ToK 11

For the duration of this school year, ToK 11 will meet in A211 due to testing

Week of May 22

Date Agenda Homework
Monday
  • The annual junior/senior capture the flag competition will be held on Tuesday, May 22. Meet at the back field by 7 AM. This is an optional activity, but those who come will receive an extra participation point. If you are enrolled in biotech and wish to come, you must attend biotech on Monday (you will be excused from ToK - please let me know in advance so I don't mark you absent)
  • Paper collection
  • ToK 11 survey
Tuesday
  • Capture the flag
Friday
  • No class - have a great summer!

Week of May 15

Date Agenda Homework
Monday
  • Lecture/Discussion - Problems of science - Reproducibility and confirmation bias
  • Most papers (33) will be returned today. The remainder will be returned on Wednesday.

Final draft of spring paper - Due Monday, May 21

Small group discussion of Reproducibility article

Wednesday
  • In small groups discuss the following questions (10 minutes):
    • What does the article claim are the causes of the replication crisis in cancer research?
    • What does the article suggest might be done about this crisis
  • Whole group discussion - Done Socratic style - no hands. Please be respectful of all voices.
    • Is the reproducibility crisis in science a crisis, or does describing it in this way simply misunderstand the way the sciences work?
    • To what extent does the information in this article either confirm or deny the PT for the spring paper?
    • If there is a crisis, how might it be solved?
Read and annotate Bear Drone article
Friday
  • The annual junior/senior capture the flag competition will be held on Tuesday, May 22. Meet at the back field by 7 AM. This is an optional activity, but those who come will receive an extra participation point. If you are enrolled in biotech and wish to come, you must attend biotech on Monday (you will be excused from ToK - please let me know in advance so I don't mark you absent)
  • In your groups - What is the general problem highlighted by the article with the scientific method? With your group, discuss and record two other examples of how we see this problem in the natural sciences. How might the problem be overcome?
  • Lecture/Discussion
 

Week of May 8

Date Agenda Homework
Monday
  • Lecture/Discussion - Problems of certainty: the relationship between math and scientific knowledge
Draft of Spring paper - Due Wednesday
Wednesday
  • Read Kuhn excerpts
  • Lecture/Discussion: The problem of progress - Thomas Kuhn's normal and revolutionary science
 
Friday
  • Journal (on your own on the back of Kuhn) - What does Kuhn mean by "normal science?" Why did I say that Kuhn could be thought of as an Anthropologist of science?
  • Lecture/discussion - Kuhn's revolutionary science
  • General observations on the essay after having read half of those submitted
  • Reading time for reproducibility article
Read and annotate - The Problem of reproducibility

Week of May 1

Date Agenda Homework
Monday
  • Lecture/Discussion - Natural science and overcoming the problem of induction: math v. models
Wednesday  
Friday
  • Lecture/Discussion - Natural sciences and modeling
 

Week of April 23

Date Agenda Homework
Monday
  • Individually, skim read (15 minutes) the handout on denialism. Pay specific attention to how the excerpts distinguish between scientific skepticism and denial and on the characteristics of scientific denial.
  • The spring paper asks you to explore the following topic: “Robust knowledge requires both consensus and disagreement.” With your group, discuss how and why denialism is NOT an example of the type of disagreement the topic is referring to. Use the characteristics of denialism described in the article to develop a criteria for legitimate scientific disagreement. How might this article be used as a source for the paper? be prepared to share your findings with the class.
  • Whole class discussion - What distinguishes scientific disagreement from denialism? How can students and teachers resist denialism?
Read an annotate the NASA climate change article - Focus on what makes this study scientific - be prepared to cite examples
Wednesday
  • Mr. Reese and the extended essay
  • Lecture/Discussion - The Scientific method and its challenges pt. 1: the problem of induction
  • Reading time - Bayesian statistics article
Read and annotate Bayesian statistics article - Friday
Friday
  • Small group discussion #2 - The New Climate Dice
  • Journal (in small groups)- 1) What role does mathematics play in the generation of scientific knowledge? 2) What is the central argument of the author? 3) What correctives are suggested by the author? 4) What KQ2 are suggested by this article?
  • Lecture/Discussion - Challenges of science, pt. 2: the relationship between math and scientific certainty

