ToK 11

ToK 11 during the non-attendance period

Update 5.20 - Please help me improve distance education for next year by taking this quick survey. Thank you!

Week of May 11

Date Agenda Homework
Monday Watch the video, read the article and complete your initial post by 11:59 on Wednesday, May 13 by 11:59
Wednesday
  • Make sure your initial post is made to Canvas by 11:59 PM tonight
Watch the video, read the article and complete your initial post by 11:59 on Wednesday, May 13 by 11:59
Friday Response posts - due By Friday at 11:59 PM

Update 5.3 - Last week my computer of 8 years stopped working. Needless to say, this was bad timing. I have managed to get my files onto my wife's computer and will be using it until my new computer arrives. Last week, this meant brief summary of the discussion that I post on Fridays was not completed. This week, that video should be up by noon on Friday.

I want to say thank you to the students who take these assignments seriously. The responses last week were very thoughtful and well argued. Please understand that these assignments are part of the ToK curriculum, and will be used as part of the class next year. When we begin again next August, I will assume that the distance education assignments were completed, as they will form part of the basis for next year's formal assessments.

 

Week of May 4

Date Agenda Homework
Monday Read/skim the two articles and complete your initial post by 11:59 on Wednesday, May 6
Wednesday
  • Make sure your initial post is uploaded to Canvas by 11:59 tonight
Read/skim the two articles and complete your initial post by 11:59 on Wednesday, May 6
Friday Response posts - due By Friday at 11:59 PM

Update 4.26 - I was very impressed by the quality of posts from last week. let's keep up the good work. Please be aware that this week, one of the readings is en entire chapter from a book. I am NOT asking you to read the whole thing, but rather to skim it and choose and read several of the case studies it contains. As with class when we meet in person, my expectation is that you put no more than 30 minutes per day into assignments from this class. These assignments should be viewed as an opportunity to continue your learning. Please don't spend more time than you should to achieve this goal. Please contact me (dhaydock@tusd.net) or Mrs. Hermann (rhermann@tusd.net) if you have any concerns or questions.

Week of April 27

Date Agenda Homework
Monday

This week's readings (please follow the instruction in the Canvas assignment

“Epidemiology is a science of high importance” from the Journal Nature.

"Historical developments in epidemiology"

Wednesday
  • Respond to at least one other person's post - due by Friday at 11:59 PM (the earlier the better)
Response posts - due By Friday at 11:59 PM
Friday
  • Watch Mr. Haydock's short video discussing some of the key observations made this week in discussion (to be posted on Friday by noon)
  • The readings and assignment for next week will be posted here and in Canvas by Sunday at 3:00 PM
Response posts - due By Friday at 11:59 PM

Update 4.20 - Remember that the assignments on the district page are not for us - they are only for those who do not have Internet access. I will not accept the assignments from the district page from anyone who indicated they have Internet access. Please complete all assignments in Canvas.

Week of April 20

Date Agenda Homework
Monday

Based on the article, complete the initial three paragraph post in Canvas - due Wednesday by 11:59;

Respond to at least one other person's post - due by Friday at 11:59 PM (the earlier the better)

Wednesday

Based on the article, complete the initial three paragraph post in Canvas - due Wednesday by 11:59;

Respond to at least one other person's post - due by Friday at 11:59 PM (the earlier the better)

Friday

Respond to at least one other person's post - due by Friday at 11:59 PM (the earlier the better)

Update 4.19 - Usually I will have the next week's assignments up by the previous Friday. This week has been consumed by finishing, recording and submitting philosophy IAs, so I am running a bit behind. The week's assignments will be posted tomorrow by noon. Please do NOT do the assignment on the district webpage, as it is ONLY for those who lack access.

Update 4.9 - Please ignore the assignments on the THS school site for ToK 11. These assignments are for people without the ability to access content remotely. For those who have Internet access, I will only be accepting the assignments through Canvas.

