Metaphysics 2

Course Title: Philosophy: Questions and Theories
Unit of Study: Metaphysics (Strand C)
Grade: 12 Level: University Preparation Course Code: HZT4U
Transfer Goals (Strand A):
A1. Exploring:
explore topics related to philosophy, and formulate
questions to guide their research.
A2. Investigating:
create research plans, and locate and select information
relevant to their chosen topics, using appropriate
philosophical research and inquiry methods.
A3. Processing Information:
assess, record, analyse, and synthesize information
gathered through research and inquiry.
A4. Communicating and Reflecting:
communicate the results of their research and inquiry
clearly and effectively, and reflect on and evaluate their
research, inquiry, and communication skills.
Learning Goals & Student Achievement:
Knowledge and Understanding: Students will…
 obtain thorough knowledge of philosophical terminology applicable to Metaphysics.
 thoroughly understand metaphysical theories, schools of philosophy, ideas, concepts and their
relationship to contemporary life and other academic disciplines.
Thinking: Students will…
 effectively use planning skills applicable to metaphysical philosophy such as formulating
metaphysical questions, identifying metaphysical problems, generating personal metaphysical
ideas, researching metaphysical topics and theories, and organizing information related to
metaphysics.
 effectively use processing skills applicable to metaphysical philosophy such as analysing,
interpreting, evaluating, synthesizing and forming personal conclusions on various metaphysical
topics.
 effectively use critical and creative thinking processes applicable to metaphysical philosophy
such as decision making, problem solving and critiquing when reviewing various metaphysical
dilemmas and topics.
Communication: Students will…
 organize and express their understanding of metaphysical theory by writing reflections,
organizing textual information using graphic organizers (I Read, I Think, I Wonder and
Comparison Charts) and participating in class debates and discussion.
 communicate with their peers during in-class discussions and debates by responding to and
adding to their peers’ ideas, and sharing perspectives that may differ from their peers.
 appropriately use metaphysical terminology to communicate metaphysical theories and
perspectives, including their own perspectives.
Application: Students will…
 apply and transfer their knowledge of key metaphysical concepts from the unit towards an
independent film analytical essay, as well as towards the collaborative class essay on The Matrix.
 Make connections between key metaphysical concepts and a contemporary film of their choice.
Course Culminatings:
 Philosophical Analytical Essay 15%
 Symposium 15%
Unit Culminating:
 Film Analytical Essay

Overall Expectations & Learning Outcomes Specific Expectations Performance Tasks & Formative Assessment
C1. Understanding Metaphysics:
demonstrate an understanding of the main
questions in metaphysics, and of the positions of
major philosophers and schools of philosophy
with respect to some of these questions.
Jeff Stickney’s “Philosophy: Thinkers,
Theories & Questions” – Chp. 4 (Pages 88 – 107)
C1.1 demonstrate an understanding of some of the main
questions in metaphysics.
 Self-reflective journals
 In-class Socratic dialogue & debate

C1.2 summarize the positions of various major philosophers
on some of the main questions in metaphysics.
 Comparison Chart Organizer
C2. Exploring Metaphysics:
demonstrate an understanding of metaphysical
theories, and evaluate responses to some of the
main questions in metaphysics by major
philosophers and schools of philosophy.
Theories & Questions” – Chp. 5 (Pages 110- 131)
C2.1 explain different metaphysical theories with reference
to some classic and contemporary texts
 Excerpt of Plato’s Republic:
The Allegory of the Cave
 I Read…, I Think…, I Wonder…
C2.2 compare how different philosophers and/ or schools
of philosophy approach the same metaphysical
questions/issues
C3. Making Connections to Metaphysics:
demonstrate an understanding of connections
between metaphysics and other areas of
philosophy, other subject areas, and various
aspects of society, including everyday life.
Theories & Questions” – Chp. 6 (Pages 134 - 148)
C3.1 demonstrate an understanding of the influence that
ideas related to metaphysics have on their everyday life
 Virtual Reality
 In-Class Movie Screening: The Matrix
(Leading into Class Collaborative Essay)
 Mindfulness Moments
C3.3 describe forces that have helped shape the evolution
of metaphysical thought over time, and analyse their
impact
C3.4 demonstrate an understanding of the influence of
metaphysical ideas on other subject areas
C4. Philosophical Reasoning in Metaphysics:
use philosophical reasoning skills to develop,
communicate, and defend their own responses to
metaphysical questions.
C4.1 formulate and explain, using philosophical reasoning
skills, their own clear and cogent responses to some of the
main questions in metaphysics
 Weekly Question Box
 Class Collaborative Essay (The Matrix)
 Unit Culminating:
Analytical Film Analysis
C4.2 evaluate and defend, in philosophical exchanges with
others, their own responses to some of the main questions
in metaphysics, and anticipate and respond logically to
counter-arguments
C4.3 correctly use terminology related to metaphysics
(e.g., form, substance, existence, reality, materialism,
personhood)