Week of April 16

Date Agenda Homework
Monday
  • The PE planning template may be submitted online if you wish. Follow the instructions here:
    • PE Planning template (Fillable PDF). Instructions for using/submitting PE planning form:
      • Download PE planning template
      • Save template to your desktop
      • Close your browser. Open the downloaded file in Acrobat reader and fill it out. If you need to download Acrobat reader you can do so with the link above.
      • Save the completed form to your desktop using "save as" and naming it "your last name, your first name" in the file menu of Adobe Acrobat
      • Upload to this link. You must be signed into your gmail account. Click New, then "file upload".
  • Discussion of "The Dangers of Pseudo Science"

Bring all materials needed to work on your spring paper on Wednesday;

Read and take notes on the on line article, "Truth or Denial" - Read through section two and then explore the rest of the site. This article was produced by the film production company that produced the 2016 movie Denial - Due Friday

Wednesday
  • Class meets in A211 due to AP pre session. Students attending AP pre session are excused
  • Spring paper, work day one and teacher consultations
Friday
  • Small group discussion of "Truth and Denial"

Week of April 9

Date Agenda Homework
Monday
  • With your table groups, discuss the following question: To what extent is knowing in ethics different from knowing in the natural sciences? How does knowledge work differently in each of these areas? Make a T chart in which you record your group's observations.
  • Whole class discussion
  • Thinking about the previous question, is the current emphasis on STEM education justified? Again, with your group discuss and create a T chart brainstorming arguments on each side.
  • Whole class discussion
  • Reading time - NYT STEM article

Read and annotate NYT STEM article - Wednesday

PE Planning template - Due April 16

Wednesday
  • Journal/Discuss with your table groups - Thinking about the NYT article, should government financial aid and tuition support prioritize students going into STEM fields? What passage struck you the most from the article? Put in ToK terms, should knowledge that results in direct, practical benefit be prioritized over knowledge that offers less direct practical benefit?
  • Discussion of STEM article
  • Journal (do it in your notes) - How does science create knowledge? Describe, using your experience as a student at THS.
  • Lecture/Discussion - Introduction to natural science as a Area of Knowledge

Read and annotate Pseudo science article - Friday;

PE Planning template - Due April 16

Friday
  • Finish discussion of the scientific method
  • In groups - Based on the reading - What is pseudo science? Brainstorm as many characteristics of pseudo science as you can. What demarcates pseudo science from real science?
  • Discussion of "The Dangers of Pseudo Science"
PE Planning template - Due April 16

Week of March 26

Date Agenda Homework
Monday PE Planning template - Due April 16
Wednesday
Friday
  • No school -Have a great Spring break!

Week of March 19

Date Agenda Homework
Monday Aristotle - due Wednesday
Wednesday PSAs - due on Monday, March 26
Friday
  • Summary of ethical theories we have discussed.
  • PSA Work Time
PSAs - due on Monday, March 26 - They are not being presented, but we will watch and discuss them on Wednesday

Week of March 12

Date Agenda Homework
Monday Kant template - Due Wednesday
Wednesday
  • Journal/Discussion: Is it ethical to walk out of class? Explain your answer. How might the theories we have discussed help inform this answer?(this discussion will be allowed to run the length if it is substantive)
  • Lecture/Discussion - Kant's deontological ethics
Friday
  • PSA questions?
  • Aristotle template work time
Aristotle template - due Monday, March 19

Week of March 5

Date Agenda Homework
Monday
  • Those Who Walked Away From Omelas - Socratic Discussion
  • Is Omelas a just society? By what standard have you arrived at your answer? Are we Omelas? What is the appropriate ethical response to Omelasian situations?
  • No hands - this is a conversation. Keep comments to less than 30 seconds. No back and fourth between two. Keep a tally of how many times you have spoken. Work on making sure all voices are heard.
  • Bonus points. Everyone speaks = everyone gets a bonus point. Quote points as usual. Connection of this topic to a specific current event = bonus point.
Wednesday
Friday
  • Lecture/Discussion - Utilitarianism

