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Instructional Video12:15
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\n\"Theories\n\n
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\nCrash Course\n
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\nTheories of Myth: Crash Course World Mythology #12\n

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\n\nFor Students\n\n7th - 12th\n
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\nThe 12th installment from the 41-part Crash Course World Mythology series addresses the topic of interpreting myths. Viewers learn all about the theories of myths according to philosophers like Plato, Tertullian, and Clement.  \n
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\n\"Global\n\n
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\nPace University\n
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\nGlobal History: Enlightenment\n

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\n\nFor Teachers\n\n9th - 10th\n
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\nThe core ideas of the Enlightenment—reason, knowledge, and freedom—represented a rebellion against the despotic control of absolute monarchs. As part of the study of the movement, class members assume the voice or either a monarch or an...\n
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Activity
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\n\"My\n\n
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\nPrindle Institute for Ethics\n
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\nMy Dream of Martin Luther King\n

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\n\nFor Teachers\n\nPre-K - 5th\n\nStandards\n
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\nConduct a book study of the story, My Dream of Martin Luther King by Faith Ringgold. Followng a read-aloud, scholars take part in philosophical discussions covering the topics of freedom, equality, race, and heroes. \n
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Instructional Video6:58
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\n\"Socrates\n\n
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\nCurated OER\n
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\nSocrates\n

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\n\nFor Teachers\n\n9th - 12th\n
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\n\"I only know that I know nothing.\" Although he could neither read nor write, this short video introduces scholars to Socrates, still regarded as one of the greatest moral philosophers.\n
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Interactive
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\n\"The\n\n
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\nCurated OER\n
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\nThe Age of the Philosophers (1)\n

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\n\nFor Students\n\n8th - 12th\n
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\nIn this online interactive Chinese history worksheet, students answer 10 multiple choice questions regarding the Age of Philosophers. Students may submit their answers to be scored.\n
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Instructional Video6:03
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\n\"Philosophy\n\n
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\nThe School of Life\n
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\nPhilosophy - Montaigne\n

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\n\nFor Students\n\n11th - Higher Ed\n\nStandards\n
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\nYou can reach achievement with an ordinary, moral life without the proper education of past philosophy! So says Michel de Montaigne in a short analysis video that succinctly explains his views on academia, the virtue of a good...\n
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Instructional Video6:54
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\n\"Philosophy\n\n
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\nThe School of Life\n
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\nPhilosophy - Hegel\n

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\n\nFor Students\n\n9th - Higher Ed\n\nStandards\n
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\nThe progress of history can be slow, but according to Georg Wilhelm Friedrich Hegel, moving from era to era is necessary to refine civilization. Explore the philosophy of Hegel with an overview of his main beliefs, including the value of...\n
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\n\"Physicists\n\n
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\nCurated OER\n
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\nPhysicists or Philosophers?\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nTrace the sequential process of the developing theories of atomic structure in the early 20th century, show, in historical development, how scientists \"know\" things, how experiments are set up and how interpretations are drawn from them,...\n
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Lesson Plan
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\n\"Nasreddin\n\n
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\nCurated OER\n
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\nNasreddin Hodja - Turkish and Middle Eastern Folklore Philosopher\n

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\n\nFor Teachers\n\n3rd\n
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\nThird graders read a readers theater written by Nasreddin Hodja. In this Nasreddin Hodja lesson plan, 3rd graders learn about the philosopher and participate in one of his reader's theaters.\n
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\n\"Four\n\n
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\nCurated OER\n
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\nFour Enlightenment Thinkers\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine lives, philosophies, and political beliefs of four Enlightenment Thinkers: Baron de Montesquieu, Jean-Jacques Rousseau, Thomas Hobbes, and John Locke. Students then work with partner to write short speech from...\n
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Instructional Video3:59
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\n\"Plato\n\n
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\nThe School of Life\n
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\nPlato On: The Forms\n

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\n\nFor Students\n\n9th - Higher Ed\n\nStandards\n
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\nA life without forms would be chaotic and unwieldy! Plato asserts the importance of using forms to guide one's life, as well as the value of working toward an ideal life, in the centerpiece of his philosophy. \n
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Instructional Video8:12
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\n\"Philosophy\n\n
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\nThe School of Life\n
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\nPhilosophy - Immanuel Kant\n