Week 1 Monday Tuesday Wednesday Thursday Friday
Topic: Understanding Metaphysics (C1)
Key Questions: What is reality?
Theories & Questions” – Chp. 4 (Pages 89 – 107)
Screening of The Cave:
An Adaptation of Plato’s
Allegory in Clay
Allegory of the Cave
Excerpt Reading
(I Read, I Think, I Wonder…)
Assign weekly reflection
In-class Independent
Reading Time (Chp.4)
Assign Comparison Chart
Formative Assessment
Personality Quiz
In-Class Collaborative
Group Debate
(Mind Vs. Matter,
Monism vs. Dualism,
Idealism vs Materialism)
Reading of Aristotle’s
“Metaphysics“ (1010b-
1011a) and Plato’s Republic
(Pages 252 - 255).
Plato vs. Aristotle
No-Hands Up
Collaborative Class Debate
Student Weekly
Questions Review
(No Hands Up Method)
Students submit Week #1
Comparison Chart
Pali Canon Buddhism Selections
Buddhist Meditation
Mindfulness Moment
Topic: Exploring Metaphysics (C2)
Key Question: What is the self?
Theories & Questions” – Chp. 5 (Pages 110- 127)
Virtual Reality Goggles
Virtual Reality Video Clip
Experience Machine
Thought Experiment
Week #1 Reflection Submission
Introduce Unit Culminating
A.I Analysis
The Turing Test
Case Study
Lev Zasetsky’s
Medical Diagnosis
Memory Analysis Group
Collaborative Debate
(Pages 111-120)
Student Weekly
Questions Review
Teacher feedback on
Week #1 Reflections and
Comparison Charts
Katha Upanisad: Katha I.1
Yoga Sutra
Mindfulness Moment
Topic: Making Connections to Metaphysics (C3)
Key Question: Does a supreme being exist,
and if so, what role does it have in life?
Theories & Questions” – Chp. 6 (Pages 134 – 142, 144
- 148)
Reflections and Comparison
Charts
Personality Quiz
Collaborative Group Debates
Hindu vs. Buddhist Perspectives
Is there a permanent
sense of self?
Class Debate
or Study Time
Screening of
The Matrix
Students receive teacher
feedback on Week #2
Charts
Finish Screening of
The Matrix
Chapter 4 & 5 Vocabulary and
Application Quiz
Student Weekly
Question Review
Topic: Philosophical Reasoning in Metaphysics
(C4)
Key Question: How can film be used as a
medium for exploring metaphysical theory?
Charts
The Matrix:
Collaborative Class Essay
Essay Peer Feedback
Work Period in the
Computer Lab
Teacher feedback on Week #3
Charts
The Matrix:
The Matrix:
Unit Culminating Film Analytical
Esssay Deadline

Course Code/Title: Philosophy: Questions and Theories (HZT4U)
Weekly Topics & Learning Outcomes (Overall Expectations) Performance Tasks (AofL)
C1. Understanding Metaphysics:
demonstrate an understanding of the main questions in metaphysics, and of the
positions of major philosophers and schools of philosophy with respect to some of
these questions.
 Self-reflective journals – Write a reflection as a response to a
metaphysical question that sparks debate and discussion.
 In-class Socratic dialogue & debate – Orally communicate their
perspectives by responding to philosophical questions
 I Read, I Think, I Wonder
 Comparison Chart Graphic Organizer – outline main metaphysical questions
 Question Box & Question Slips
C2. Exploring Metaphysics:
demonstrate an understanding of metaphysical theories, and evaluate responses
to some of the main questions in metaphysics by major philosophers and schools
of philosophy.
 Excerpts of Plato’s Republic: The Allegory of the Cave, Aristotle’s
Metaphysics (1010b -1011a), Katha Upanisad, Patanjali’s Yoga Sutra
and selections from Pali Canon Buddhism
 Jeff Stickney’s Philosophy: Thinkers, Theories & Questions (Chp. 4-6)
 I Read…, I Think…, I Wonder…
C3. Making Connections to Metaphysics: demonstrate an understanding of
connections between metaphysics and other areas of philosophy, other subject
areas, and various aspects of society, including everyday life.
 In-Class Movie Screening: The Matrix
 Mindfulness Moments
 Virtual Reality Goggles & Virtual Reality Paraplegic Medical Treatment
communicate the results of their research and inquiry clearly and effectively, and
reflect on and evaluate their research, inquiry, and communication skills.
 Collaborative Class Debate on The Matrix
 Unit Culminating: Analytical Film Analysis
TRANSFER GOALS COURSE CULMINATINGS (Rich Performance Tasks)
A1. Exploring:
explore topics related to philosophy, and formulate questions to guide their research. Symposium 15%
A2. Investigating:
create research plans, and locate and select information relevant to their chosen topics,
using appropriate philosophical research and inquiry methods.
Philosophical Analytical Essay 15%
A3. Processing Information:
assess, record, analyse, and synthesize information gathered through research and inquiry.
communicate the results of their research and inquiry clearly and effectively, and reflect on
and evaluate their research, inquiry, and communication skills.

Learning Goals & Student Achievement:
Knowledge and Understanding: Students will…
 obtain thorough knowledge of philosophical terminology applicable to Metaphysics.
 thoroughly understand metaphysical theories, schools of philosophy, ideas, concepts and their relationship to contemporary life and other academic
disciplines.
Thinking: Students will…
 effectively use planning skills applicable to metaphysical philosophy such as formulating metaphysical questions, identifying metaphysical problems,
generating personal metaphysical ideas, researching metaphysical topics and theories, and organizing information related to metaphysics.
 effectively use processing skills applicable to metaphysical philosophy such as analysing, interpreting, evaluating, synthesizing and forming personal
conclusions on various metaphysical topics.
 effectively use critical and creative thinking processes applicable to metaphysical philosophy such as decision making, problem solving and critiquing when
reviewing various metaphysical dilemmas and topics.
Communication: Students will…
 organize and express their understanding of metaphysical theory by writing reflections, organizing textual information using graphic organizers (I Read, I
Think, I Wonder and Comparison Charts) and participating in class debates and discussion.
 communicate with their peers during in-class discussions and debates by responding to and adding to their peers’ ideas, and sharing perspectives that may
differ from their peers.
 appropriately use metaphysical terminology to communicate metaphysical theories and perspectives, including their own perspectives.
Application: Students will…
 apply and transfer their knowledge of key metaphysical concepts from the unit towards an independent film analytical essay, as well as towards the
collaborative class essay on The Matrix.
 Make connections between key metaphysical concepts and a contemporary film of their choice.

