ToK 11

Announcements

Capture the flag - This years' capture the flag game will be held on Wedensday, May 22 at 7:00 AM on the back field, weather permitting. As this is not a class day required for either juniors or seniors, participation is not required. If you play you will receive a praticipation point. There is still class as usual for juniors in room A211 on Monday, May 20 and for Seniors on Tuesday, May 21.

Several groups that submitted their ethics PSAs with Google docs do not have link sharing enabled. If you got an email from me requesting access, please make this change ASAP.

If your paper was completed by Friday, May 3 - your final draft is due on Friday, May 10,

If your final paper was completed on Monday, May 6, your final draft is due Monday, May 13

Classes will be held in A211 and A214 for the remainder of the year. For your specific room assignment, see Mrs. Hermann.

Spring paper general comments

Week of May 20

Date Agenda Homework
Monday
  • Lecture/Discussion - Aesthetic theory
  • Year wrap up
Wednesday
  • No class (optional capture the flag, 7:00 AM)
Friday
  • No Class

Week of May 13

Date Agenda Homework
Monday
  • What is art? Socratic discussion. Discussion should focus on the following questions (using examples from the works we investigated on Friday):
    • What are the essential characteristics of art? (What qualities must something have to be art?)
    • What is not art? (What characteristics would make something definitely not a work of art?)
    • Based on the works examined on Thursday, does Tolstoy's definition of art hold up? Why or why not?
    • By what criteria might we judge a work to be "good art" or "bad art."
Read and annotate Picasso - Friday
Wednesday
  • Lecture/Discussion - Aesthetic theories
Read and annotate Picasso - Friday
Friday
  • Capture the flag will be on Wednesday at 7 AM at the back filed. It is optional, but those who participate will recieve a participation point. Please be on time if you wish to participate.
  • Class meets as usual on Monday
  • Journal - (on your Picasso annotation) - If art is a lie, how can it be a legitimate area of knowing (the truth).
  • Lecture/Discussion aesthetic theories
 

Week of May 6

Date Agenda Homework
Monday Read and annotate Tolstoy - Wedensday
Wednesday
  • We have one more video - It is L on the list. We will re-vote and submit the votes and notes on Friday
  • Tolstoy discussion
    • In small groups - 1) What is Tolstoy's definition of art? 2) What is his standard for good art? 3) What does he maintain is bad art?
    • Large group Socratic discussion. 1) What is art? 2) What qualifies as good art? 3) Does Tolstoy get the definition and function of art right? 4) What has Tolstoy left out?
    • Please try to illustrate your ideas with real examples whenever possible
  • Friday
    • Art gallery walk
      • Begin by walking around the top floor of the A building and briefly looking at each of the pieces of visual art
      • As a group, decide which 12 works you wish to focus on. Complete the template for each of these 12 works. You must choose at least 2 of the audio/video exhibits.
      • Spend 5 minutes discussing each of your choices and completing the template
    • Gallery walk template
    • List of works for gallery walk (You must use this link to access audio/video files)

    Week of April 29

    Date Agenda Homework
    Monday
    • Questions on the PSA
    • PSA submission guidlines
      • Upload your video to youtube or a similar platform.
      • Send me the link by 6:00 PM Thursday
    • Discussion of Aristotle
    Wednesday
    • Ethics review
    • Spring paper general observations
    Friday
    • Return drafts
    • General comments
    • Debrief ethics theory application activity
    Read and annotate Tolstoy - Monday

    Week of April 15

    Date Agenda Homework
    Monday
    • Paper last questions
    • Lecture/Discussion - Kant's deontological ethics

    Spring paper draft - Due Wednesday;

    PSA Assignment - Due May 3

    Wednesday PSA Assignment - Due May 3
    Friday
    • No School

    Week of April 8

    Date Agenda Homework
    Monday

    Finish utilitarian template - Wednesday;

    Spring paper drafts - due Wednesday, April 17

    Wednesday
    • Discuss Planning templates and general comments
    • Lecture/Discussion - Summary of Utilitarianism and introduction to deontological ethics
    • Kant reading activity (in small groups)

