INSTRUCTIONAL OBJECTIVES OUTLINE
Subject Area:
Course Title:
Course Length:
Logic
Logic
1/2 Year
PUPIL INSTRUCTIONAL OBJECTIVES: The pupil should/will be able to:
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Describe the difference between formal and informal logic
Identify the main forms of fallacies within arguments
Identify fallacies within everyday media (Television shows, commercials, advertisements, etc)
Create an argument free of any fallacies
COURSE RESOURCES:
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The Art of Argument: An Introduction to the Informal Fallacies. Larson, Aaron & Joelle Hodge.
Classical Academic Press, 2008
The Bible
Contemporary television commercials
Socrates Trial
PUPIL EVALUATION:
Writing Assignments
Unit Tests
Homework
Informal Debates
Formal Debate
SCOPE AND SEQUENCE
Course:
Logic 8
Length:
1/2 Year
INSTRUCTIONAL GOALS/INTEGRATION PHILOSOPHY:
Logical thinking is a skill that too few people are properly introduced to. As Christians living in a very
secular society it is important for our children to be able to logically and critically think about the
messages and arguments that are presented to them on a daily basis. Logic class is designed to give
students the tools that are necessary to notice these false truths within society, use Scripture to identify
some of these fallacies, and live out their Christian faith in the world around them.
COURSE DESCRIPTION:
“Logic in the science of proper reasoning. Lawyers, doctors, and mathematicians all employ logic as
they build arguments, diagnose diseases, and prove theorems. In this course, students learn the
techniques of logic and develop their analytical reasoning skills. They learn to produce valid arguments
and to differentiate valid from fallacious reasoning.”1
It is my prayer that the logic course at Trinity Christian will be just as rigorous as the one offered to
students at John Hopkins University program for gifted students. Students will learn throughout the
course how to apply the methods they have learned to a number of different mediums (newspapers,
speeches, tv commercials, etc. They will also learn how to construct a sound argument. While in this
course students will participate in formal and informal debates, constructing arguments and questions
about enduring and contemporary questions, and identifying fallacies in arguments.
1
http://cty.jhu.edu/summer/grades7-12/intensive/catalog/humanities.html#logc
Scope and Sequence, First Quarter
Units/Weeks
First Quarter
Concepts/Principles
Unit 1
Introduction to Logic
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(1 Week)
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Unit 2
History of Logic
(1 Week)
Unit 3
Ad Fontem Arguments
(1 Week)
Activities
Formal vs.
Informal Logic
Propaganda
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T.V. Commercial
viewing
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Socrates
Aristotle
Growth of
Modern Logic
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Socrates Trial
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Ad Hominem
Arguments
“You Too”
Arguments
Genetic Fallacies
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Materials/Resources
Unit 4
Appeals to Emotion
(2 Weeks)
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Unit 5
Red Herrings
(2 Weeks)
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Appeal to Fear
Appeal to Pity
Mob Appeal
(Mentality)
Snob Appeal
Illegitimate
Authority Appeal
Chronological
Snobbery
Appeal to
Ignorance
Irrelevant Goals
or Functions
Irrelevant Thesis
Straw Man
Fallacy
Scope and Sequence, Second Quarter
Units/Weeks
Second Quarter
Concepts/Principles
Activities
Materials/Resources

Unit 6
Fallacies of
Presupposition
(2 Weeks)
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Unit 7
Fallacies of Induction
(2 Weeks)
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Unit 8
Fallacies of Clarity
(1 Weeks)
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Begging the
Question
False Dilemmas
Fallacy of
Moderation
Is-Ought Fallacy
Fallacy of
Composition
Fallacy of
Division
Sweeping
Generalizations
Hasty
Generalizations
False Analogy
False Cause
Fake Precision
Equivocation
Accent
Distinction
Without a
Difference
Unit 9
Forming an Argument
(3 Weeks)