Week #1 | Topic: Understanding Metaphysics (C1) | Key Question: What is reality?
Day Strand C: Specific Expectation(s) Strand A: Transfer Goal(s) Learning Goal Work Habits Success Criteria (KTCA) Learning Activity
1
C2.1 explain different metaphysical theories with
reference to some classic and contemporary texts.
EXPLORING: A1.1 explore a variety of
topics related to philosophy to identify
topics for research and inquiry.
PROCESSING INFORMATION:
A3.1 assess various aspects of
information gathered from primary and
secondary sources
A3.2 record and organize information
and key ideas using a variety of formats
I will analyze and interpret the screening
and reading of Plato’s The Allegory of the
Cave.
Connection to Culminating:
Students are expected to reference
metaphysical concepts and theories from in-
class texts when writing their analytical film
essay and Allegory in the Cave is one of the
options.
COLLABORATION: In groups,
students work together to
analyze and interpret Plato’s
Allegory of the Cave. Students
respond positively to each
others’ ideas and demonstrate
equitable share of group work.
ORGANIZATION: Students reflect
upon the Allegory of the Cave by
using the I Read, I Think, I
Wonder Method and Graphic
Organizer.
THINKING: Students will demonstrate learning by
summarizing, reflecting on and asking questions
about The Allegory of the Cave in groups using the I
Read, I Think, I Wonder Method.
COMMUNICATION: Students will communicate their
thinking orally in groups and in written/visual forms
using the I Read, I Think, I Wonder Graphic
Organizer.
-Screening of “The Cave: An Adaptation of
Plato’s Allegory in Clay” (3:10)
-Discuss as a class the symbolism of the cave and
what it says about the nature of reality.
-In groups, read “The Republic of Plato” (Chp
XXV: “Allegory of the Cave” p. 227 – 231)
-Complete “I Read, I Think, I Wonder”
collaboratively in groups.
-Teacher should be visiting each group and
providing assistance and feedback.
DIFFERENTIATION: Use of graphic organizer and
film as visual supports for the reading. In
addition, peers help each other understand the
reading by working in groups.
2
C1.2 summarize the positions of various major
philosophers on some of the main questions in
metaphysics.
C2.3 evaluate the strengths and weaknesses of
philosophical responses to some of the main
EXPLORING:
A1.2 identify key concepts related to
their selected topics
secondary sources
and key ideas using a variety of formats.
I will define and differentiate between the
main metaphysical schools of philosophy.
Students are expected to apply their
knowledge of metaphysical theories,
concepts, terminology and schools of
philosophy when writing their analytical film
essays.
ORGANIZATION: Students
compare and contrast key
concepts from Chp. 4:
Understanding Metaphysics
using the Comparison Chart
Graphic Organizer
RESPONSIBILITY: Students are
expected to complete their
reading and submit their
Comparison Charts
by Monday of the following
week.
INDEPENDENT WORK: Students
use class time to independently
complete their reading and
Comparison Charts.
KNOWLEDGE: Students will define the main
metaphysical schools of philosophy (Idealism,
Materialism, Dualism, Monism).
THINKING: Students will compare and contrast the
main metaphysical schools of philosophy by outlining
each of their strengths and weaknesses.
understanding of the main metaphysical schools of
philosophy using the Comparison Chart Graphic
Organizer; a written and visual form of
communication.
SELF-REGULATION: Students make sure to complete
the readings and comparison charts outside of class
time to submit a completed comparison chart by
Friday.
-Independent reading of Jeff Stickney’s
“Philosophy: Thinkers, Theories & Questions” –
Chp. 4: Understanding Metaphysics (Pages 89 –
101)
DIFFERENTIATION: Use of graphic organizer
“Comparison Chart” to organize information
from text (definitions of bolded key concepts,
theories and schools of philosophy, their
strengths and weaknesses). Students also
receive some class time to complete their
textbook readings that are assigned as
homework.
-Students may also use class time to complete “I
Read, I Think, I Wonder” from the day before if
necessary.
3
questions in metaphysics
C4.2 evaluate and defend, in philosophical
exchanges with others, their own responses to
some of the main questions in metaphysics, and
anticipate and respond logically to counter-
arguments.
COMMUNICATING & REFLECTING:
A4.1 use an appropriate format to
communicate the results of research
and inquiry effectively for a specific
purpose and audience
A4.2 correctly use terms relating to
their chosen topics
I will identify my own philosophical
perspective of the nature of reality and
defend it.
Students are expected to reflect upon a
metaphysical issue from a film of their
choice and be able to argue whether the
film effectively or ineffectively depicted that
issue. By participating in debates, students
practice defending their stance on various
philosophical topics by responding to
rebuttals and providing real-life examples
that illustrate their stance.
COLLABORATION: Students
collaboratively in their group
argue for one of the
philosophical perspectives on the
nature of reality from Chp. 4:
Understanding Metaphysics, and
collaboratively respond to the
rebuttals of other groups and
classmates.
ORGANIZATION: In groups,
students create a list of
supporting arguments, potential
rebuttals and the best responses
to rebuttals to prepare
themselves to argue on behalf of
their school of philosophy.
KNOWLEDGE: Students will use the following
terminology to communicate and defend their
perspective on the nature of reality: idealism,
materialism, dualism, monism.
THINKING: Students will formulate their own
conclusions about the nature of reality, defend it by
providing reasons for their stance and will respond
to rebuttals.
COMMUNICATION: Students will participate in a
class debate to communicate and defend their
perspective on the nature of reality.
APPLICATION: Students will make connections to in-
class texts and real-life situations to communicate
and defend their perspective on the nature of reality.
-Complete Personality Quiz: Are you an idealist,
materialist or dualist?
(Based on Chp 4 p.90-91).
-Students split into groups based on their results
from the Personality Quiz (Groups: Idealists,
Materialists, Dualists) and have a debate
amongst the other groups about the nature of
reality defending their perspective.
DIFFERENTIATION: Students supporting each
other during group tasks. Students draft their
ideas in point form on chart paper to help
organize their ideas and to use as a visual when
presenting.