    Kant template - due Friday;

    Spring paper drafts - due Wednesday, April 17

    Friday

    Aristotle template - due Friday;

    Spring paper drafts - due Wednesday, April 17

    Week of April 1

    Date Agenda Homework
    Monday
    • Journal questions from presentation - add these to your annotation.
    • Lecture/Discussion - Relativism

    Read and annotate Levinas article - Wenesday, April 3;

    Spring essay planning template - April 3,

    Spring essay draft - April 17,

    Drafts returned - May 3,

    Final essay due - May 10

    Wednesday
    • Relativism smal group discussion

    Spring essay planning template - April 3,

    Spring essay draft - April 17,

    Drafts returned - May 3,

    Final essay due - May 10

    Friday
    • Levinas discussion

    Week of March 25

    Date Agenda Homework
    Monday
    • Ethical situations small group discussion
    Teacher interview template - Due Friday
    Wednesday
    • Complete ethics situation poll.
    • Whole class discussion on ethics situations
      • What standard/criteria did you use for each standard?
      • Does the standard used for each situation conflict the standard used in other situations?
      • Is there an objective conception of ethics that applies universally? If so, what might be its basis?

    Teacher interview template - Due Friday;

    Read and annotate relativism article. Then answer the question, can you think of actions that are right in one culture and wrong in others? Does this mean ethical relativism is right? - due Monday, April 1;

    Read and annotate Levinas article - Wenesday, April 3

    Friday Whole class discussion - ideas from teachers

    Read and annotate relativism article. Then answer the question, can you think of actions that are right in one culture and wrong in others? Does this mean ethical relativism is right? - due Monday, April 1;

    Read and annotate Levinas article - Wednesday, April 3

    Week of March 18

    Date Agenda Homework
    Monday
    • Small group discussion on "The Dark Side of Emotional Intelligence"
    Wednesday

    Teacher interview - due Friday, March 29 (Happy Brexit day !);

    Spring essay planning template - April 3,

    Spring essay draft - April 17,

    Drafts returned - May 3,

    Final essay due - May 10

    Friday
    • Journal - 1) What is ethics? Your answer should define ethics as an area of knowledge and provide an example that supports your definition, 2) Is ethics relative to the individual or the culture or, is ethics universal? Explain your answer.
    • Lecture/Discussion - Intro to AoKs and preview of the unit
    • Ethics PSA assignment

    Week of March 11

    Date Agenda Homework
    Monday
    • Lecture/Discussion - Theories of emotion
    Read and annotate "The Emoticon of your Face" - Wednesday
    Wednesday Read and annotate Emotional Intelligence article - Friday
    Friday
    • Lecture/Discussion - Emotional intelligence
    Read and annotate teen emotional intelligence article - Monday, March 18

    Week of March 4

    Date Agenda Homework
    Monday
    • Emotion small group discussion

    Next steps journal #3 - due Wednesday;

    Read and annotate Harkin - Friday

    Wednesday
    • Wrapping up current events activity - small group discussion with group members from differing parts of the political spectrum
    Read and annotate Harkin - Friday
    Friday
    • Journal - In small groups - Do you agree with Harkin's assessment of how our society views emotion and why that view is wrong? What struck you most about the article
    • Discuss Harkin document
    • Read and annotate -" The Emoticon of Four Face" - time allowing
    Read and annotate "The Emoticon of your Face" - Wednesday, March 13

    Week of February 25

    Date Agenda Homework
    Monday
    • 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?
    • Correct HW and turn in packet
    • Discuss journal
    • Bronowski video (45:40) 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 an complete the assignment for the Bronowski article - due Wednesday;

    Next steps issue 3 - due Wednesday, March 6

    Wednesday
    • Video
    • Journal: Does Western society over emphasize reason? What are the dangers of over emphasizing reason - develop a specific example that is not related to the Bronowski video
    • Whole group discussion (moderated)
      • What is the argument that Bronowski is making? To what extent is it valid?
      • Is the importance of reason overemphasized in Western society? If so what are the specific consequences?
      • To what extent do we see evidence of the overemphasis of reason in the American educational system. Can you provide personal examples?
      • To what extent might the other WoKs be capable of correcting problems caused by the overemphasis of reason?
    Next steps issue 3 - due Wednesday, March 6
    Friday
    • No School