Week of February 26

Date Agenda Homework
Monday
  • In your groups, examine your criteria for ethical decisions. Discuss and organize your criteria into three broad categories. Be prepared to explain your categorization
  • Lecture/Discussion - The Source of the moral "ought"
  • Reading time - Levinas document
Read and annotate Levinas document - Wednesday, February 28
Wednesday
  • Journal - For Levinas, what is the source of the moral "ought?" Think in terms of the WoKs.
  • Guided discussion of Levinas
Read and answer the provided questions - Those Who Walked Away From Omelas due Monday, March 5
Friday
  • No School

Week of February 19

Date Agenda Homework
Monday
  • No School
Wednesday
  • Journal: What does Plato see as the basis for ethics? Try to explain this in ToK terms. Is Plato right?
  • Discussion of Plato's conception of ethics and its implications for ToK
  • Lecture/Discussion - Introduction to ethics - the source of the moral ought
Friday
  • Ethical dilemmas (small group discussion)

Week of February 12

Date Agenda Homework
Monday
  • No school
Wednesday
  • Mr. Reese and the Extended Essay. Here is a link to the EE proposal form.
  • Introduction to ethics - Read and (2 page) annotate the reading on Plato's conception of ethics (1 page), then on the second page, 1) explain how Plato's theory might be understood in toK terms using the WoKs we have discussed this year. 2) To what extent could you support Plato's conception with examples from 12AM? To what extent could you reject t with examples from the film? 3) From your perspective, to what extent is Plato right? What are the problems with his theory? (The second page should be your reaction)
Read and 2 page annotate Plato reading - Due Wednesday, February 21
Friday
  • Introduction to ethics - Read and (2 page) annotate the reading on Plato's conception of ethics (1 page), then on the second page, 1) explain how Plato's theory might be understood in toK terms using the WoKs we have discussed this year. 2) To what extent could you support Plato's conception with examples from 12AM? To what extent could you reject t with examples from the film? 3) From your perspective, to what extent is Plato right? What are the problems with his theory? (The second page should be your reaction)
  • You may work on materials from another class if you finish your annotation.
Read and 2 page annotate Plato reading - Due Wednesday, February 21

Week of February 5

Date Agenda Homework
Monday
  • Journal: What are our emotions? Define emotion as precisely as you can
  • Lecture/Discussion - Theories of emotion and emotional intelligence
Read and annotate - The Dark Side of Emotional Intelligence - Friday
Wednesday
  • Small group discussion of "The Emoticon of Your Face"
Read and annotate - The Dark Side of Emotional Intelligence - Friday
Friday
  • In your table groups answer the following questions: 1) What is emotional intelligence?, 2) What examples of emotional intelligence can you provide from literature and film (12AM)? 3) What is the relationship between reason and emotional intelligence?
  • Whole group discussion

    Emotional intelligence: Empathy or manipulation?

 

Week of January 29

Date Agenda Homework
Monday
  • Journal/In small groups: What is the argument made by Bronowski as it relates to reason? How does this apply to life in the modern world?
  • The Perils of Certainty - Discussion
  • Harkin assignment and reading time
Read and annotate Harkin - Friday
Wednesday
  • Emotion small group discussion
Read and annotate Harkin - Friday
Friday
  • Whole group debate:

    Resolved: the clearly negative portrayal of human emotions in westerm philosophy and literature demonstrates that to reach our full human potential our reason must control and constrain our emotions.

    You must argue from your assigned perspective.

    Quote points awarded for specific reference to literature, philosophy or the document.

    You will have 5 minutes to individually prepare. I will call on speakers. Speakers will alternate between Aff/Neg

Read and Annotate - the emoticon of your face - Monday, February 5

Week of January 22

Date Agenda Homework
Monday
  • Go over syllogism HW
  • Assessing syllogism using mood and figure
Determine the mood and figure of each syllogism from the practice sheet
Wednesday
  • Journal: In your table groups 1) What knowledge questions arise from our discussion of reason? Remember the definition of a KQ: They focus not on knowledge , but on how knowledge is constructed and evaluated, they are not "right or wrong" questions and they are constructed using general rather than subject specific terms, 2) How might reason be connected to the topic for the spring paper? 3) How does reason impact our daily lives?
  • Discuss journal
  • Bronowski video and article
  • Instead of a typical annotation, construct a one page response to the video and article that answers the question: What are the dangers of faith in the power of reason (you may explore the question itself).
Read and annotate Reason and Certainty - Monday, January 29
Friday
  • No school