Week #1 | Topic: Understanding Metaphysics (C1) | Key Question: What is reality?
Day Strand C: Specific Expectation(s) Strand A: Transfer Goal(s) Learning Goal Work Habits Success Criteria (KTCA) Learning Activity
4
reference to some classic and contemporary texts
arguments
EXPLORING:
A1.1 explore a variety of topics related
to philosophy to identify topics for
research and inquiry.
secondary sources
their chosen topics
I will compare and contrast Plato’s and
Aristotle’s views on the nature of reality.
film effectively or ineffectively depicted that
issue. By participating in debates, students
practice defending their stance on various
argue on behalf of Aristotle’s or
Plato’s views on the nature of
reality, and collaboratively
respond to the rebuttals of other
classmates.
to rebuttals to prepare
themselves to argue on behalf of
their school of philosophy.
KNOWLEDGE: Students will use key concepts such as
form, idealism and materialism/realism when
referring to Plato’s and Aristotle’s theories on the
nature of reality.
THINKING: Students will formulate reasons that
argue for their philosopher’s views on the nature of
reality and ways to respond to potential rebuttals.
COMMUNICATION: Students will demonstrate
learning by discussing differences and similarities
between Plato’s and Aristotle’s perspectives on
forms and the nature of reality during an in-class
debate.
APPLICATION: Students will make connections to in-
class texts and real-life situations to argue for their
philosopher’s perspectives on the nature of reality
during a class debate.
*This lesson may need to be split into 2 days.
- Screening of “Socrates, Plato and Aristotle:
Global History Review” (11:54)
-Teacher pauses to add in-class commentary.
-Volunteers (or participants selected using No-
Hands Up Method) to read portions out loud
from Aristotle’s “Metaphysics“ (1010b-1011a)
and Plato’s Republic (Pages 252 - 255).
--Screening of “PLATO ON: The Forms’ (3:59)
-In-Class Collaborative Debate – Class split into
two groups; one group argues on behalf of
Plato’s views and the second group argues on
behalf of Aristotle’s views.
presenting. Videos incorporated into lesson as
visual supports that help students understand
the in-class readings.
5
C3.4 demonstrate an understanding of the
influence of metaphysical ideas on other subject
areas
EXPLORING:
A1.1 explore a variety of topics related
to philosophy to identify topics for
I will explore how Buddhist perspectives on
the nature of reality and identity influence
meditative practice.
Students are expected to reference
metaphysical concepts and theories from in-
class texts when writing their analytical film
essay and selections from Pali Canon
Buddhism: “There is No Ego” and “No
Continuous Personal Identity”
are some options.
COLLABORATION: In groups,
students work together to
analyze and interpret selections
from Pali Canon Buddhism:
“There is No Ego” and “No
Continuous Personal Identity.”
Students respond positively to
each others’ ideas and
demonstrate equitable share of
group work.
ORGANIZATION: Students reflect
upon selections from Pali Canon
Buddhism: “There is No Ego” and
“No Continuous Personal
Identity” by using the I Read, I
Think, I Wonder Method and
Graphic Organizer.
KNOWLEDGE: Students will refer to concepts such as
process philosophy when referring to Buddhist texts.
THINKING: Students will demonstrate learning by
summarizing, reflecting on and asking questions
about the selections from Pali Canon Buddhism:
“There is No Ego” and “No Continuous Personal
Identity” in groups using the I Read, I Think, I Wonder
Method.
thinking orally in groups and in written/visual forms
using the I Read, I Think, I Wonder Graphic
Organizer.
APPLICATION: Students will demonstrate learning by
applying knowledge of Buddhist metaphysical theory
(process philosophy, no permanent self and the four
noble truths) to meditative practice.
-In groups, students read selections from Pali
Canon Buddhism: “There is No Ego” and “No
Continuous Personal Identity”
-Complete “I Read, I Think, I Wonder”
collaboratively in groups.
-Teacher should be visiting each group and
providing assistance and feedback.
- Buddhist Mindfulness Meditation Activity:
“Origination of stress, Cessation of stress, Way
leading to cessation of stress”
(Four Noble Truths)
DIFFERENTIATION: Use of graphic organizer as a
visual support for the readings. In addition,
peers help each other understand the readings
by working in groups. There is also the
incorporation of kinesthetic learning: meditation
activity influenced by process philosophy and
the concept of no permanent self.

Week #2 | Topic: Exploring Metaphysics (C2) | Key Question: What is the self?
Day Strand C: Specific Expectation(s)
Strand A: Transfer
Goal(s)
Learning Goal Work Habits Success Criteria (KTCA) Learning Activity
1
ideas related to metaphysics have on their everyday life.
others, their own responses to some of the main questions in
metaphysics, and anticipate and respond logically to counter-
arguments
EXPLORING:
A1.1 explore a variety of topics
related to philosophy to identify
information gathered from primary
and secondary sources
communicate the results of
research and inquiry effectively for
a specific purpose and audience.
their chosen topics
I will discuss and respond to the
philosophical questions and dilemmas
that modern day virtual reality poses.
Students are expected to make
connections between metaphysical
theories and contemporary topics when
writing their analytical film essays, and
virtual reality is one of the topics they
may explore and discuss in their writing.
COLLABORATION:
Students will discuss
collaboratively as a class
the potential benefits and
dangers of virtual reality
on contemporary life, and
the benefits/dangers of
hooking on to an
experience machine for
life.
KNOWLEDGE: Students will refer to concepts
such as Descartes’ dualism and dream
argument, and Robert Nozick’s experience
machine when discussing virtual reality.
THINKING: Students will critically contemplate
and evaluate the consequences of hooking up
to Robert Nozick’s experience machine, and
whether they are worth it.
COMMUNICATION & APPLICATION: Students
will argue for or against hooking up to an
experience machine by referencing in-class
readings and making connections to real-life
situations.
-Screening of “TED ED - Would you opt for a life with no
pain?” (4:09)
-Class discussion or debate based on Thought
Experiment on from Jeff Stickney P. 104: Would or
should you hook up to an “experience machine” for
life?
- Screening of “Scientists have found a way to make
paraplegics move again” (3:28)
-Virtual Reality Goggles & In-Class Gaming Time
(Goggles rented from Newmarket’s YRDSB Centre for
Leadership and Learning)
DIFFERENTIATION: Use of videos as visual supports
that illustrate Turing’s and Searle’s thought
experiments about whether machines could think.
2
C1.2 summarize the positions of various major philosophers
on some of the main questions in metaphysics.
C2.1 explain different metaphysical theories with reference
to some classic and contemporary texts.
C2.3 evaluate the strengths and weaknesses of philosophical
responses to some of the main questions in metaphysics
EXPLORING:
A1.2 identify key concepts related
to their selected topics
A3.2 record and organize
information and key ideas using a
variety of formats
I will define and differentiate between
different perspectives on the philosophy
of the mind.
Students are expected to apply their
knowledge of metaphysical theories,
concepts, terminology and schools of
philosophy when writing their analytical
film essays.
concepts from Chp. 5:
Exploring Metaphysics
using the Comparison
Chart Graphic Organizer
RESPONSIBILITY: Students
are expected to complete
their reading and submit
their Comparison Chart by
Monday of the following
week.
INDEPENDENT WORK:
Students use class time to
independently complete
their reading and
Comparison Charts.
KNOWLEDGE: Students will define the
different perspectives on the philosophy of
the mind.
THINKING: Students will compare and
contrast different perspectives on the
philosophy of the mind using a Comparison
Chart Graphic Organizer.
COMMUNICATION: Graphic Organizers are
written and visual forms of communication
according to the curriculum documents.
SELF-REGULATION: Students make sure to
complete the readings and comparison charts
outside of class time to submit a completed
comparison chart by Friday.
-Independent reading of Jeff Stickney’s “Philosophy:
Thinkers, Theories & Questions” – Chp. 5: Exploring
Metaphysics (Pages 110- 131)
“Comparison Chart” to organize information from text
(definitions of bolded key concepts, theories and
schools of philosophy, their strengths and
weaknesses). Students also receive some class time to
complete their textbook readings that are assigned as
homework.
3
C3.3 describe forces that have helped shape the evolution of
metaphysical thought over time, and analyse their impact
arguments
EXPLORING:
A1.1 explore a variety of topics
related to philosophy to identify
topics for research and inquiry
a specific purpose and audience.
their chosen topics
I will explore perspectives on machines
(AI) as thinking entities, and defend one
of the perspectives by providing reasons
that draw connections to everyday life
and in-class readings.
Connection to Culminating: Students are
expected to reflect upon a metaphysical
issue from a film of their choice and be
able to argue whether the film effectively
or ineffectively depicted that issue. By
participating in debates, students practice
defending their stance on various
COLLABORATION:
Students will discuss and
debate collaboratively
whether machines are
could be made into
thinking entities.
KNOWLEDGE: Students will refer to thought
famous thought experiments such as the
Turing Test and the Chines Room when
discussing whether machines are or could be
thinking entities.
THINKING: Students will critically evaluate
whether thought experiments known as the
Turing Test and Chinese Room effectively
illustrate whether machines are or could be
thinking entities.
COMMUNICATION & APPLICATION: Students
will debate whether or not machines can be
made into thinking entities by referencing in-
class texts and videos, and real-life situations.
Turing Test vs. Searle’s Chinese Room Thought
Experiments based on Jeff Stickney P.128-129
-Screening of “TED ED – The Turing Test: Can a
computer pass for a human?” (4:42)
-Screening of “The Chinese Room - 60-Second
Adventures in Thought” (1:16)
-Screening of “BBC: The Chinese Room Experiment -
The Hunt for AI” (3:57).
- Class Discussion and Debate: Can machines think or
be made to think?
DIFFERENTIATION: Use of videos as visual supports
that illustrate and discuss whether machines could be
thinking entities.

