WAYS OF THINKING
OVERVIEW: This unit is designed to give students a clear concept of different ways of thinking by invoking the views of several of the great minds of history, from the ancient Greeks up to the modern thinkers of Western Civilization. Along the way they will explore:The unit was designed to be used primarily in a ninth to tenth grade language arts setting, though many of the lessons could be applied to social science and other subjects. The lessons are modular, most of which can be used independently of the others.
The unit appeals to multiple intelligences, offering visual, auditory, direct instruction, independent study, and small group learning. Sample worksheets, biographies, and other supplementary materials are included. Some information must be obtained through videos and websites that are listed.Each lesson uses a format that provides the following sections:
STANDARDS: The California State Standards for 9th and 10th grade Language Arts are used. Applicable standards are listed at the end of each lesson.
ASSESSMENTS:
Methods of assessment are also given in each lesson. They include the use of two rubrics, which are included in the appendix. One is a universal "Academic" rubric which can be adapted to any subject. The other is a "Life Skills" rubric which is used to assess skills that are needed for independent living in the real world. Students may be assessed both through performance or demonstration of tasks related to the outcomes. They may also be assessed using worksheets provided with lessons or with teacher made tests.
OUTCOMES:
· The student will be able to analyze, compare, contrast, describe, discuss, evaluate, explain, illustrate, interpret, and summarize at least one way of thinking.
· The student will understand that there are many ways of thinking and will, if he or she completes the entire course, be able to explain, apply and give examples of at least three ways of thinking.
· The student will also improve his writing skills by learning note-taking, written summarizing, and organization of written materials.
· The student will produce a Lesson Book that includes reading responses, worksheets, readings, class notes and reference materials.
· The student will be able to apply at least one way of thinking to another subject.
GOALS:
The student will be able to consider many issues from various intellectual stances. He or she will know how to analyze a statement and will be able to express at least some of these stances in written and oral form. He will understand that there are questions for which people have always sought answers and that many of these questions appear in all types of studies, from art to science. Students will also understand that every question has multiple answers, depending on the way the respondent thinks.
This understanding of at least one way of thinking will then allow the student to apply this style – or a variety of styles – to the academic subject matter that is presented at the end of the unit. This unit will demonstrate the use of several styles and an English curriculum.
CONDITIONS:
The students will begin by understanding that there is a manner by which you can think about issues. They will continue to identify some of the main approaches to analyzing large philosophical questions. Each way of thinking will be introduced with a philosopher and some of his or her writings. Applicable lessons will include a short biography of each philosopher, and many ways of thinking will also look at contemporary examples. Some ways of thinking will be illustrated by films as well.
There will be worksheets accompanying many ways of thinking that ask the student to demonstrate understanding of the ways of thinking. After the introduction of the ways of thinking, the teacher can choose to move the group toward any relevant subject matter, using the learned approaches. This unit will address English literature.
There can be a word wall with the ways of thinking and the names of famous thinkers on cards. This wall will “grow” with appropriate quotes matched to topics as they are found in the readings. The students will use peer review to build both cooperative work as well as to enhance their writing and comprehension skills.
The teacher may select all of the ways of thinking that are presented in the unit or one or two, depending on those that are most aligned with the subject matter that he or she teaches.
MODIFICATIONS/ACCOMMODATIONS:
A number of methods for adapting these lessons for use with special needs students in inclusive settings are provided with each lesson.
There are a few general modifications that you can apply to all lessons. Change the color of the paper with each biography. Make the print size larger. Rewrite the material if it is too difficult, or paraphrase it to teach the most significant concept for your class and subject. Provide additional visual resources such as pictures of philosophers or images of where and when they lived.
MATERIALS: All materials needed are listed for each lesson under the MATERIALS heading of the lesson plan. Some films are suggested or applied in certain lessons. These include The Lion King, Malcolm X, Life is Beautiful and Joe Versus the Volcano. Some lessons may make use of the concept mapping program INSPIRATION. Some URLs are provided for certain Internet information that needs to be accessed or gathered before or during lessons.
RESOURCES: Suggested Books: Aristotle would Have Liked Oprah by Ethel Diamond, Philosophy for Dummies by Tom Morris, Ph.D., Classics of Philosophy by Louis P. Pojman.
http://www.greekciv.pdx.edu/philosophy/plato/candace.htm
http://www.philosophynow.demon.co.uk/
Useful Websites for Biographies
Useful Websites for Cesar E. Chavez Lessons
http://www.asu.edu/ia/leadership/history_chavez.html
http://www.pbs.org/itvs/fightfields/behind/index.html
http://clnet.ucr.edu/research/chavez/
http://www.sfsu.edu/%7Ececipp/cesar_chavez/chavezhome.htm
APPENDIX: All handouts, worksheets, biographies, and readings.
SOURCE BIBLIOGRAPHY:
McGraw-Hill Encyclopedia of World Biography. New York: McGraw-Hill, 1973.
Weate, Jeremy. A Young Person’s Guide to Philosophy. New York: D.K. Publishing, 1998.
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