Week of January 15

Date Agenda Homework
Monday
  • No school
Wednesday
  • Lecture/Discussion - Review assessing Categorical syllogisms with Venn diagrams.
  • Practice with A and E propositions
Assess practice syllogisms 1-4, 6, 10 - Friday
Friday
  • Go over HW
  • Lecture/Discussion - Assessing syllogisms with O and I propositions
  • I,O syllogism practice work time
Assess practice syllogisms 5,7, 9

Week of January 8

Date Agenda Homework
Monday From your other classes, collect 5 (total) examples of induction from within the disciplines represented by these classes. How effective is the use of induction in each discipline? Due Wednesday.
Wednesday
  • Class is in A211 today and Friday
  • Discussion - Induction and the AoKs.
  • Lecture/Discussion - Introduction to deductive reasoning
Class is in A211 today and Friday
Friday
  • Lecture Discussion - Categorical syllogisms, pt. 1
Syllogism practice HW - Due Wednesday, January 17

Week of January 1, 2018

Date Agenda Homework
Monday
  • No School
Wednesday
  • Fall grades - questions, corrections, etc due by Friday
  • Spring paper - practice prescribed essay assignment:
    • “Robust knowledge requires both consensus and disagreement.” Discuss this claim with reference to two areas of knowledge.
  • In small groups:
    • What words must be clearly defined to make sense of this topic?
    • Discuss and list examples that support the statement
    • Discuss and list examples that deny the statement
    • How does this topic relate to the WoKs?
  • Brainstorm ideas
  • Discuss PE strategies
Review induction articles - What argument is made by each? What type of induction is being employed? How strong is the argument
Friday
  • In small groups:
    • What words must be clearly defined to make sense of this topic?
    • Discuss and list examples that support the statement
    • Discuss and list examples that deny the statement
    • How does this topic relate to the WoKs?
  • Brainstorm ideas
  • Discuss PE strategies
Review induction articles - What argument is made by each? What type of induction is being employed? How strong is the argument

Week of December 11

Date Agenda Homework
Monday
  • Finish Assessing inductive arguments
  • Argument work time
Read the induction practice articles, then transform each article into an standard form inductive argument. Using what we have discussed today, assess the strength of each argument on a 1 (week)-10 (strong) scale. Explain the reasons behind your assessment .
Wednesday
  • No class
Friday
  • No class

Week of December 4

Date Agenda Homework
Monday
  • Lecture/Discussion - Deduction v. induction
  • Deduction or induction group activity
  • Lecture/Discussion - Translating inductive arguments into standard form
Class meets in A211 on Wednesday. Remember to give blood - the gift of life!
Wednesday
  • Lecture Discussion - Types of inductive arguments and their assessment
 
Friday
  • Lecture Discussion - Types of inductive arguments and their assessment
Read the induction practice articles, then transform each article into an standard form inductive argument. Using what we have discussed today, assess the strength of each argument on a 1 (week)-10 (strong) scale. Explain the reasons behind your assessment .

Week of November 27

Date Agenda Homework
Monday
  • Substitute
  • Read and annotate "Politics and the Fracturing of Shared Reality" on your phones. If you don't have a phone, look on with a partner. This article was written during the 2016 primary season, but we are reading it for what it says about the relationship between reason, science and our ability to agree on a shared reality
  • To what extent does reason establish a "shared reality" upon which we can all agree? What happens when that shared reality is no longer shared?
Fall formal paper final draft - Due Friday
Wednesday
  • Questions for the final draft of the fall essay?
  • Discussion - Reason, subjectivism and the importance of shared reality
  • Lecture/Discussion - The language of reason
Fall formal paper final draft - Due Friday
Friday