    Week of February 18

    Date Agenda Homework
    Monday
    • No School
    Wednesday
    • Complete problem 3 if you have not already done so
    • Review universal aff/neg proposition syllogisms
    • Correct problem 3
    • Lecture/Discussion - Graphing particular proposition syllogisms
    • Work time

    Assess the validity of problems 1,2,4,5,6;

    Next steps issue two - due Wednesday, February 27

    Friday
    • Correct syllogism HW
    • Lecture/Discussion - Other means of assessing categorical syllogisms

    Identify the formal fallacy for the two invalid syllogisms, then write two invalid syllogism of your own each of which commits a different formal fallacy. Demonstrate invalidity both by graphing and identifying the relevant fallacy

    Next steps issue two - due Wednesday, February 27

    Week of February 11

    Date Agenda Homework
    Monday
    • No School
    Wednesday Next steps week two - issue template - due Wednesday, February 27
    Friday Next steps week two - issue template - due Wednesday, February 27

    Week of February 4

    Date Agenda Homework
    Monday

    Informal fallacy practice - due Wednesday;

    Group informal fallacy media assessment project - due Friday

    Wednesday Group informal fallacy media assessment project - due Friday(Note - The group project should be submitted by your table groups of six. Only one project per table group.)
    Friday
    • Induction project issues
    • Next steps - week two
    • Lecture/Discussion - Categorical syllogisms

    Syllogism practice - pt. 1 - due Wednesday, February 13;

    If you didn't turn in the Group informal fallacy media assessment project, it is due on Wednesday, February 13

    Next steps week two - issue template - due Wednesday, February 20

    Week of January 28

    Date Agenda Homework
    Monday
    • Finish inductive arguments Small group discussion
    • Lecture/Discussion - Assessing inductive arguments
    Personal Media Inventory - Due Wednesday
    Wednesday Next steps journal 1 - Due Monday, February 4
    Friday Next steps journal 1 - Due Monday, February 4

    Week of January 21

    Date Agenda Homework
    Monday
    • No School
    Wednesday Personal media inventory - due Wednesday, January 30
    Friday
    • No School

    Week of January 14

    Date Agenda Homework
    Monday Personal media inventory - due Wednesday, January 30
    Wednesday
    • Lecture discussion - Understanding the language of reason
    Friday
    • Lecture/discussion - Translating a narrative argument into standard form
    Translating narrative arguments into standard form assignment - Due Wednesday, January 23

    Week of January 7

    Date Agenda Homework
    Monday
    • Fall grades - questions, corrections, etc due by Wednesday
    • New Groups
    • Spring paper - practice prescribed essay assignment:
      • "'One way to assure the health of a discipline is to nurture contrasting perspectives.' Discuss this claim.”
    • 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?

    Identify and bring to class an article from a legitimate source that you believe might help you to support an argument regarding the PT. Your annotation should discuss why the article is relevant to the PT and how it might be used to make your argument

    Read and annotate (online due to embedded graphics) NPR article on Stanford study on the difficulty students have recognizing fake news- Due Friday

    Wednesday
    • At your table groups - Briefly summarize your article and then explain how it might be a useful example for the spring paper.
    • PT Article discussion and brainstorm of ideas
    • Whole class brainstorm
      • Unpacking the topic - "'One way to assure the health of a discipline is to nurture contrasting perspectives.' Discuss this claim.”
      • Specific examples supporting the statement made in the PT
      • Specific example denying the statement made in the PT
    • NPR Article reading time
    Read and annotate NPR article on Stanford study on the difficulty students have recognizing fake news- Due Friday
    Friday
    • Split class discussion - SHEG study of student ability to identify fake news - What is the problem and what role does reason play in correcting the situation described by the article?
    • With the people sitting near you in the circle, prepare for the Socratic discussion by discussing the following issues:
      • What is the problem revealed by the study? What specific examples of the problem are provided in the article? Can you provide examples from your own experience (either personally or with people you know) that illustrate these problems?
      • In what specific ways does reason as a WoK provide solutions to these problems? What concrete examples of the use of reason would improve the situation described? What role should public education play in the facilitation of this solutions? Again, think about the solution in concrete terms illustrated with specific examples.
    • Ms. Herman and I will not verbally participate in this discussion but will act as recorders so we can discuss the issues raised in future classes.
    • Bonus time! 100% meaningful group participation - everyone receives 2 additional pp. 75% meaningful group participation - everyone receives 1 bonus pp. These bonuses are conditioned on the discussion continuing in a dynamic way to 7:50