Update 4.3 - Next week is going to be a busy one for me and Mrs. Hermann as we are having to complete all of the senior diploma candidates ToK Presentations remotely. For this reason, I am going to hold this week's Canvas discussion open through next week. If you have already posted, feel free to comment on new posts, or simply be done. If you haven't posted, make sure to make your first post (described in the Canvas discussion module) by Tuesday at 11:59 and then post at least one response by Thursday, April 9 by 11:59. Next week I will be posting new articles and a new discussion board for the week of April 20. This will be the first assignment that counts for a grade using the new distance education guidelines adopted by the district. In light of the time lines and the complexities of a formal paper, Mrs. Hermann and I have decided to cancel the Spring paper. As always, let me or Mrs. Hermann know if you have any questions.

Week of April 6

Date Agenda Homework
Monday
Wednesday
  • Make sure to make your second post on Canvass no later than 11:59 on Thursday.
Readings for the week of 4.20 to be posted here next week
Friday
  • No School

Update 4.1.20 - I apologize for the rapidly changing requests, but difficult times require flexibility. Based on the district's distance eduction plan distributed on 3.31 and clarified today (4.1), I need to verify the ability of each of you to access content online. Please email me, ASAP. Put your full name in the subject line. In your response, please answer the following questions: 1. Do have have the means to access content posted by Mr. Haydock online? 2. What type (phone, tablet, laptop, desktop) of device are you primarily accessing content with? 3. How will you contact Mr. Haydock If you need help? (email, zoom conference or other Internet tools or will you need to speak to Mr. Haydock over the phone?) 4. Will you be able to access Mr. Haydock's instructional materials online or will you require hard copies? Again, I want to emphasize that you should only request hard copies if you cannot access materials remotely. I will be calling families that request hard copies to see if their is any other assistance that I can offer to ensure the continuation of their student's education.

Update 3.31 - This morning the district provided new guidelines for distance education beginning April 20. This means that the canvas discussions, which are now optional, will be mandatory and will count after spring break. It is strongly recommended to complete the canvas enrollment procedure described in the video yesterday. More details regarding grading and participation will be available for you on Thursday (4.2) afternoon. In light of the time lines and the complexities of a formal paper, Mrs. Hermann and I have decided to cancel the Spring paper. Let us know if you have any questions.

Week of March 30

Date Agenda Homework
Monday
  • Watch the getting started in Canvas video
  • Complete the Canvas registration process using the email that we sent out to you on Sunday.
  • Please let me know via my district email (dhaydock@tusd.net) if you have any problems with Canvas.
Read The Dangers of Pseudo Science article and follow the instructions provided on the Canvas discussions page.
Wednesday
  • Based on the district's distance eduction plan distributed on 3.31 and clarified today (4.1), I need to verify the ability of each of you to access content online. Please email me, ASAP. Put your full name in the subject line. In your response, please answer the following questions: 1. Do have have the means to access content posted by Mr. Haydock online? 2. What type (phone, tablet, laptop, desktop) of device are you primarily accessing content with? 3. How will you contact Mr. Haydock If you need help? (email, zoom conference or other Internet tools or will you need to speak to Mr. Haydock over the phone?) 4. Will you be able to access Mr. Haydock's instructional materials online or will you require hard copies? Again, I want to emphasize that you should only request hard copies if you cannot access materials remotely. I will be calling families that request hard copies to see if their is any other assistance that I can offer to ensure the continuation of their student's education.
  • Your first post to the Canvas discussion should be completed today. Your second, which should be a response, should completed tomorrow.
Friday
  • Given the craziness of this week, I am going to keep this discussion open to next Friday. This means you will have next week to complete your posts on the pseudo science article. Next week we have to complete ALL of the diploma candidate presentations, so this will take our time during the day. We will do a summation video at the end of the week.
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Week of March 23

Date Agenda Homework
Monday
Wednesday Read "The Dangers of Pseudo Science" - EQ: Pseudo science might not lead to accurate knowledge, but why would it be dangerous?
Friday
  • Because ToK 11 is mainly a discussion class, reading and discussing articles should be part of the curriculum. Beginning next week, we will start doing discussion boards for the articles we read. THIS IS NOT REQUIRED, however, it is being provided so that, IF YOU CHOOSE, you can keep up with the course content. I am experimenting with the software now and I will post an instructional video on Monday. Our first discussion board will be on the Dangers of Pseudo Science article. That's all for this week, see you Monday.