Week #2 | Topic: Exploring Metaphysics (C2) | Key Question: What is the self?
Day Strand C: Specific Expectation(s)
Strand A: Transfer
Goal(s)
Learning Goal Work Habits Success Criteria (KTCA) Learning Activity
4
arguments
EXPLORING: A1.1 explore a variety
of topics related to philosophy to
identify topics for research and
inquiry
PROCESSING INFORMATION: A3.1
assess various aspects of
a specific purpose and audience,
their chosen topics
I will understand different perspectives
on the relation between memory and
one’s sense of self.
film effectively or ineffectively depicted
that issue. By participating in debates,
students practice defending their stance
on various philosophical topics by
responding to rebuttals and providing
real-life examples that illustrate their
stance.
COLLABORATION:
Students will discuss and
debate collaboratively how
Zasetsky’s state of mind
(Jeff Stickney p.111-120)
affects his personhood and
sense of self.
ORGANIZATION:
In groups, students create
a list of supporting
arguments, potential
rebuttals and the best
responses to rebuttals to
prepare themselves to
argue on behalf of their
school of philosophy.
KNOWLEDGE: Students will reference the
theories and metaphysical ideas of both
western and eastern philosophers (Abu Nasr
al-Farabi, Ibn Sina, Rene Descartes, Immanuel
Kant) when discussing the relation of memory
and personhood.
THINKING: Students will formulate reasons
that argue for their philosopher’s views on
Zasetsky’s state of personhood and also
formulate ways to respond to potential
rebuttals from classmates.
COMMUNICATION: Students will orally
debate with fellow classmates about
Zasetsky’s state of personhood.
APPLICATION: Students will make connections
to in-class texts and real-life situations to
argue for their philosopher’s perspectives on
Zasetsky’s state of personhood.
-Students refer to their textbook reading in groups to
prepare for class debate on the relation of memory
and personhood -each group focuses on a section.
(Chp 5: Exploring Metaphysics – P. 111 – 120).
-Class is split into six groups and each group will argue
for one of the perspectives from the chapter on the
condition of Zasetsky’s personhood during a class
debate:
-Group 1: Abu Nasr al-Farabi’s Diagnosis (P.113 - 114)
-Group 2: Ibn Sina’s Diagnosis (P.114)
-Group 3: Rene Descartes’ Diagnosis (P.114 – 115)
-Group 4: John Locke’s Diagnosis (P.115 – 116)
-Group 5: Immanuel Kant’s Diagnosis (P.116 – 117)
-Group 6: Cognitive Sciences’ Diagnosis (P. 119 – 120)
DIFFERENTATION: Students support each other in their
groups to understand a section of their assigned
homework reading that focuses on a specific
philosophical perspective on the relation between
memory and personhood. Students will hear from
other groups about other perspectives from the same
chapter. Students draft their ideas in point form on
chart paper to help organize their ideas and to use as a
visual when presenting.
5
EXPLORING: A1.1 explore a variety
of topics related to philosophy to
identify topics for research and
inquiry
I will understand how the Hindu
perspective on the self influences yoga
practice.
COLLABORATION:
In groups, students work
together to analyze and
interpret Katha Upanisad
(Katha I.1). Students
respond positively to each
others’ ideas and
demonstrate equitable
share of group work.
ORGANIZATION:
Students reflect upon the
Katha Upanisad (Katha I.1)
by using the I Read, I
Think, I Wonder Method
and Graphic Organizer.
KNOWLEDGE: Students will understand and
be able to explain the symbolism of the
Chariot in Katha Upanisad (Katha I.1).
THINKING: Students will demonstrate learning
by summarizing, reflecting on and asking
questions about Katha Upanisad (Katha I.1).
COMMUNICATION: Students will
communicate their thinking orally in groups
and in written/visual forms using the I Read, I
Think, I Wonder Graphic Organizer.
APPLICATION: Students will demonstrate
learning by applying knowledge of Hindu
metaphysical theory (unafflicted permanent
self) to yoga practice.
-In groups, students read an excerpt from
Katha Upanisad (Katha I.1) and Patanjali’s Yoga Sutra.
-Complete “I Read, I Think, I Wonder” in groups.
-Teacher should be visiting each group and providing
assistance and feedback.
Yoga Sutra Mindfulness Activity: “Yoga is the control of
moral character of thought” (Patanjali).
DIFFERENTIATION: Use of graphic organizer as a visual
support for the readings. In addition, peers help each
other understand the readings by working in groups.
There is also the incorporation of kinesthetic learning:
yoga mindfulness activity influenced by Hindu
conceptualization of the self (Katha I.1 and Patanjali’s
Yoga Sutra).

