apology, No Country for Old Men, The Reader, Frankenstein, Blade Runner, and The Dark Knight.
This unit combines these units at a discounted price - 20% off!
There are over 200 pages included - see the preview for more details or click the links below.
INCLUDED IN THIS UNIT ARE THE FOLLOWING:
➢ Two examples of visual notetaking on Plato’s Apology.
➢ Two examples of student Mind Maps from previous semesters.
➢ A class outline that includes a weekly schedule for an entire semester, links to articles, suggested schedule of assignments, course description, course objectives, teaching methods, and more.
➢ The following units from my TpT store:
➢ The Socratic Method
➢ Frankenstein and Blade Runner combined
➢ THE READER (four units combined)
➢ No Country for Old Men: entire novel - two units combined and more
➢ The Dark Knight: two units combined
➢ Socratic Seminar (ANY TEXT)
CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.W.9-10.1: W 11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.9-10.2: 11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
The ELA Common Core State Standards require students to learn how to read texts carefully:
“As a natural outgrowth of meeting the charge to define college and career readiness, the Standards also lay out a vision of what it means to be a literate person in the twenty-first century. Indeed, the skills and understandings students are expected to demonstrate have wide applicability outside the classroom or workplace. Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. They reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic. In short, students who meet the Standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language.” English Language Arts Standards | Home | English Language Arts
Keywords: Socratic Seminar; HOTS; High School; Non-fiction; Textual Analysis; The Great Books; Plato; Socrates; Critical Reading; Higher Order Thinking; philosophy; political philosophy; History; social studies; ELA; Literature; logic; CCSS; study guide
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