Week of March 16

Date Agenda Homework
Monday
Wednesday
Friday

Week of March 9

Date Agenda Homework
Monday
  • Avoid touching your face
  • Hypothetical fallacy practice
  • Disjunctive fallacies
Annotated Bibliography - Due Wednesday, March 18
Wednesday
  • Avoid touching your face
  • Lecture/discussion - Categorical syllogisms - universal (A, E) propositions
  • Paper check in

Universal syllogism practice - due Friday;

Annotated Bibliography - Due Wednesday, March 18

Friday
  • Avoid touching your face
  • Assessing categorical syllogisms with Venn diagrams

Particular proposition syllogism practice - due Monday;

Annotated bibliography - assignment canceled. It may be submitted as part of the draft. If it is, the value of the draft is doubled. There is no penalty for not doing the annotated bibliography.

Week of March 2

Election Day is Tuesday, March 3

Date Agenda Homework
Monday
  • Spring paper review
  • Inductive fallacy review/go over homework
  • Lecture discussion - Deductive reasoning
Spring paper topics - Due Wednesday, Annotated bibliography - due Friday, March 13
Wednesday
  • Election results and reactions
  • Lecture/Discussion - Hypothetical syllogisms
  • Syllogism assessment practice and Spring paper topic approval
Annotated bibliography - due Friday, March 13
Friday
  • No school

Week of February 24

Date Agenda Homework
Monday
  • In your groups, discuss and decide on what you think is the best standard form argument from your assigned document. Be prepared to explain how strong it is and on what basis that assessment is made.
  • Argument presentation
  • Using source wisely
Wednesday Informal fallacy practice - due Friday
Friday Informal fallacy practice - due Monday, March 1

Week of February 17

Date Agenda Homework
Monday
  • No school
Wednesday
  • Find the person you partnered with last week that was ideologically different from you. Using your current events journal - discuss your issue and the articles each of you found. Then each person should complete the weekly journal debrief template.
  • Lecture/Discussion - Assessing enumerative arguments
Friday
  • Assessing inductive arguments
Induction HW

Week of February 10

Date Agenda Homework
Monday
  • No School
Wednesday
  • Find the person you partnered with last week that was ideologically different from you. Using your current events journal - discuss your issue and the articles each of you found. Then each person should complete the weekly journal debrief template.
  • Before the class is over, you and your partner should decide on an issue that you will research for the next week. Read as much as you can about this issue from your usual sources and the sources recommended on the current issues inventory. Then choose one article from those you examined and complete a journal/annotation on it. Be prepared to share this article with your partner. Remember, both partners should read about the same issue, but should choose different articles that (hopefully) reflect their position on that issue.
  • Second Semester paper
Friday Current events journal #3 - Due next Wednesday, February 19

Week of February 3

Date Agenda Homework
Monday
  • With your partner from last Friday (or someone else at your table) - Indicate whether each argument (from the handout Friday) is weak or strong (inductive) or sound or unsound (deductive). Remember soundness involves two components - is the argument valid (does its conclusion logically follow its premises) and is each premise true.
  • Discussion of assessments
  • Find the person you partnered with last week that was ideologically different from you. Using your current events journal - discuss your issue and the articles each of you found. Then each person should complete the weekly journal debrief template.
  • Before the class is over, you and your partner should decide on an issue that you will research for the next week. Read as much as you can about this issue from your usual sources and the sources recommended on the current issues inventory. Then choose one article from those you examined and complete a journal/annotation on it. Be prepared to share this article with your partner. Remember, both partners should read about the same issue, but should choose different articles that (hopefully) reflect their position on that issue.
Current events journal #2 - Due Next Wednesday, February 12
Wednesday

 

Current events journal #2 - Due Next Wednesday, February 12

Friday Current events journal #2 - Due Next Wednesday, February 12

Week of January 27

Date Agenda Homework
Monday 2 articles + annotation - due Monday, February 3
Wednesday
  • Journal - Read the excerpts from the Adam Frank article on Twitter then answer the following questions in your notes:
  • 1.What does Frank say is the basis for shared knowledge?
    2. Why does he claim the basis for shared knowledge is in danger?
    3. Do you agree with his assessment?