    Week of December 17

    Date Agenda Homework
    Monday Enjoy your time off!
    Wednesday
    • No class
    Friday
    • No School

    Week of December 10

    Date Agenda Homework
    Monday • Complete the analysis of each speech described on the slides
    • 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) - Wednesday
    Wednesday
    • Language as a tool of persuasion discussion (Discuss these questions with your group, then we will discuss them as a whole class)
      • Identification of best examples of rhetorical devices (brainstorm)
      • Analysis of rhetorical triangle focus for each speech
      • Each speech is persuasive in its own way. To what extent does the persuasion of each speech advance knowledge?
      • Why/how is the language used by public figures important to the health of American democracy?
    • Reading time (time allowing)
    Read an annotate reason, science and shared reality article - Friday
    Friday
    • Journal - What is the point of the article?
    • Lecture/Discussion - Introduction to reason
    • Whole class discussion - reason, science and shared reality
    Monday's class meets in room A214 and A211 depending on which group you are in

    Week of December 3

    Date Agenda Homework
    Monday
    • Table groups discuss and share articles
    • Choose article to share with the class and the one example of why Orwell might take issue with the writing in the article. Be prepared to provide a specific example from the article and a specific connection to Orwell's observations. Key: How does this article use language to obscure rather than facilitate knowledge.
    • Groups report out
    Make a list of five slang words or phrases you commonly use. Then find someone that is at least twenty years older than you. Ask them for five slang words or phrases from their teenage years. Write down the words and their meanings - Due Wednesday
    Wednesday
    • Slang small group discussion
    Read and annotate Wittgenstein - How does the first Wittgenstein reading (from the Tractatus) differ from the second reading (from Philosophical Investigations) with regard to how words get their meaning?
    Friday
    • Lecture/Discussion - Language and meaning

    Week of November 26

    Date Agenda Homework
    Monday
    • Fall paper last Qs?
    • Katz video and handout
    • Small group discussion (cont.) Language, thought gender and violence

    Fall paper final draft - due Wednesday

    Read an annotate Orwell part 1 (to the asterisks) - Wednesday

    Wednesday
    • Make a pile of your group's papers on your table. Please clip your draft to the back of your final version.
    • Small group discussion conclusion - Different languages different thoughts?
    • Orwell Reading time
    Read an annotate Orwell part 2 (after the asterisks) - Friday
    Friday
    • Lecture/Discussion - Orwell on language and the obstruction of thought
    • Use the internet to find a news article or editorial or speech that illustrates some of the abuses to which Orwell refers
    • Read the article and highlight and label the problems that Orwell might find with it.
    • In a short paragraph, explain the dangers posed by the misuse of language in your chosen article.
    • Be prepared to share the article and your critique of it with your group - due Monday

    Week of November 12

    Date Agenda Homework
    Monday
    • No school
    Wednesday
    Friday

    Week of November 5

    Date Agenda Homework
    Monday
    Wednesday
    • Split class discussion
    Friday
    • Rainne Organization link
    • Journal (in table groups): 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 - due Wednesday

    Week of October 29

    Date Agenda Homework
    Monday
    • Journal (In discussion with table groups): What are the essential characteristics of language? Why is not all communication language? What must be true of something for it to use language?
    • Lecture/Discussion/Debate/Brainstorm - The characteristics of language
     