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\n\nFor Students\n\n9th - Higher Ed\n\nStandards\n
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\nThe categorical imperative, Immanuel Kant claimed in his Groundwork of the Metaphysics of Morals, was the moral obligation to do the right thing in every circumstance. An introduction to Kantian ethics and philosophy guides class...\n
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\n\"An\n\n
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\nMacat\n
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\nAn Introduction to John Locke's Two Treatises of Government\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nHaving a government may feel complicated and cumbersome, but as John Locke contends in his Two Treatises of Government, it is better than allowing human nature to regulate itself. A short video presents high schoolers with...\n
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Instructional Video
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\n\"An\n\n
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\nMacat\n
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\nAn Introduction to Edmund Gettier's Is Justified True Belief Knowledge?\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nTeenagers are at the perfect age to start holding strong beliefs and opinions—and to explore whether those beliefs are the same as having knowledge. A short video analysis of Edmund Gettier's paper \"Is Justified True Belief Knowledge?\"...\n
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\n\"An\n\n
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\nMacat\n
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\nAn Introduction to Immanuel Kant's Critique of Pure Reason\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nChallenge high schoolers with Immanuel Kant's Critique of Pure Reason, one of the most prominent — and complex— works of philosophy ever written. High schoolers view a short video that describes the difference between phenomena...\n
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\n\"Science\n\n
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\nCurated OER\n
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\nScience and Natural Philosophy Before the Seventeenth Century\n

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\n\nFor Teachers\n\n9th - 11th\n
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\nStudents complete a worksheet about some of the natural philosophers in history. They use graph paper and create a timeline with the dates of birth and names of a list of natural philosophers. They list four questions concerning life and...\n
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Instructional Video11:36
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\n\"Intelligent\n\n
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\nCurated OER\n
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\nIntelligent Design and Evolution\n

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\n\nFor Students\n\n10th - 12th\n
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\nThis video about a delicate, often controversial topic, does not argue for one area or another, but does talk about the random process versus design of an involved organ. The lecturer talks freely about how infinite complexity such as...\n
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\n\"Civics\n\n
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\nAustralian National Schools Network\n
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\nCivics and Citizenship\n

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\n\nFor Teachers\n\n8th - 12th\n\nStandards\n
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\nWhat is a good citizen? Here is a fantastic unit of ten lessons that will thoroughly cover the concept of civics and citizenship in your class. Examples of activities include learning stations, primary and secondary source analysis of...\n
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Instructional Video6:10
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\n\"Are\n\n
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\nTED-Ed\n
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\nAre You a Body with a Mind or a Mind with a Body?\n

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\n\nFor Students\n\n9th - 12th\n
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\nDo you think, therefore you are? Or are you therefore you think? Are the mind and the body one or separate? Introduce young philosophers (and science fiction fans) to the mind/body problem with a video that is sure to fascinate viewers.\n
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Lesson Plan
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\n\"Should\n\n
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\nCurated OER\n
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\nShould Art Be for Art's Sake?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers examine how European-America aestheticians (philosophers of art) do not all agree about the value and definition of art. students examine how some cultures do not have a distinct word or definition for art.\n
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\n\"Tiger-Tiger,\n\n
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\nTeaching Children Philosophy\n
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\nTiger-Tiger, is it True?\n

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\n\nFor Teachers\n\nPre-K - 5th\n\nStandards\n
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\nScholars take part in a philosophical discussion about truth, thoughts, and feelings following a reading of Tiger-Tiger is it True? by Byron Katie and Hans Wilhelm. \n
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Instructional Video5:23
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\n\"The\n\n
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\nTED-Ed\n
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\nThe 2,400-Year Search for the Atom\n

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\n\nFor Students\n\n5th - 12th\n\nStandards\n
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\nFrom ancient Greek philosophers to early American Quakers, people have sought to understand the composition of matter for millennia. Follow along with this video as it explores the long scientific journey that eventually led to the...\n
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Lesson Planet Article
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\n\"From\n\n
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\nCurated OER\n
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\nFrom Quotation to Interpretation in Informational Texts\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nHow to ignite thoughtful written responses with the words of philosophers, artists, and current events.\n
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\n\nGo to Resource\n\nSee Review\n
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Lesson Plan
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\n\"iQuote\n\n
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\nCurated OER\n
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\niQuote Project\n

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\n\nFor Teachers\n\n1st - 12th\n
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\nStudents create a platform in which they share quotations of well known philosophers. They discuss their own views and ideas about the different quotations.\n
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