  • Lecture/Discussion - Introduction to reason
Friday
  • Journal (in your notes) - What is the difference between an argument in common usage and an argument in reason? Explain.
  • Lecture/Discussion - Induction v. deduction
  • Is it induction or deduction - pairs activity
  • Go over induction/deduction activity - Are the arguments weak or strong, valid or invalid, sound or unsound?
Choose a controversial issue. The issue should be prominent enough to be covered frequently in major news outlets and should clearly divide those on the left and the right. You may choose your own issue or you may choose from the following list: President Trump, immigration policy (including the wall, asylum, DACA etc.), abortion, Russian influence in American politics or the economy. For the next six weeks, take the time to keep informed about this issue, using both the sources you typically use and the sources recommended by the person whose typology was different than yours. Keep a journal where you list the specific sources you read that week, what you learned from those sources and how, if at all, the sources differed in terms of content, tone and presentation and how the sources make use of the WoKs (Language, emotion, reason) and which WoKs are most emphasized. Journals will be collected as an annotation once a week on Mondays.

Week of January 20

Date Agenda Homework
Monday
  • No School
Wednesday Personal Media Inventory - Due Monday, January 27 - Fill this out honestly with what you consume now
Friday
  • No School

Week of January 13

Date Agenda Homework
Monday
  • Please note that nothing we do today will entail you turning in something that identifies your political perspective. Nothing that we do in this unit is meant to persuade students to adopt a particular political perspective. That being said, people of all political perspectives have to operate in a world where the truth or falsehood of factual statements is objective - whether a factual statement is true or false has nothing to do with one's political perspective.
  • Journal - On a separate piece of paper, answer the following: Where do your political attitudes come from? To what extent are your political attitudes shaped by the WoKs (Sense perception, language, reason, emotion, faith, intuition, imagination, memory). Choose an explain the three WoKs you think are most critical in explaining your political attitudes (think about Mr. Haydock's model)
  • Take the Pew Center's Political typology quiz. Please note that with each statement you are indicating which statement is closest to your position. For many of the questions, there will not be an exact fit (this was certainly true for me). These questions were developed empirically through research by the Pew center. On your journal sheet record your answer to each question. Record your type and note the color code of your type (blue or red). Then read about your results and the methodology of the quiz here.
  • Having taken the quiz, would you make any changes to your answer to the journal? Are there WoKs influence your position on particular questions and particular issues? Be prepared to discus with the class.
  • In your journals: Why is politics often seen as a dirty word in this country? Why are people told to avoid politics in polite conversation? Can a democracy thrive if its people feel that politics should be avoided?
  • Please keep the paper you used for a journal today for future class use.

 

Wednesday
Friday

Week of January 6

Date Agenda Homework
Monday
  • Read the first article on the Twitter widget to the right.
  • Structure of the second semester
  • First semester grades and second semester changes
  • New groups
  • Case study three - Knowing the world in 2020: Current events, disinformation and how the WoKs can lead us astray or to the truth.
  • Guidance for the SHEG article and article reading time
Read and annotate (Online due to embedded graphics) NPR article on Stanford study on the difficulty students have recognizing fake news- Due Friday- Essential Question: 1) What role do the WoKs play in the spread of disinformation? List and describe two examples based on information from the article. 2) What do you want to say about this article in discussion? what questions do you have about the article? What arguments might you make regarding the arguments of the article? What quote particularly strikes you? Be prepared to have a conversation about the article on Wednesday.
Wednesday
  • Iran explainer and discussion
Friday
  • Fake News SGD

Week of December 16

Date Agenda Homework
Monday Have a good break!
Wednesday
  • No class
Friday
  • No class

Week of December 9

Date Agenda Homework
Monday
  • Jury instruction activity
Wednesday
  • Review jury instruction activity
  • Language, though gender and violence - Katz video and handout
  • Discussion of Katz
Friday
  • Performative language

Week of December 2

WoK packet citation:

International Baccalaureate Theory of Knowledge Guide. 2013. Geneva: IBO. 23-27.