    Wednesday
    • Journal: What is the most important and essential characteristic of language?
    • Lecture/Discussion - The characteristics of language
    • Reading time - Descartes/Searle

    Read and Annotate Descartes and Searle - Friday

     

    Friday Read and annotate Chimp-language article - Done in class on Monday, November 5

    Week of October 22

    Date Agenda Homework
    Monday
    • No School
    Wednesday Fall paper draft - due Friday in hard copy
    Friday
    • Collect fall paper drafts
    • Language opening activity - small group discussion

    Week of October 15

    Date Agenda Homework
    Monday
    • Finish presentations
    • Loftus Reading time
    Wednesday
    • Eyewitness activity
    • Picking Cotton
    Friday
    • Lecture/Discussion on Flashbulb memory, trauma and cortisol
    • Discussion of Loftus, Picking Cotton and eyewitness (Wednesday 24)

    Week of October 8

    Date Agenda Homework
    Monday
    • Illusion group project work time - computer lab
    Wednesday
    Friday Read and annotate Loftus article - Friday, October 19

    Week of October 1

    Date Agenda Homework
    Monday
    • Lecture/Discussion - Problems of Perception: Illusions
    Read and annotate Factors that influence perception article - Wednesday
    Wednesday
    • Lecture/Discussion - Problems of Perception: Illusions
    Friday
    • Lecture/Discussion - Problems of Perception: Illusions
    • Perceptual Illusion activity in the computer lab (instructions)
      • Your group will be assigned three illusions to investigate from this list.
      • Examine each illusion, discuss with your group and fill out the illusion template. On Wednesday, October 10, be prepared to present one of the illusions you investigated to the class using the guidelines described below. 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.
      • Explain how and to what extent your illusion involves 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 group project work time - computer lab

    Week of September 24

    Date Agenda Homework
    Monday
    • WoKs handout from IB ToK guide
    • Journal: What argument does 12 AM make about the relative merits of the Ways of Knowing? Is this argument justified?
    • 12 AM whole group discussion and brainstorm. Our goal here is to list as many specific examples from the film of the WoKs as we can, and to examine the argument the video makes about the ways of knowing.
    Wednesday
    • How sense perception is defined in ToK
    • Journal/Table groups: What are the problems of perception demonstrated in 12AM? List three and explain what the cause of the problem is with each example
    • Lecture/Discussion - Introduction to the central problems of perception
    Read and annotate Henriques (online only) for Friday
    Friday
    • Henriques small group discussion
    Computer lab time 10.5 and 10.8

    Week of September 17

    Date Agenda Homework
    Monday
    Wednesday
    • Watch 12AM
    Completed notes template and large group discussion of 12AM and knowledge - Monday, September 24
    Friday
    • Watch 12AM

    Week of September 10

    Date Agenda Homework
    Monday
    • Artificial Intelligence
    Read and annotate Post truth article - due Wednesday
    Wednesday
    • Review T, t & (T)? positions on knowledge.
    • Debate preparation for Friday
      • Meet with your group based on perspective T, t, (T)? and number
      • With your group, brainstorm as many arguments as you can for why your position on knowledge is correct (everybody should record this). 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 understands the knowledge position you represent. Appoint on person from each side to track participation for their side.
      • Brainstorm as many critical questions for each opposing side as you can.
      • Prepare a 1-2 minute opening statement of the reasons for your position. Agree on which people in your group will deliver the opening statement
    Friday
    • Triangular debate: Is knowledge possible?
      • Debate rules:
        • Arrange chairs in the smallest triangle you can make.
        • Appoint one person for each side of each triangle to track participation (just for their side).
        • Each side should make a 1-2 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).
        • 2 speakers from one side may not speak in a row. .
        • Make every effort to respond directly to the arguments that have come before you - notes help!
        • Your goal is for everyone on your side to contribute at least once during the debate and for the Socratic portion of the debate to last until 35 after the hour.
        • Each side will have then have 5 minutes prep time to put together their closing arguments. Closing arguments should summarize why your side won and deal with major arguments against your position.
        • Bonus participation point for all in group if debate continues to 7:35
      • Vote with your feet! Debrief

