3. INFLUENTIAL PH. Continued

HOMEWORK/CLASSWORK
1.3 INFLUENTIAL PHILOSOPHIES IN HISTORY

1.3.1. INDIGENOUS PHILOSOPHIES
 Go on the internet and find information on at least one indigenous belief system.
 Look at the list below and select an indigenous culture’s philosophy to research.
 Students are to select an indigenous culture to research at the end of the lesson.
 Students then put their selected indigenous culture on a list to ensure every
student chooses a different culture.
 Complete the TIMELINE: ‘INDIGENOUS PHILOSOPHIES’.
LIST OF INDIGENOUS CULTURES

 Look at the list below and select an indigenous culture’s philosophy to research.
 You may select another specific indigenous that’s not on the list.
AUSTRALIA SOUTH AMERICA

Eora Inca
Wiradjuri Maya
Camillaroi Aztec
Arrente Toltec
Birripi Olmec
AFRICA ASIA
Shona Hmong
Kalahari Bushmen Karen
Zulu Akha
Pygmy Inu
Wodabe Macassan
NORTH AMERICA EUROPE
Inuit Lapp
Apache Basque
Sioux Irish
Kwaital Thracian
Iriquois Druid
Have all your equipment ready for next lesson if you haven’t already done so.
SYDNEY SECONDARY COLLEGE LEICHHARDT CAMPUS

TIMELINE
TIMELINE
+100, 000 BCE 50, 000 BCE 20, 000 BCE 10, 000 BCE 0 BCE 1000 CE 2000 CE
CONTINENT: North America
CULTURE: INDIGENOUS
COUNTRY: USA, Greenland, Canada REGION: Northern regions
PHILOSOPHY/ Shamanism and animism
MAIN BELIEF SYSTEM
NAMES OF Agloolik: God of the sea

GODS/GODESSES Akna: Goddess of fertility
Amarok: Wolf god
Anguta: God of the underworld
Pinga: Goddess of strength and the hunt
NAMES OF TOTEMS
NAMES OF RITUALISTIC
ARTEFACTS
FORMS OF WORSHIP
LAW
FOOD
SYMBOLIC ART
MUSIC
BODY ADORNMENT
Does the culture still actively exist? Yes
What do you find to be the most interesting aspect of this particular culture?
LEARNING ABOUT ABORIGINAL

CULTURE USING ‘8 WAYS’
1.3.1 INDIGENOUS PHILOSOPHIES
USING ‘8 WAYS’ TO DISCUSS INDIGENOUS PHILOSOPHIES AND CULTURES
‘8 Ways’ learning requires a lot of listening so make sure you are paying attention during the discussion.
 Symbols and Images (Symbolic representations)

 Story Sharing (Narrative)
 Deconstruct/Reconstruct (Analysis)
 Non-Linear (Lateral Thinking)
 Community Links (Societal and family values)
 Land Links (Environmental connections)
 Non-verbal (Gestural communication)
 Learning Maps (Structured content)
QUESTIONS
Symbols and Images (Symbolic representations)
Can you describe any symbols or imagery from your research?
Story Sharing (Narrative)

Can you recall any stories from this culture?
Deconstruct/Reconstruct (Analysis)
What were the main aspects of their philosophy and how did these values suit the culture at the
time?
Non-Linear (Lateral Thinking)

Do you think these people thought about things in the same or similar way to ourselves? If so, how?
Community Links (Societal and family values)

How could their philosophy help the community at the time?
Land Links (Environmental connections)

Was this culture closely connected to the land and how did their philosophy connect them to their
environment?
Non-verbal (Gestural communication)
How could you communicate aspect of this culture or philosophy without using words?
Learning Maps (Structured content)

Draw a learning map of the culture and its philosophical values.
Add other aspects of the culture such as belief systems, gods/goddesses, totems, rituals, artefacts,
forms of worship, law and customs, food, symbolism, music, body adornment, etc.
Add connecting references to philosophical values and any of the various aspects.
1. FOUNDATIONS OF PHILOSOPHY
THE WHO, WHAT, WHERE, WHEN, HOW AND WHY OF PHILOSOPHY
CLASS TASK: Start BraINSTORmiNG and add any relevant information.

WHO
A vast list of philosophers.
WHAT
The ‘love of wisdom’. Types of philosophy: Religious, spiritual, political,
scientific.
WHERE
From every continent in the populated world.
WHEN
Early civilisation to now and future.
HOW
Developing thought, ideas and thinking about thinking. Relaying ideas.
WHY
To improve life for the individual and society.
*The who, what, where, when, how and why research process will be used throughout the
course.
Goal: to make a data bank, collect information throughout the course and make some
visual resources that we can share.
Concept: to have digital and non-digital visual resources to refer to throughout the course.
How: Timeline, Edmodo and OneNote.
1.2 SOPHIE’S WORLD
READING AND LISTENING

1.2.2. Listening segment
 Teacher starts reading Sophie’s World. Students listen and/or read along.
 The class is asked if any individual students would like to read the next passage to the
class.
INTRODUCTION
 Focuses on values and global warming
 The most important philosophical question:

“How are we going to save our civilisation and the basis of our existence?”
 The ‘Golden Rule’:

“Do to others what you would like them to do to you.”
 Question: What is the newest version of the Golden Rule? (xii 2 nd full para.)
 Question: What quote is taken from the bible? (xii 3rd full para.)
 Question: Why are the UN’s Universal Declaration of Human Rights important? (xii
last para.)
 Tell the ‘Two Hands’ story in relation to human rights.
 Quote by Goethe:
“He who cannot draw on three thousand years is living from hand to mouth”.
Discuss.
CRITICAL THINKING/REFLECTION
What were the main points of the lesson? What was the most important information?
What was the most interesting part(s) of the lesson?
What was the least interesting part(s) of the lesson?
TERM ONE WEEK THREE Date:

WHAT YOU KNEW WHAT YOU LEARNT HOW YOU MAY APPLY
ABOUT THE FROM THE LESSON THIS INFORMATION IN
INFORMATION PRIOR TO THE FUTURE
THE LESSON

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HOMEWORK/CLASSWORK

1.3 INFLUENTIAL PHILOSOPHIES IN HISTORY

LIST OF INDIGENOUS CULTURES

AUSTRALIA SOUTH AMERICA

SYDNEY SECONDARY COLLEGE LEICHHARDT CAMPUS

NAMES OF Agloolik: God of the sea

Does the culture still actively exist? Yes

LEARNING ABOUT ABORIGINAL

 Symbols and Images (Symbolic representations)

Story Sharing (Narrative)

Non-Linear (Lateral Thinking)

Community Links (Societal and family values)

Land Links (Environmental connections)

Learning Maps (Structured content)

CLASS TASK: Start BraINSTORmiNG and add any relevant information.

1.2 SOPHIE’S WORLD

READING AND LISTENING

 Focuses on values and global warming

 The most important philosophical question:

 The ‘Golden Rule’:

 Tell the ‘Two Hands’ story in relation to human rights.

What was the most interesting part(s) of the lesson?

What was the least interesting part(s) of the lesson?

TERM ONE WEEK THREE Date:

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