Week #3 | Topic: Making Connections to Metaphysics (C3)
Key Question: Does a supreme being exist, and if so, what role does it have in life?
Day(s) Strand C: Specific Expectation(s) Strand A: Transfer Goal(s) Learning Goal Work Habits Success Criteria (KTCA) Learning Activity
1
arguments
influence that ideas related to metaphysics have
on their everyday life.
purpose and audience.
their chosen topics
I will identify my own philosophical perspective on
the existence or non-existence of God, and defend it.
metaphysical issue from a film of their choice and be
able to argue whether the film effectively or
ineffectively depicted that issue. By participating in
debates, students practice defending their stance on
various philosophical topics by responding to
rebuttals and providing real-life examples that
illustrate their stance.
argue for one of the
philosophical perspectives on
whether God exists from Chp. 6:
Connecting to Metaphysics, and
collaboratively respond to the
rebuttals of other groups and
classmates.
to rebuttals. This is to prepare
themselves to argue for their
perspective on whether or not
God exists during the class
debate.
KNOWLEDGE: Students will use the
following terminology to communicate
and defend their perspective on
whether God exists: a theist, deist,
monotheist, polytheist, pantheist,
panentheist, atheist or agnostic.
THINKING: Students will formulate their
own conclusions about whether God
exists, defend it by providing reasons
for their stance and will respond to
rebuttals.
participate in a class debate to
communicate and defend their
perspective on whether God exists.
APPLICATION: Students will make
connections to in-class texts and real-
life situations to communicate and
defend their perspective on whether or
not God exists.
-Complete Personality Quiz: Are you a theist,
deist, monotheist, polytheist, pantheist,
panentheist, atheist or agnostic?
(Based on Chp 6 p.136 – 137).
-Students split into groups based on their
results from the Personality Quiz (Groups:
Idealists, Materialists, Dualists) and have a
debate amongst the other groups about
whether God exists and if so in what form and
what role does God play in our everyday lives.
presenting.
2
philosophers on some of the main questions in
metaphysics.
EXPLORING: A1.2 identify key concepts
related to their selected topics
secondary sources
I will identify and differentiate between different
perspectives on the existence or non-existence of
God.
Students are expected to apply their knowledge of
metaphysical theories, concepts, terminology and
schools of philosophy when writing their analytical
film essays.
concepts from
Chp. 6: Making Connections to
Metaphysics using the
Comparison Chart Graphic
Organizer
RESPONSIBILITY: Students are
expected to complete their
reading and submit their
Comparison Chart by Monday of
the following week.
INDEPENDENT WORK: Students
use class time to independently
complete their reading and
Comparison Charts.
KNOWLEDGE: Students will define
different perspectives on whether God
exists (Theism, Deism, Pantheism, etc).
THINKING: Students will demonstrate
learning by comparing and contrasting
different perspectives on the existence
or non-existence of God by filling out a
Comparison Chart Graphic Organizer.
communicate their understanding of
different perspectives on the existence
or non-existence of God using the
Comparison Chart Graphic Organizer; a
written and visual form of
communication.
SELF-REGULATION: Students make sure
to complete the readings and
comparison charts outside of class time
to submit a completed comparison
chart by Friday.
“Philosophy: Thinkers, Theories & Questions”
– Chp. 6: Connections to Metaphysics
(Pages 134 - 148)
homework.
3 - 4
on their everyday life
I will think about how metaphysical theory is
applicable to contemporary film such as The Matrix.
Please refer to Learning Goal from Week 4, Days 1, 3
and 4 to read about the Connection to Culminating.
Please refer to Work Habits
from Week 4, Days 1, 3 and 4.
Please refer to Success Criteria from
Week 4, Days 1, 3 and 4.
Please refer to Learning Activity from
Week 4, Days 1, 3 and 4.

Week #3 | Topic: Making Connections to Metaphysics (C3)
Key Question: Does a supreme being exist, and if so, what role does it have in life?
Day(s) Strand C: Specific Expectation(s) Strand A: Transfer Goal(s) Learning Goal Work Habits Success Criteria (KTCA) Learning Activity
5
C1.1 demonstrate an understanding of some of the
EXPLORING: A1.2 identify key concepts
related to their selected topics
I will recall metaphysical terminology and schools of
philosophy from Week 1
& Week 2.
Students are expected to apply their knowledge of
metaphysical theories, concepts, terminology and
schools of philosophy when writing their analytical
film essays.
RESPONSIBILITY: Students take
responsibility for their learning
by studying prior to the quiz.
INDEPENDENT WORK:
Completes quiz using class time
independently with minimal
supervision.
SELF-REGULATION: Prior to
arriving to class to complete the
quiz, the student has studied
and made sure that he/she
understands all the
metaphysical theories, concepts,
terminology and schools of
philosophy covered for the past
two weeks.
KNOWLEDGE: Students will define the
metaphysical schools of philosophy,
concepts and theories.
-Students independently complete their
quizzes by matching key terms to their
definitions.