    Week of September 3

    Date Agenda Homework
    Monday
    • No school
    Wednesday
    • In your groups, share your article and how and why you can demonstrate that the claim it makes is false.
    • After each group member has shared, discuss the patterns that emerge that warn us that a claim is potentially false. What should we look out for?
    • Choose one of the articles to share with the class and one of your observations regarding how to detect falsehood.
    Friday
    • Journal - on your own, what is the difference between a factual statement and an opinion? Explain and provide an example.
    • Pew test - Is it factual or is it opinion?
    • Lecture/discussion - Differentiating fact v. opinion
    • Media examples
    • Debate assignment for next week (3 groups/24 per group/3 sides per group/7-8 per side) (formal opening (3 minutes)/question scrum (30 minutes)/formal closing (3 minutes) vote with your feet
    Read and annotate - Can Computers think article - due Monday, September 10

    Week of August 27

    Date Agenda Homework
    Monday
    • Journal: Questions from the presentation on the limits of shared knowledge:
      • Can we know a culture of which we are not a part?
      • Does knowledge of religion require belief in that religion?
      • Is all knowledge based on perspective or is there a “neutral view” from which knowledge claims can be objectively judged.
    • Lecture/Discussion - Justified, true belief and its problems
    Read and annotate philosophical Skepticism article - due Friday
    Wednesday
    • On Monday the class raised several great Knowledge questions - "Is a priori knowledge possible?" "To what extent is our imagination limited by our prior experience?" and "Is language a necessary component to rational thought?" Nicely done!
    • Lecture/Discussion - Justified, true belief and its problems (conclude)
    • Journal/table discussion: Is JTB the best definition for what it means to know? What strengths does this definition have and what does it leave out (think carefully about this)? Be prepared to share your thoughts.
    Read and annotate philosophical Skepticism article - due Friday
    Friday
    • 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
    For Wednesday, identify three claims that are demonstrably false (examples susceptible to "ordinary skepticism") from sources on the internet. Choose the one that is the most "interesting" and print it. Then, identify a claim that illustrates "philosophical skepticism." For each source, explain how one would go about demonstrating its falsehood or, in the case of your PS example, why no such demonstration would be possible(50-100 words each).

    Week of August 20

    Date Agenda Homework
    Monday
    • Journal: With your group, develop and write a KQ progression 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"
    • Journal/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 make your list as diverse as you can.
    Wednesday
    • Review your group responses to the questions posed at the end of class on Monday from the presentation- Discussion of Plato's Theory of knowledge.
    • In small groups, everyone should share the lists of what they know. As a group, discuss how you might construct 3-5 categories, based on the basis for each KC, into which all of your KC could be placed. Be prepared to share your categories.
    • Use the categorizing the basis for what we know template to record both your categories and the KC that fall within each
    • Discuss categorization of KC bases
    Friday
    • Journal - See presentation
    • Lecture/Discussion - Personal (PK) v. Shared Knowledge (SK)
    • Discussion of PK v. SK questions
    Read and annotate justified, true belief article - Due Monday, August 27

    Week of August 13

    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 Read and annotate 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? Discuss this using concrete modern examples.
    For Wednesday, bring a list of ten things you know. For each item, briefly indicate what the basis for your KC is. Try to make your list as diverse as you can.

    Week of August 6

    Date Agenda Homework
    Monday Read and Annotate Dweck article - Wednesday
    Wednesday
    • Day 2 -Ourselves
    • If your last names starts with A-L, form a group of 4-5 on the west side of the room. If your last name begins with M-Z, form a group of 4-5 on the east side of the room.
    • Discussions in ToK - Dialog not monologue, identify your self.
    • 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? Does Tracy High and the IB program foster a growth mindset?
     
    Friday
    • Journal - How did yesterday's discussion go? What went well and what might be improved?
    • Formalize small groups (4 or 5 people from your half of the alphabet)
    • Lecture/Discussion - Introduction to ToK
    • Syllabus
    Read and annotate Plato's "Allegory of the Cave" - Friday, August 17