Week of November 13

Date Agenda Homework
Monday
  • Journal: Answer questions from the presentation in your groups
  • Lecture/Discussion - Wittgenstein and the PI
Wednesday
  • Language as a tool of persuasion in politics: a comparison between Martin Luther King Jr. and Donald Trump
Complete the analysis of each speech described on the presentation
• How is language used differently by each speaker?
• How are the other WoKs incorporated into Persuasive language?
• Does persuasive language facilitate or hinder knowledge?
• What role does language play in a democracy? (think about this one)
Friday
  • Journal - Does persuasive language serve more to foster or hinder the generation of true knowledge? What other Woks are important to this question? Explain your answer using examples from the two speeches.
  • Discuss journal
  • General fall essay comments
  • Fall essay return
Fall essay final draft -Due Wednesday, November 29

Week of November 6

Date Agenda Homework
Monday
  • Journal: Review the activity done on Friday with your group. Using this activity and the Orwell document, discuss how language can impede knowledge. List and explain two examples and support each with a quote from the document. Develop a KQ progression (KC-KQ1-KQ2) based upon your discussion.
  • Orwell document/misuses of language discussion
  • Read the Wittgenstein documents with the following knowledge question in mind, "To what extent is language simply a system of logic?"

Read and annotate Wittgenstein - Wednesday;

Mr. Haydock's fall essay return deadline - Friday, November 17, unless you notify me ahead of time that you need it earlier.

Wednesday
  • Lecture/Discussion - To what extent is language simply a system of logic? Wittgenstein argues with himself.
Mr. Haydock's fall essay return deadline - Friday, November 17, unless you notify me ahead of time that you need it earlier.
Friday
  • No School - Next week - Wrapping up language with discussions on language persuasion and their relationship to knowledge

Week of October 30

Date Agenda Homework
Monday

First draft of fall paper - due Wednesday;

Orwell, Part 1 + Questions - Due Wednesday, November 1

Wednesday
  • Fall paper peer editing and discussion
Orwell, Part 2 + Questions - Due Friday, November 3
Friday
  • Journal: What Are Orwell's most important recommendations for clear writing? List and explain three
  • Lecture/Discussion - Orwell and the Misuses of language
  • Read the brief news story from CNN on the attacks in New York. Then, with your group, write a news release describing the attacks in 100-150 words that grossly violates as many of Orwell's rules as possible. When you are done, Highlight each violation and explain which principle has been violated

Week of October 23

Date Agenda Homework
Monday
  • Parent Conferences
Wednesday
  • Language and thought - small group discussion. Each group must include at least one person who speaks a language other than English.
First draft of fall paper - due Wednesday, November 1;

Friday
  • In small groups, as question 6: To what extent do you think in language? Without language, how would your conception of the world be different? If you speak a language other than English, are their concepts or ideas that are clearly expressed in that language that are not capable of being expressed in the same way in English? Provide examples
  • Language and thought - Whole class discussion - How does language shape our knowledge of the world?
  • Katz reading
First draft of fall paper - due Wednesday, November 1;

Week of October 16

Date Agenda Homework
Monday
  • Journal: Will it ever be possible for machines to use language as we do? Can we call what machines do now (based on Friday's activity) "using language" in the same way that we use language? What would Searle and Descartes' answer to this question be?
  • Lecture/Discussion - Descartes, Searle and the relation between reason, understanding and language
Chimp Language article - due Wednesday
Wednesday
  • Debate: Resolved - Language is unique to human beings
    • 15 minutes prep time to prepare your arguments on your case template. Both sides should precisely define language and other key terms, and should develop at least three reasons for their position.
    • Format
      • Affirmative constructive (3 minutes)- Clearly state your stand on the resolution and then explain your case (your reasons for your position on the resolution and the definitions of key terms). Don't simply read off of your notes, take the time to explain your arguments and definition and how they work together to make a compelling argument for your side.
      • Negative questions the affirmative (and the affirmative answers)(2 minutes) - questions can either seek clarification or attempt to poke holes in the oppositions case
      • Negative constructive (3 minutes)
      • Affirmative questions the negative (2 minutes)
      • 3 minutes prep time to prepare rebuttal and closing
      • Negative rebuttal and closing (2 minutes) - The negative side should refute all three of the affirmative arguments an or definitions and explain why their side of the resolution is correct
      • Affirmative rebuttal and closing (2 minutes)

Debate analysis - due Friday (counts as an annotation)

Using your notes, take the role of the judge of the debate and explain which side won and why. You reasons should address the what you consider to be the most important issues in the debate and why your chosen side prevailed. Explanations should make specific reference to your notes template, which will also be submitted on Friday. You may choose either side.