Week #4 | Topic: Philosophical Reasoning in Metaphysics (C4)
Key Question: How can film be used as a medium for exploring metaphysical theory?
Day
Strand C: Specific
Expectation(s)
Strand A: Transfer Goal(s) Learning Goal
Work Habits
Success Criteria (KTCA) Learning Activity
1, 3, 4
C1.1 demonstrate an understanding of some of
the main questions in metaphysics
philosophers and schools of philosophy
C2.1 explain different metaphysical theories
with reference to some classic and
contemporary texts
on their everyday life
C4.1 formulate and explain, using philosophical
reasoning skills, their own clear and cogent
responses to some of the main questions in
metaphysics
arguments
C4.3 correctly use terminology related to
metaphysics
A4.1 use an appropriate format to communicate the
results of research and inquiry effectively for a specific
A2.1 create appropriate research plans to investigate
their selected topics
A2.2 locate and select information relevant to their
investigations from a variety of primary sources and
secondary sources
A3.1 assess various aspects of information gathered from
primary and secondary sources.
A3.2 record and organize information and key ideas using
a variety of formats
A3.4 demonstrate academic honesty by documenting the
sources of all information generated through research
A4.2 correctly use terms relating to their chosen topics
I will collaboratively
contribute to the in-class
essay on The Matrix in my
group by following
instructions and group
responsibilities.
Students are expected to
analyze a film that deals
with metaphysical topics
and The Matrix is an
example of a film that deals
with metaphysical theory.
Students see a
demonstration of how to
organize an analytical film
essay and get help from
their peers and teacher on
how to do it.
ORGANIZATION: Class works
collaboratively to structure an
essay: introduction, body (3
arguments), conclusion.
RESPONSIBILITY: Each group takes
responsibility for completing their
portion of the collaborative class
essay.
COLLABORATION: Students respond
positively to each others’ ideas and
demonstrate equitable share of
group work.
KNOWLEDGE: Reference terminology
from in-class texts applicable to the film.
THINKING: The class will collaboratively
analyze the film by formulating a thesis
and three supporting arguments.
With their group members, students will
develop one of the arguments from the
collaborative class essay by referencing
supporting examples from the film and in-
class texts of that argument.
COMMUNICATION: Each group presents
their argument once they finish develop
their argument.
APPLICATION: Transfer and apply
metaphysical theory and concepts
appropriately to analyze in-class screening
of The Matrix.
Collaboratively as a class decide on a thesis
and three supporting examples from the film.
Potential Thesis:
The Matrix effectively illustrates
metaphysical theories and concepts
concerning the nature of reality.
Divide into three groups:
Group 1: Example #1 (Argument #1)
Examples of potential argument:
-The Matrix explores the consequences of
being plugged to an experience machine for
life.
-The Matrix explores whether the nature of
reality is purely a mental phenomenon.
-The Matrix explores whether our senses are
reliable.
Each group should take notes on specific
examples from the film and in-class texts
that support and develop their arguments.
Groups come together at the end of the
week and present their arguments.
Collaboratively the class formulates their
conclusions about the film.
DIFFERENTIATION: This learning activity is
meant to demonstrate effective film analysis to
students through the collaboration and help of
their peers. Students draft their ideas in point
form on chart paper to help organize their ideas
and to use as a visual when presenting.
2
A3.4 demonstrate academic honesty by documenting the
sources of all information generated through research
A4.4 demonstrate an understanding of the general
research process by reflecting on and evaluating their
own research, inquiry, and communication skills
I will help a fellow peer by
providing feedback on their
essay.
I will edit my essay based on
the feedback I receive from
a fellow peer.
I will demonstrate academic
honest by properly
documenting the sources I
used to write my essay.
SELF-REGULATION: Students assess
and reflect upon their strengths and
areas in which they require
improvement.
COLLABORATION: In pairs, students
provide written and oral feedback
to help each other improve writing
skills.
KNOWLEDGE: Students help each other
appropriately use metaphysical
terminology and concepts to explain the
philosophical positions from their films.
COMMUNICATION: Students will provide
written and oral feedback to a fellow peer
on their analytical essays using a checklist.
The computer lab is booked for a work period.
Students may use the time to continue writing
their essays or editing them.
In pairs, students will edit each others’ essays
and provide oral and written feedback.
DIFFERENTIATION: Students will use a visual
checklist as a way of providing feedback to their
peers that is simple and easy to read, and
provide room for commentary as well.

Weekly Formative Assessments
*The purpose of this organizer is to highlight and clarify ongoing formative assessments throughout the first three weeks of the unit that are expected to be completed on a weekly basis in class and/or at home.
*These are not the only formative assessments and performance tasks, but the ones students are responsible for completing over the course of each week independently.
*Expectations, Working Habits, Success Criteria and Task Details are clarified below.
Task Details Strand C: Specific Expectations Strand A: Transfer Goals Learning Goals Working Habits Success Criteria (KTCA)
Weekly Reflection
Each week students select a question from a
list to reflect upon. All listed questions are
related to the weekly theme.
Week 1:
Is reality simply a mental manifestation of your mind, or
is the nature of reality purely physical and your mind is
simply a complex material phenomena? – Or would you
argue that the nature of reality is a combination of both
mind (mental states) and matter (physical states)?
Can you rely on your senses to understand the nature of
reality and your surroundings? Could you be dreaming
this whole time?
Do things have an essence that is timeless and
unchangeable, or are things empty of such an essence
and are subject to change? Is reality the constant change
of things in which no two things are alike, or do perfect
forms exist that are timeless and not vulnerable to
change?
Would or should you hook up to an experience machine
for life?
Week 2:
What is the self?
What is personal identity?
Are machines thinking entities?
Could machines be made into thinking entities?
Do people have souls?
Week 3:
Does God exist? If so, what sort of form does God take on
and what role does God play in everyday life?
Do you think human reason is powerful enough prove
that God exists? Why or why not?
If God exists, can evil exist?
If God does not exist, what happens to morality?
What type of contemporary scientific evidence proves
the existence of God or disproves it?
Are faith and reason incompatible when it comes to the
existence of God? Why or why not?
If humans could change their genetic codes and direct
their own evolution, what would the metaphysical and
ethical implications be?
C1.1 demonstrate an understanding of some
of the main questions in metaphysics.
influence that ideas related to metaphysics
have on their everyday life
C4.1 formulate and explain, using
philosophical reasoning skills, their own
clear and cogent responses to some of the
INVESTIGATING:
A2.1 create appropriate research
plans to investigate their selected
topics
A2.2 locate and select information
relevant to their investigations
from a variety of primary sources
A2.3 based on preliminary
research, formulate arguments and
anticipate counter-arguments
a specific purpose and audience
their chosen topics
Week 1: I will reflect upon the
nature of reality.
Week 2: I will reflect upon what is
the self.
Week 3: I will reflect upon whether
a supreme being exists, and if so,
what role does it have in life.
Connection To Culminating:
Students practice their writing skills
and reflecting upon metaphysical
topics, as they are expected to do
when writing their analytical film
essay.
RESPONSIBILITY: Students are expected to
complete and submit their weekly reflection by
Monday of the following week.
ORGANIZATION: Students write their reflection
based on the structure outlined in the Success
Criteria.
Their reflection should take on the form of a short
essay with the following: 1) Introduction (Thesis +
3 arguments supporting thesis), 2) Body
(paragraph for each argument), 3) Response to
possible Rebuttals, 4) Conclusion
INDEPENDENT WORK: Students follow instructions
and plans out how to complete their reflections
with minimal supervision.
INITIATIVE: Students select a topic of interest to
reflect on from a list of choices, communicate their
perspective, defend it by making connections to in-
class tests and personal connections.
- Reference in-class texts, both primary and secondary sources
- Formulate a thesis that answers one of the questions
- Provide 3 supporting reasons/arguments
- Contemplate possible rebuttals
- Provide responses to potential rebuttals
- Write a concluding paragraph
- Accurately use metaphysical terminology when writing
DIFFERENTIATION: Students are to write their reflections in point-
form using a Graphic Organizer that outlines their introduction,
arguments, response to rebuttals and conclusion. This is visual
support that helps students learn organize the structure of their
reflections/essays.

