Philosophy

SSPH: Philosophy

SSPH.A: Information Processing Skills

SSPH.B: Historical Background

SSPH.C: Cultural Relationships

SSPH.E: Modern Era

SSPH.A.1: compare similarities and differences

SSPH.A.2: organize items chronologically

SSPH.A.3: identify and write about issues and/or problems and alternative solutions

SSPH.A.4: distinguish between fact and opinion as used in informational/explanatory text

SSPH.A.5: identify main idea, detail, sequence of events and cause and effect in a social studies context

SSPH.A.6: identify and use primary and secondary sources

SSPH.A.7: interpret timelines

SSPH.A.8: identify social studies reference resources to use for a specific purpose

SSPH.A.9: construct charts and tables

SSPH.A.10: analyze artifacts

SSPH.A.11: write arguments, informative text, and explanatory text that draw conclusions and make generalizations

SSPH.A.12: analyze graphs and diagrams

SSPH.A.13: translate dates into centuries, eras, or ages

SSPH.A.14: formulate appropriate research questions

SSPH.A.15: write arguments, informative text, and explanatory text that determine adequacy and/or relevancy of information

SSPH.A.16: check for consistency of information

SSPH.A.17: interpret political cartoons

SSPH.B.18: describe a basic framework for the study of philosophical thought

SSPH.B.19: differentiate mythological explanations versus teachings of the Pre-Socratic "Natural Philosopher"

SSPH.B.20: analyze philosophical advancements during the Golden Age of Athens: Discourse in the Agora

SSPH.C.21: discuss early Christianity's relation to Semitic culture and its influence on Indo-European thought

SSPH.C.22: analyze major aspects of Eastern philosophy originating in China, India, and the Middle East

SSPH.D.23: analyze differing strands of Western Medieval philosophical thought

SSPH.D.24: profile the Renaissance Era philosopher-scientists

SSPH.D.25: differentiate the opposing views of modern empiricists and modern rationalist thinkers

SSPH.D.26: analyze the philosophical contributions of important German thinkers

SSPH.D.27: compare and contrast the schools of modern thought and philosophy

SSPH.E.28: analyze the beliefs and contributions of leading post-modern and feminist philosophers

SSPH.A.1.a: write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence

SSPH.A.1.b: write arguments focused on discipline-specific content by developing claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases

SSPH.A.1.c: write informative/explanatory texts, including the narration of historical events by providing a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic)

SSPH.A.1.d: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSPH.A.2.a: cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole

SSPH.A.2.b: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSPH.A.2.c: develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

SSPH.A.3.a: write arguments focused on discipline-specific content by providing a concluding statement or section that follows from or supports the argument presented

SSPH.A.3.b: write informative/explanatory texts, including the narration of historical events by providing a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic)

SSPH.A.3.c: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSPH.A.3.d: develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

SSPH.A.3.e: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSPH.A.3.f: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSPH.A.4.a: integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem

SSPH.A.4.b: evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information

SSPH.A.4.c: integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

SSPH.A.4.d: write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence

SSPH.A.4.e: write arguments focused on discipline-specific content by developing claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases

SSPH.A.4.f: write informative/explanatory texts, including the narration of historical events by providing a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic)

SSPH.A.4.g: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSPH.A.4.h: develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

SSPH.A.4.i: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSPH.A.5.a: determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas

SSPH.A.5.b: evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain

SSPH.A.5.c: determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text

SSPH.A.5.d: analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole

SSPH.A.5.e: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSPH.A.5.f: write arguments focused on discipline-specific content by developing claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases

SSPH.A.5.g: write arguments focused on discipline-specific content by using words, phrases, and clauses as well as varied syntax to link the major sections of the text, creating cohesion, and clarifying the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

SSPH.A.5.h: write arguments focused on discipline-specific content by establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

SSPH.A.5.i: write arguments focused on discipline-specific content by providing a concluding statement or section that follows from or supports the argument presented

SSPH.A.5.j: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSPH.A.5.k: write informative/explanatory texts, including the narration of historical events by developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

SSPH.A.5.l: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSPH.A.5.m: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSPH.A.5.n: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSPH.A.5.o: develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

SSPH.A.5.p: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSPH.A.5.q: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSPH.A.5.r: write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