Friday
  • Journal: To what extent do you think in language? Without language, how would your conception of the world be different? If you speak a language other than English, are their concepts or ideas that are clearly Express in that language that are not capable of being expressed in the same way in English? Provide examples
  • Lecture/Discussion - Linguistic determinism and the Sapir-Whorf hypothesis
Read and Annotate Deutscher article - Wednesday, October 25

Week of October 9

Date Agenda Homework
Monday
  • Lecture/Discussion - Characteristics of language
Read and annotate Searle and Descartes - Friday
Wednesday
  • Bagel Day
  • Education discussion
Read and annotate Searle and Descartes - Friday
Friday
  • Small Group Discussion - Language, meaning and reason
  • Here is the link referred to in the presentation. Here is another option. And another.
Read and annotate animal language article - Wednesday

Week of October 2

Date Agenda Homework
Monday
  • Illusions presentations and discussion
Wednesday
  • Journal - Make a T chart. On the left side list the characteristics that are essential for something to be language. On the right side list examples of characteristics that language is not.
  • What is Language? Activity and discussion
Read and annotate Descartes, Searle, Wittgenstein - Friday
Friday
  • Philosophy of language discussion

Week of September 25

Date Agenda Homework
Monday
  • Lecture/discussion/demonstration - change blindness and attentional blindness
  • Preview of illusion activity
Wednesday
  • Lecture/Discussion - Perceptual illusions
  • Perceptual Illusion activity in the computer lab
    • Your group will be assigned two illusions to investigate from this list.
    • Examine each illusion, discuss with your group and fill out the illusion template. On Friday, September 29, be prepared to present one of the illusions you investigated to the class using the guidelines described below:
  • Illusion presentation work time. Presentations should:
    • Explain what the difference between appearance and reality, and what your group believes is the cause of this difference. Does this illusion fit into the categories we described, or is something else going on? Your explanation should deal with what we have described as the two walls between our understanding and the world.
    • To what extent does your illusion involve other WoKs?
    • Explain a knowledge question progression (KC-KQ1-KQ2) that arise from this illusion and then explain and discuss potential real world impacts (positive or negative) these knowledge questions might pose for at least one AoK.
    • Be between 3-6 minutes in length. Questions are encouraged after each presentation
    • Presentations are worth an annotation and participation points
Illusion presentations - Due Friday
Friday
  • Presentation of Illusions and discussion of the limits of perception

Week of September 18

Date Agenda Homework
Monday
  • We are back in D210 today
  • Whole class discussion/brainstorm - Ways of knowing in the film 12 Angry Men
Read and annotate Loftus (required) and Sentinal (supplemental) articles - Wednesday
Wednesday Read and annotate change blindness article - Friday
Friday
  • Small group activity - Jury instructions for eyewitness testimony, revised based on ToK!
Read an annotate illusions article (online)- Monday

Week of September 11

Date Agenda Homework
Monday
  • 12 Angry Men, Pt. 1
Completed video evidence sheets - due Monday, September 18
Wednesday
  • 12 Angry Men, Pt. 2
Completed video evidence sheets - due Monday, September 18
Friday
  • ToK 11 meets in A211 today! Help spread the word!
  • Finish 12AM
  • Video notes assignment
  • First semester paper
Completed video evidence sheets - due Monday, September 18

Week of September 4

Date Agenda Homework
Monday
  • No School!
Wednesday
  • Journal: What were the most significant issues raised in Friday's Debate? Why do you think most people chose skepticism at the end?
  • Read and discuss post truth excerpts, (pt. 1 from the Economist). Identify and be prepared to discuss, as a whole group, the arguments made in the article
  • Discussion - Can democracy survive in a post truth world?
Friday

