Grade Level: High School & Beyond

The Little Prince, Chapter One

Why do we sometimes see the same thing differently? Step 1 Depending on the age or grade level of the participants, either the facilitator or the participant/s read chapter one of The Little Prince.  Step 2 Facilitator introduces the prompt (Step 3) and poses the questions (listed below each image) for participants to consider, discuss, The Little Prince, Chapter One

Unmasking Political Persuasion

Unmasking Political Persuasion: Logical Fallacies in Government Campaigns Materials Needed Video clips of political campaign commercials, Logical Fallacies Definitions Handout, Graphic organizer for commercial analysis. Steps Involved Fallacy Breakdown (15 minutes): Pick segments from these videos to explore different fallacies: Fallacies: Discuss real-world examples of each fallacy. Application to Political Commercials (30–45 minutes): Show political Unmasking Political Persuasion

Virtue and the Social Contract

Previous Knowledge Students Should Have about the Declaration of Independence Materials Needed Document with quotes from Locke, Jefferson and Franklin about virtue in relation to citizenship, governance and the importance of education (also attached at the end of the lesson). Day One Opening (10 minutes) Provide the students with a visual of the two similar Virtue and the Social Contract

Understanding Beliefs and Cultural Blindness in “The Lottery” by Shirley Jackson

Materials Needed Steps Involved 1. Introduction (10 minutes) Journal: Do you (or we, collectively as a society) have any rituals, customs, or celebrations where we may not understand where it originated or what the purpose serves?  2. Reading the Text (20 minutes) Facilitator: Distribute copies of “The Lottery” and provide a brief overview of the Understanding Beliefs and Cultural Blindness in “The Lottery” by Shirley Jackson

Causation: To Accompany Frog and Toad “The Garden”

This lesson plan can be used on its own or as an accompaniment to the Arnold Lobel Frog and Toad story, “The Garden.” Divide students into groups of 3-4. Ask each group to come up with 2-3 examples of the following three cases: See Discussion Questions tab for discussion prompts.

Love #2 – Constancy and Loss

This lesson plan can be read in conjunction with “Chapter 3. Love” (pp. 45-68) in the freely available teaching resource Coping: A Philosophical Guide (OpenBook Publishers, 2021) with discussion questions (pp. 123-4) and additional teaching materials (p. 119).  1. Constancy There are three aspects to the constancy of love: Love should not be subject to Love #2 – Constancy and Loss

Love #1 – Models of Love

This lesson plan can be read in conjunction with “Chapter 3. Love” (pp. 45-68) in the freely available teaching resource Coping: A Philosophical Guide (OpenBook Publishers, 2021) with discussion questions (pp. 123-4) and additional teaching materials (p. 119).  1. Models of Love In the philosophical literature, there are three grand models of love: the eros Love #1 – Models of Love

Reconciliation #2 – Apologies and Forgiveness

This lesson plan can be read in conjunction with “Chapter 4. Reconciliation” (pp. 69-82) in the freely available teaching resource Coping: A Philosophical Guide (OpenBook Publishers, 2021) with discussion questions (pp. 124-5) and additional teaching materials (p. 119-20).  Accepting an Apology versus Forgiving Questions for Discussion: Here are some responses that the students might give: Reconciliation #2 – Apologies and Forgiveness