Weekly Formative Assessments
*The purpose of this organizer is to highlight and clarify ongoing formative assessments throughout the first three weeks of the unit that are expected to be completed on a weekly basis in class and/or at home.
*These are not the only formative assessments and performance tasks, but the ones students are responsible for completing over the course of each week independently.
*Expectations, Working Habits, Success Criteria and Task Details are clarified below.
Task Details Strand C: Specific Expectations Strand A: Transfer Goals Learning Goals Working Habits Success Criteria (KTCA)
Weekly Question Box
Students submit two questions
to the Question Box by Friday of each week.
Students submit one question about a concept
they would like more clarification on.
- I would like more clarification on….
Students submit a second question that is
intended to spark debate or meaningful
discussion related to the weekly theme.
-I wonder……
Differentiation: Acts as a support for students
who need help. Each week, time is given on
Friday for both the teacher and students to
help each other with topics that need more
clarification. This activity allows for teaching
to be responsive to the needs of the students.
This activity also encourages metacognitive
learning in which students recognize areas
where they need improvement or help.
C1.1 demonstrate an understanding of some
of the main questions in metaphysics.
exchanges with others, their own responses
to some of the main questions in
metaphysics, and anticipate and respond
logically to counter-arguments
EXPLORING: A1.3 formulate
effective questions to guide their
I will seek clarification on concepts
that I am confused about.
I will formulate questions that
spark debate and discussion and
that are reflective of the weekly
topic.
I will respond to the questions of
my peers to assist them in areas
where they require clarification,
which further demonstrates my
knowledge of key concepts and
theories from the Metaphysics Unit
I will articulate and defend my own
perspective when responding to
questions posed by my peers;
questions that spark debate and
discussion.
This ensures students understand key
concepts that they are expected to
reference in their essays, and that the
class has discussed various
metaphysical topics of interest to the
students which the students may also
speak about in their essays.
complete and submit their weekly questions by
every Friday.
INITIATIVE: Students demonstrate curiousity and
interest in learning by formulating questions the
spark in-class debate and discussion.
SELF-REGULATION: Students seek clarification by
submitting questions about concepts that they do
not understand.
COLLABORATION: Students help each other with
concepts that they need clarification on and that
they are confused about.
Students promote critical thinking by formulating
open-ended questions that spark in-class
discussion and debate.
INDEPENDENT WORK: Students complete and
submit their weekly questions independently with
minimal supervision.
THINKING: Students will demonstrate understanding by
formulating their own questions about weekly topics and
positively and proactively responding to their peers’ questions on
the same topics.
“Philosophy: Thinkers, Theories & Questions”
– Chp. 4 - 6 in class on Tuesdays and to be
completed as homework by Friday of each
week. Students are to define key concepts
using the Comparison Chart Graphic
Organizer.
homework.
C1.2 summarize the positions of various
major philosophers on some of the main
C2.1 explain different metaphysical theories
with reference to some classic and
contemporary texts.
EXPLORING:
A1.2 identify key concepts related
to their selected topics
A3.2 record and organize
information and key ideas using a
variety of formats
Week 1: I will define and
differentiate between the main
metaphysical schools of
philosophy.
differentiate between different
philosophy of the mind.
differentiate between different
existence of non-existence of God.
Students are expected to apply
their knowledge of metaphysical
theories, concepts, terminology
and schools of philosophy when
writing their analytical film essays.
ORGANIZATION: Students compare and contrast
key concepts from Jeff Stickney’s “Philosophy:
Thinkers, Theories & Questions” Chp. 4 – 6 using
the Comparison Chart Graphic Organizer
complete their reading and submit their
Comparison Charts
by Monday of the following week.
INDEPENDENT WORK: Students use class time to
independently complete their reading and
Comparison Charts.
SELF-REGULATION: Students make sure to
complete the readings and comparison charts
outside of class time, in order to submit completed
comparison charts on each Friday during the first
three weeks of the month.
KNOWLEDGE: Students will define the different perspectives on
the mature of reality, philosophy of the mind and the existence or
non-existence of God.
THINKING: Using a Comparison Chart Graphic Organizer, students
will compare and contrast different perspectives on the nature of
reality, the philosophy of the mind and the existence of non-
existence of God.
COMMUNICATION: Graphic Organizers are written and visual
forms of communication according to the curriculum documents.
*Other formative assessments include quizzes, debates and completion of Graphic Organizers such as I Read, I Think, I Wonder….

Metaphysics 2

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