Week of August 28

Date Agenda Homework
Monday
  • Journal: What (if anything) is the difference between knowledge and belief?
  • Lecture/Discussion - Justified, True Belief
Read and annotate the skepticism article - due Wednesday, August 30
Wednesday
  • Journal - With your group, answer the following questions regarding the philosophical skepticism article:
    • What is the difference between “ordinary” and “philosophical” skepticism?
    • What does Wittgenstein mean when he says “doubt occurs within the context of things undoubted?” Is he speaking of ordinary or philosophical skepticism with this statement?
    • How are the movies The Matrix and The Truman Show used to illustrate the difference between ordinary and philosophical skepticism?
    • In what cases is philosophical skepticism warranted?
  • Discuss Journal
  • Lecture/Discussion - Three approaches to knowledge
  • Post modernism readings
Friday
  • Triangular debate: Is knowledge possible?
    • Meet with your group based on perspective T, t, (T)? and color
    • With your group, brainstorm as many arguments as you can in ten minutes for why your position on knowledge is correct. Everyone should take notes on the brainstorm and have the brainstorm handy during the debate. Use examples from the readings and specific examples from your experience in classes at THS. Make sure everyone in your group clearly understand the knowledge position you represent. Appoint on person from each side to track participation for their side.
    • Debate rules:
      • Arrange chairs in the smallest triangle you can make.
      • Each side should make a 1 minute opening statement laying our their position. This statement can be delivered by more than one person on each side.
      • After openings, follow the rules for Socratic discussion (no raising hands, be mindful of others).
      • Your side may speak only when it has not spoken for the previous 2 speakers, thus each side of the triangle should speak before a side repeats. The only exception to this is when a specific question is asked of another side. That side may answer, but there are no follow ups.
      • Sides should be prepared to speak when there turn comes.
      • Make every effort to respond directly to the arguments that have come before you
      • Your goal is for everyone on your side to contribute at least once during the debate.
 

Week of August 21

Date Agenda Homework
Monday
  • Journal: With your group, develop and write a KQ2 that emerges from our discussion of the "Allegory of the Cave" on Friday.
  • Lecture/Discussion - The theory of knowledge that emerges from Plato's "Allegory of the Cave"
  • Small group discussion of presentation questions
For Wednesday, bring a list of ten things you know. For each item, briefly indicate what the basis for your KC is. Try to have diversity on your list.
Wednesday
  • Review your group responses to the questions posed at the end of class on Monday - then whole class discussion
  • In small groups, everyone should share the lists of what they know. As a group, discuss how you might construct 2-3 categories into which all of your KC could be placed based on the bases for each KC. Be prepared to share your categories.
 
Friday
  • Lecture/Discussion - Personal (PK) v. Shared Knowledge (SK)
  • Discussion of PK v. SK questions
Read and annotate the skepticism article - due Wednesday, August 30

Week of August 14

Date Agenda Homework
Monday
  • Begin reading and annotating Miller article
  • Lecture/Discussion - Knowledge claims and Knowledge questions
  • Miller article reading time

Read and annotate Miller article - Due Wednesday;

Read and annotate Plato's "Allegory of the Cave" - due Friday

Wednesday Plato's "Allegory of the Cave" - due Friday
Friday
  • Socratic discussion of Plato's "Allegory of the Cave"
  • Small groups - 1) What is Plato's argument? 2) How does he support this argument? 3) Is this argument valid?
  • Large group - Are WE bound in a cave looking at shadows and thinking them real? To what extent does the Allegory describe us?
For Wednesday, bring a list of ten things you know. For each item, briefly indicate what the basis for your KC is. Try to have diversity on your list.

Week of August 7

Date Agenda Homework
Monday

Read and Annotate Dweck article - Wednesday

Wednesday
  • Day 2 -Ourselves
  • Discussion of Dweck article
    • Small groups/answer questions in brief form in your journal - What is Dweck's argument? How does she support this argument? How does this relate to your experience in school?
    • Large group - How should the ideas in this article shape the nature and methods of education in the US? How does this article relate to this class? To what extent do you agree or disagree with Dweck's argument?

 

Friday
  • Journal - How did yesterday's discussion go? What went well and what might be improved?
  • Reese email list
  • Lecture/Discussion - Introduction to ToK
  • Syllabus

Read and annotate Plato's "Allegory of the Cave" - Friday, August 19