SSPH.A.6.a: cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole

SSPH.A.6.b: determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas

SSPH.A.6.c: determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text

SSPH.A.6.d: analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole

SSPH.A.6.e: integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem

SSPH.A.6.f: evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information

SSPH.A.6.g: integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

SSPH.A.6.h: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSPH.A.6.i: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSPH.A.6.j: write informative/explanatory texts, including the narration of historical events by developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

SSPH.A.6.k: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSPH.A.6.l: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSPH.A.6.m: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSPH.A.6.n: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSPH.A.6.o: gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation

SSPH.A.6.p: draw evidence from informational texts to support analysis, reflection, and research

SSPH.A.6.q: write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

SSPH.A.7.a: cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole

SSPH.A.7.b: evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain

SSPH.A.7.c: write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

SSPH.A.8.a: cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole

SSPH.A.8.b: determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas

SSPH.A.8.c: determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text

SSPH.A.8.d: analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole

SSPH.A.8.e: evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence

SSPH.A.8.f: integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem

SSPH.A.8.g: evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information

SSPH.A.8.h: integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

SSPH.A.8.i: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSPH.A.8.j: write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence

SSPH.A.8.k: write arguments focused on discipline-specific content by using words, phrases, and clauses as well as varied syntax to link the major sections of the text, creating cohesion, and clarifying the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

SSPH.A.8.l: write arguments focused on discipline-specific content by establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

SSPH.A.8.m: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSPH.A.8.n: write informative/explanatory texts, including the narration of historical events by developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

SSPH.A.8.o: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSPH.A.8.p: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSPH.A.8.q: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSPH.A.8.r: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSPH.A.8.s: gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation

SSPH.A.8.t: draw evidence from informational texts to support analysis, reflection, and research

SSPH.A.9.a: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSPH.A.11.a: determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas

SSPH.A.11.b: determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text

SSPH.A.11.c: analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole

SSPH.A.11.d: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSPH.A.11.e: write arguments focused on discipline-specific content by developing claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases

SSPH.A.11.f: write arguments focused on discipline-specific content by providing a concluding statement or section that follows from or supports the argument presented

SSPH.A.11.g: write informative/explanatory texts, including the narration of historical events by developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

SSPH.A.11.h: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSPH.A.11.i: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSPH.A.11.j: write informative/explanatory texts, including the narration of historical events by providing a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic)

SSPH.A.11.k: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSPH.A.11.l: develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

SSPH.A.11.m: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSPH.A.12.a: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSPH.A.14.a: write arguments focused on discipline-specific content by using words, phrases, and clauses as well as varied syntax to link the major sections of the text, creating cohesion, and clarifying the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

SSPH.A.14.b: write arguments focused on discipline-specific content by establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

SSPH.A.14.c: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSPH.A.15.a: determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text

SSPH.A.15.b: analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole

SSPH.A.15.c: evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence

SSPH.A.15.d: integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem

SSPH.A.15.e: evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information

SSPH.A.15.f: integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

SSPH.A.15.g: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSPH.A.15.h: write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence

SSPH.A.15.i: write arguments focused on discipline-specific content by using words, phrases, and clauses as well as varied syntax to link the major sections of the text, creating cohesion, and clarifying the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

SSPH.A.15.j: write arguments focused on discipline-specific content by establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

SSPH.A.15.k: write informative/explanatory texts, including the narration of historical events by developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

SSPH.A.15.l: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSPH.A.15.m: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSPH.A.15.n: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSPH.A.15.o: gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation

SSPH.A.15.p: draw evidence from informational texts to support analysis, reflection, and research

SSPH.A.16.a: evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence

SSPH.A.16.b: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSPH.A.16.c: write informative/explanatory texts, including the narration of historical events by developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

SSPH.A.16.d: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSPH.A.16.e: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSPH.A.16.f: gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation

SSPH.A.16.g: draw evidence from informational texts to support analysis, reflection, and research

SSPH.A.17.a: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSPH.B.18.a: define philosophy as the search for truth and wisdom

SSPH.B.18.b: identify three major branches of philosophy: metaphysics, epistemology, and axiology

SSPH.B.18.c: define cosmology, ontology, deductive and inductive logic, ethics, and aesthetics

SSPH.B.18.d: contrast empiricism and rationalism as paths to knowledge and truth

SSPH.B.19.a: profile Thales, Anaximander and Anaximenes of Miletus

SSPH.B.19.b: profile Parmenides, Heraclitus, Empedocles (the beginnings of rationalism)

