Full Semester Curriculum, Film, Philosophy, Argumentative Text, Analysis, Civics

Embark on a captivating intellectual journey with our semester-long curriculum, "The Face of Evil: Fiction, Film, and Philosophy." Delve into the enthralling realm of literature and philosophical thought as you explore the intriguing complexities of evil through various fictional works and profound philosophical discussions. Engage your students in critical thinking, moral reasoning, and creative analysis, making this a transformative and unforgettable educational experience. Unleash the power of storytelling and philosophical inquiry to understand the multifaceted nature of evil in our world.

I have taught this class for over five years and at least twice each fall and winter semester, so over 20 times, and I plan on continuing teaching variations of it for the foreseeable future. It is an excellent vehicle for teaching the following concepts: Free Will, Justice, Morality, Sacrifice, Ethics, Punishment, Terrorism, Heroism, Courage, and Moral Responsibility.

I often change the texts, and in this version of the course, I taught the following: Plato’s Apology, No Country for Old Men, Frankenstein, Blade Runner, and The Dark Knight.

This product is discounted by almost 50%!

There are 477 pages and over 220 Slides included - see the preview for more details or click the links below.

JUST ADDED TWO PRODUCTS:

► Digital Grading, Digital Student Files, Assignment Logs, High School Grading

► Visual Essay

► Frankenstein wordsearch

► Frankenstein crossword

► The Monster & The Other

♦ INCLUDED IN THIS PRODUCT ARE THE FOLLOWING:

• Three examples of visual notetaking on Plato’s Apology.

• A class outline that includes a weekly schedule for an entire semester, links to articles, suggested schedule of assignments, course description,  course objectives, teaching methods, and more.

The following products from my TpT store:

►The Socratic Method

► SOCRATES AS GADFLY

►Frankenstein and Blade Runner combined

►Comprehensive Frankenstein

►Frankenstein VISUAL BOOK REPORT

►THE READER (combined)

►No Country for Old Men: entire novel - two products combined and more

► No Country for Old Men: BINGO

►The Dark Knight: two products combined

►KNOW THYSELF PROJECT

►HOLOCAUST | CRITICAL THINKING PROJECT | DISTANCE LEARNING | PRIMO LEVI

►THE APOLOGY HEY, DOODLE, DOODLE, LET'S REVIEW

► MARKING MADE EASY

CCSS:
CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.W.9-10.1: W 11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.9-10.2: 11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.


The ELA Common Core State Standards require students to learn how to read texts carefully:

“As a natural outgrowth of meeting the charge to define college and career readiness, the Standards also lay out a vision of what it means to be a literate person in the twenty-first century. Indeed, the skills and understandings students are expected to demonstrate have wide applicability outside the classroom or workplace. Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. They reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic. In short, students who meet the Standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language.” English Language Arts Standards | Home | English Language Arts


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Please remember that any of the products that you download from my store are my copyrighted property and licensed only for you to share with your direct students. If another teacher wants to use these same products, they will need to purchase them directly from my TpT store, or you may purchase an additional license for them. None of my products may be shared online. Posting of my copyrighted materials may happen only in a password-protected environment, such as Google Classroom, and accessed only by your students. Posting on public websites (WordPress, Blogger, Facebook Groups, etc.) is strictly prohibited.