This document describes a unit on modern philosophy taught to 48 first-year baccalaureate students in Spain. The unit focuses on the "Masters of Suspicion" - Ludwig Feuerbach, Friedrich Nietzsche, Karl Marx, and Sigmund Freud. Students will study the key ideas of each author and how they critiqued religion. They will work in groups to research one author and create an infographic presentation summarizing the author's biography, main ideas, and a critical essay. The goal is for students to understand these important philosophers and reflect on the relationship between philosophy and religion.

1. KA219 PROJECT: “INTERNATIONAL KNOWLEDGE FAIR. SHARING GOOD TEACHING PRACTICES”
MONTHLY REPORT FORM FOR THEME UNITS.
TITLE OF THE UNIT.
1. SUMMARY SHEET. (Brief summary of the unit for search and cataloging)
1.1. Education level.
1st Baccalaureate (16-17 y.o.)
1.2. Area / Subject.
Philosophy
1.3. Theme block.
Modern Philosophy
1.4. Number of students.
48 students
1.5. Short description.
In this Unit, students will study the works by the well-known "Masters of Suspicion".
They will pay attention to their main ideas of each of the authors and they will highlight
those ideas which were common to all of them when the philosophers critisized the
topic of Religion during the 19thc. and the beginning of the 20th c.
José Manuel García Ortega ( profeinstituto@hotmail.com )
1.6. Methodology. Types of activities performed
1
KA219 PROJECT: “INTERNATIONAL KNOWLEDGE FAIR. SHARING GOOD TEACHING PRACTICES”

2. 2. DEVELOPMENT OF THE UNIT.
2.1. Introduction. Brief explanation of the unit.
Following the annual programme of Philosophy as a subject in Spanish Baccalaureate,
students will do some research on works of these authors ("bibliography"). As a result,
they will present their project on the main ideas of the authors named as "Masters of
Suspicion". They will study this information next year in depth (during the 2nd year of
Baccalaureate).
2.2. Objectives.
Main Objective.
To Know the thoughts of L. Feuerbach, F. Nietzsche, K. Marx y S. Freud
Secondary objectives
- To critically reflect on the thoughts of these authors
- To analyse the relationships and tensions between Philosophy and Religion in Modern
Times.
- To develop their communicative competence due to translation and learning the
precise terms in the philosophy field.
- To Learn how to collaborate as a group and how to solve conflicts in a cooperative
way.
2.3. Methodology. (Detailed description of the methodology used)
As this project will be develop by students from two different classes, we have divided
the unit into two blocks of knowledge: on the one hand, Feuerbach y Marx and on the
other hand Nietzsche y Freud. In this way, every students will work on one of the
authors. To make it easier, each group will follow a set structure, following the
individual strengths and taste in order to make students feel that they collaborate with
the group who value thaeir individual knowledge.
2.4. List of activities.
List the activities in the unit and the methodology developed in each one.
Each student will deal with a specific task of the whole project:
 Searching for information and reading all the documents. This work will be
summarised in an essay which will be no longer than 10 minutes when you read
it aloud.
 Creating an infographic presentation (with images and written information) in
which students will summarize: 1) the biography, 2) main ideas and 3) critical
essay on each author's works.
 Translation and coordination between all the members of the group in order to
give some cohesion to the final project.
 Presentation of the project in class to share the acquired knowledge.

3. 2
KA219 PROJECT: "INTERNATIONAL KNOWLEDGE FAIR. SHARING GOOD TEACHING PRACTICES”
Activity survey
1. Which of the following methodologies were used in the development
of the work unit? (Mark with an X)
Project Based Learning Visual Thinking X
Dramatization Based
Learning
Flipped Classroom Problem Based Learning Role playing game
Collaborative Work
Learning
X Gamification Research Learning X
Service Learning Augmented Reality
Other (specify)
_________________
________________
2. Did you use these methodologies before the development of this
work unit? (Mark with an x the methodologies that you used for the
first time)
Project Based Learning X Visual Thinking X
Dramatization Based
Learning
Flipped Classroom Problem Based Learning Role playing game
Collaborative Work
Learning
X Gamification Research Learning X
Service Learning Augmented Reality
Other (specify)
_________________
________________
3. The provided time was enough? Did you need more time? Why?
Yes, the time has been enough to develop the work
4. Which of these methodologies that has been used in this unit would
you recommend to your colleagues? (1 to 5 indicate the extent to
recommend, with 5 being the highest)
Project Based Learning 4 Visual Thinking 5
Dramatization Based
Learning
Flipped Classroom Problem Based Learning Role playing game
Collaborative Work
Learning
Gamification Research Learning 5
Service Learning Augmented Reality
Other (specify)
_________________
________________

4. KA219 PROJECT: "INTERNATIONAL KNOWLEDGE FAIR. SHARING GOOD TEACHING PRACTICES”
5. Working with these methodologies, in attention to the diversity
student (students with special needs) has been
(Indicate 1 to 5, with 5 being the highest)
Project Based Learning Visual Thinking
Dramatization Based
Learning
Flipped Classroom Problem Based Learning Role playing game
Collaborative Work
Learning
Gamification Research Learning
Service Learning Augmented Reality
Other (specify)
_________________
________________
6. The students motivation regarding other methodologies which
normally work with has been
(Indicate 1 to 5, with 5 being the highest)
Project Based Learning 3 Visual Thinking 5
Dramatization Based
Learning
Flipped Classroom Problem Based Learning Role playing game
Collaborative Work
Learning
Gamification Research Learning 4
Service Learning Augmented Reality
Other (specify)
_________________
________________
7. Comments and suggestions.

5. KA219 PROJECT: “INTERNATIONAL KNOWLEDGE FAIR. SHARING GOOD TEACHING PRACTICES”
REPORT FORM FOR ACTIVITIES OF THEME UNITS.
Project Title:
Activity 1 Activity Title:Masters of Suspicion
1. Contents
Background needed.
Basic knowledge of history
New knowledge to develop activity
To Know the thoughts of L. Feuerbach, F. Nietzsche, K. Marx y S. Freud
2. TIMING. Number of sessions 4
3. GROUP OF STUDENTS
1st Baccalaureate (16-17 y.o.). 48 students
4. RESOURCES
Material resources
Text books
Internet
Computers
Working area
Ordinary classroom
WEB resources
Applications Online

6. Installed applications
http://www.videoscribe.co/
Others
1
KA219 PROJECT: “INTERNATIONAL KNOWLEDGE FAIR. SHARING GOOD TEACHING PRACTICES”
5. EVALUATION.
Evaluation process.
Checking the answers of the questionnarie at the end of the activity.
Evaluation standards.
Main standards.
To analyse the relationships and tensions between Philosophy and Religion in Modern Times.
Secondary standards.
- To Learn how to collaborate as a group and how to solve conflicts in a cooperative way

7. Evaluation instruments. Evaluation rubric.
1- Needs to improve: Student does not answer the questions or he/she does not know the topic he/she has
been asked
2- Fair: Student hardly ever answer the questions or most of them are incomplete
3- Good: Most answers are correct
4- Excellent: All answers are correct
2