SSPH.B.19.c: discuss Zeno's famous paradox titled Achilles and the Tortoise

SSPH.B.19.d: analyze Democritus and his atom theory

SSPH.B.20.a: discuss why Socrates says, "The unexamined life is not worth living"

SSPH.B.20.b: explain the conflict between Socrates and Sophists

SSPH.B.20.c: introduce basic information pertaining to Plato's Dialogues and his Academy

SSPH.B.20.d: summarize Plato's The Myth of the Cave analogy

SSPH.B.20.e: describe relationship between Aristotle, logic, and the rise of scientific reasoning

SSPH.B.20.f: differentiate branches of Hellenistic science: Cynics, Stoics, and Epicureans

SSPH.C.21.a: define Polytheism and monotheism and provide examples

SSPH.C.21.b: review historical and theological connection between Israel, Jesus, Paul, and Old Covenant vs. New Covenant

SSPH.C.22.a: compare and contrast the traditional Chinese philosophies of Confucianism and Taoism

SSPH.C.22.b: discuss how Indian philosophy emphasizes release from human suffering

SSPH.C.22.c: define or identify karma, yin and yang, nirvana, dharma, caste system, I Ching, asceticism, the Vedas, moksa, yoga, apocalypse, Old Testament, and wu-wei

SSPH.C.22.d: discuss the "Eightfold Path" of Buddhism

SSPH.C.22.e: discuss significance of Koran's "Five Pillars of Islam"

SSPH.C.22.f: summarize the biographies of Confucius, Lao-tzu, Siddhartha Gautama, Jesus, and Muhammad

SSPH.C.22.g: describe how Judaism, Christianity, and Islam are related

SSPH.C.22.h: compare and contrast how believers interpret sin, evil, and salvation

SSPH.D.23.a: review the basic ideas of St. Augustine, St. Thomas Aquinas, Boethius, William of Ockham, Anselin, and Roger Bacon

SSPH.D.23.b: discuss the basic principle expressed in Ockham's Razor

SSPH.D.24.a: describe the celestial conclusions made by Copernicus, J. Kepler, Galileo, and Isaac Newton

SSPH.D.24.b: explain Francis Bacon's importance in advocating scientific methodology

SSPH.D.24.c: summarize the views regarding political leadership held by Niccolo Machiavelli, Voltaire, Thomas Jefferson, John Locke, and Edmund Burke

SSPH.D.25.a: discuss empiricist beliefs and contributions of J. J. Rousseau, G. Berkeley, and David Hume

SSPH.D.25.b: discuss rationalist beliefs and contributions of Rene Descartes, Baruch Spinoza, and Gottfried Leibniz

SSPH.D.26.a: explain Immanuel Kant's concept of the categorical imperative and its connection to the 'Golden Rule' and why he said it was beyond human reason to understand God

SSPH.D.26.b: discuss why Karl Marx believed that conflict drives all significant change and that capitalism enslaves most people

SSPH.D.26.c: discuss how Friedrich Nietzsche's ideas were hijacked and distorted by the Nazis

SSPH.D.26.d: discuss why Geog Hegel thought that God and the universe are inseparable and why he viewed history as humanity's path to self-discovery

SSPH.D.27.a: research utilitarianism and profile Jeremy Bentham and John Stuart Mill

SSPH.D.27.b: research American pragmatism as expressed by C. S. Pierce, William James, and John Dewey

SSPH.D.27.c: research existentialism and profile Soren Kierkegaard, Martin Heidegger, and J. P. Sartre

SSPH.D.27.d: debate whether Karl Mans, Sigmund Freud, Charles Darwin, or Albert Einstein has most shaped 20th Century thinking and acting

SSPH.E.28.a: profile Ludwig Wittgenstein, Jacques Derrida, Simone De Beauvoir, Luce Irigaray, Herbert Marcuse, Michael Foucault, Thomas Kuhn, Jacques Lacan, Judith Butler, and Carl Sagan

SSPH.E.28.b: define deconstruction theory, phenomenology, logical positivism, and humanism

SSPH.E.28.c: identify members of the so-called Vienna Circle of 20th Century European philosophers

SSPH.E.28.d: describe the role played by the Vienna Circle in pioneering modern analytic philosophy

SSPH.E.28.e: identify some current trends in 21st Century philosophy