Philosophy
Big Questions
Learning Intention: We are learning to articulate reasons for believing something to be true.
Success Criteria: I can evaluate reasons given for a belief.
Success Criteria: I can evaluate reasons given for a belief.
Initially, answer your group’s question in your Discovery book or on your iPad, independently and without talking to anyone else.
You do not need to give reasons for your answers. When everyone is finished, I will tell you when it's time to share your responses with your group. Remember to listen respectfully! We are not challenging or asking for justification. Whole class: listen to all of the instructions before you do anything.
Why have people decided that their answers are no longer true? |
Return to your groups - this time, you all need to agree on an answer. One person will be your group's scribe, and that student will write the group’s answer on the group’s index card, along with 2-3 reasons the group comes up with to support the answer.
Whole class: sit in a circle, with your group.
Remember: respectful listening is ESSENTIAL! It's ok to disagree as long as it is done respectfully.
Groups are going to share their question and their answer.
The rest of the class will:
- If they are completely convinced by the group’s reasoning, stand up.
- If they are mostly convinced by the group’s reasoning, sit on the desk.
- If they are only slightly convinced by the group’s reasoning, stay seated.
- If they are not at all convinced by the group’s reasoning, lie on the floor.
Reflection: Did your view or your reasons change as you discussed the question with your group and then the whole class? Why or why not? Is it ok to change your opinion?
Friendship
Snowball fight! What do you think are the most important qualities in a good friend?
Friendship Quotes: In your small group, read your quote and have a chat together. Think about:
Your task: Think about what friendship means to you. Find or make up your own quote about friendship! It can be one we read today, another quote you know, or one you make up. Publish it on something A4 sized, in a SQUARE shape for a display - use colour, pictures, interesting fonts etc... make it look good!
Once you are finished we will airdrop them all to my iPad and make a book on Book Creator to print for the display.
- What the quote means
- What the quote tells us about friendship
- Do you agree with the quote? Just a little, or very strongly?
Your task: Think about what friendship means to you. Find or make up your own quote about friendship! It can be one we read today, another quote you know, or one you make up. Publish it on something A4 sized, in a SQUARE shape for a display - use colour, pictures, interesting fonts etc... make it look good!
Once you are finished we will airdrop them all to my iPad and make a book on Book Creator to print for the display.
What kind of friend are you?
Today you are going to write an ad for a friend. This will not only tell us what kind of person you look for in a friend, but it will also tell us a lot about who YOU are as a friend! Here is an example to get you thinking:
Conflict Resolution
Let's compare & contrast these two plans for resolving conflict and/or anger.
What do they have in common? What are the differences between these two plans?
Let's put this advice into practice:
Lying
Liar Liar: Intro from Julie Akeret on Vimeo. |
|
Small group discussion: Types of lies
What other types of lies could we add to this list? In your small group, discuss what other types of lies you can come up with, then rank all of the types of lies in order from least harmful to most harmful. Be prepared to share your list with the class and explain your choices.
- Card game lies (bluffing in poker)
- Advertising (air brushing, false statistics)
- White lie ("That jumper looks nice on you.")
- Surprise party or planned secret event ("Sorry, I’ve got plans for Saturday night.")
- Big Fish story/exaggeration for excitement ("It was at least a metre long!")
What other types of lies could we add to this list? In your small group, discuss what other types of lies you can come up with, then rank all of the types of lies in order from least harmful to most harmful. Be prepared to share your list with the class and explain your choices.
Monday 26th June:
Have you ever lied or been lied to?
How did it feel to lie?
Did anything good come out of lying?
Did the lie stop at one lie, or did it need a chain of lies to support the original lie?
How did it feel to be lied to? What happened when you discovered you had been lied to?
How did it feel to lie?
Did anything good come out of lying?
Did the lie stop at one lie, or did it need a chain of lies to support the original lie?
How did it feel to be lied to? What happened when you discovered you had been lied to?
How does social media help people lie?
In what way does communicating with a screen make it easier to lie to people?
Have you said things on social networking sites that you would not say in person? Why or why not?
Do you think social media is changing the way you speak with people in real life? Why or why not?
Bullying
Listen to the following statements and move along the line to show where you stand.
Fishbowl Discussion:
When bullying has taken place in the past, what have been effective ways to deal with it? What have you seen that has not been effective to stop bullying behaviour? What do you think should be done differently? Who can you talk with at school if you know bullying has been taking place? Do you think students should inform their parents or teachers when they have been bullied? Will it help? What might make you not want to tell an adult about bullying? What are the risks of not telling an adult? What could you do if you think telling an adult will have negative consequences? |
Reflection: Complete this Bullying Reflections Survey.
Gender Stereotypes
|
|
T-Chart: Think about qualities, characteristics, hobbies, and careers that are traditionally associated with males and females.
Have you every seen bullying that involves gender roles?
What happened? How did the situation begin and end?
Imagine if you could go back in time and redesign the scenario:
· How would you like it to have been different?
· What could you, or the other people present, have done differently to change the event?
Role Play Activity:
After your preparation time you will act out your situation in front of the class.
Then, you will act it out again BUT you will be stopped at a key moment.
The audience will be invited to suggest how to change the situation to avoid the bullying,
To help change the situation, think about:
· Who is being targeted or teased?
· Why do you think the bully is bullying in this scene?
· What about the bystanders? What role are they playing and what could they do differently?
· What about the target? What could he/she do differently to avoid the event or change it in the future?