Date Agenda Homework
Monday
  • Lecture/Discussion - Memory and the law
 
Wednesday
  • Lecture/Discussion - Lecture/discussion on flashbulb memory, trauma and cortisol
Friday

Week of November 18

Date Agenda Homework
Monday
  • Picking Cotton pt. 2and discussion
    • 1. To what extent was Jeniffer’s memory accurate?
    • 2. What does picking Cotton tell us about the nature of memory and how memories are created and recalled?
    • 3. What other Ways of Knowing were important in shaping Jeniffer’s “knowledge” of the event? Did these ways of knowing facilitate or hinder her accurate understanding of the event?
    • 4. How might procedures in the criminal justice system be changed so that mistakes like that shown in Picking Cotton are not repeated. Think about the strengths and weaknesses of of the WoKs discussed in 3 above.
Final PE - due Friday, November 22
Wednesday Final PE - due Friday, November 22 - Remember, all resources needed for the essay can be found on the sidebar including all Norman chapters and presentations
Friday
  • Paper debrief
  • Small group discussion of Loftus (finish)

Week of November 11

Date Agenda Homework
Monday
  • No School
Wednesday
  • 12AM split class Socratic discussion
  • In your journal - 1)List and explain the three most significant ways that the WoKs facilitated to acquisition of knowledge in the movie 12AM, 2) List and explain the three most significant ways that the WoKs impeded the acquisition of knowledge in 12AM.
  • Socratic discussion. 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. What reforms might you propose to the system of trials and juries in light of the issues raised in this film regarding the WoKs and how people know?
Read and annotate eyewitness testimony article - due Tuesday, November 19
Friday Read and annotate eyewitness testimony article - p. 1-2 - due Monday, p.3-4 due Wednesday

Week of November 4

Date Agenda Homework
Monday
  • At your tables - Think about the court room dramas you have seen. In what specific ways do the WoKs work in the legal system? Try to identify something for each WoK. In what ways are the WoKs essential to the legal process? In what ways do they fail? Be prepared to share your group's findings.
  • Instructions for watching 12 AM and assignment
  • Haydock draft return deadline (change) - Friday, November 14
12 AM assignment - due Wednesday, November 13
Wednesday 12 AM assignment - due Wednesday, November 13
Friday 12 AM assignment - due Wednesday, November 13

Week of October 2

A description of the WoKs can be found beginning on page 23 of the ToK subject guide

Date Agenda Homework
Monday
  • Lecture/Discussion - Norman 3.2 - Memory and design
  • Last minute ideas and questions for Wednesday's draft

Read and annotate Norman chapter 3, pt. 3. - Due Friday;

Draft of fall paper - due Wednesday

Wednesday
  • Finish Norman chapter 3
  • Peer sharing of papers
  • Class meets in A211 and A 214 on Friday
Read and annotate Norman chapter 3, pt. 3. - Due Friday;
Friday
  • Norman wrap up discussion (class meets in A211 and A 214)
    • What does design tell us about the WoKs?
    • What do the WoKs tell us about good design?
    • How did you choose the object for your paper? (pair)
    • How well do you think your analysis went? (pair)
    • Pairs share out +/- of the process.
    • What parts of Norman were most/least useful to your analysis and your understanding of the WoKs

Week of October 21

Date Agenda Homework
Monday
  • No school
Wednesday
  • Finish Norman, chapter 2
  • Current events - impeachment Q and A
Read and annotate Norman chapter 3 pt. 1 - EQ - What is the difference between memory in the head and memory in the world? Provide an example of each.
Friday
  • Lecture/Discussion Norman chapter 3.1 - knowers in the world
Read and annotate Norman 3.2

Week of October 14

Date Agenda Homework
Monday
  • Lecture/Discussion - Conscious v. unconscious decision making
  • Video - TED Talk - Our buggy Moral Code - To what extent do Norman and Ariely agree on the role of emotion in human decision making?
  • Discussion of video
Read and annotate Norman pp. 49-55 - EQ: - Due Wednesday
Wednesday
  • Lecture/Discussion - Cognition and emotion
Read and annotate Norman 55-59 - due Friday
Friday
  • Links to all Norman materials, including readings are now available on the sidebar.
  • Return proposals - General comments
  • Lecture/Discussion - Seven stages of action and three levels of processing
Read and annotate Norman chapter three , part 1 - due Wednesday, October 23

Week of October 7

Date Agenda Homework
Monday
  • In your groups - List an briefly define the Norman concepts we have discussed so far.
  • Lecture/Discussion - Finish chapter 1
  • Impeachment resources page
Read and annotate Norman Chapter 1 pt. 2 - Monday, October 14
Wednesday
  • Small group discussion - applying chapter one to the WoKs
Read and annotate Norman Chapter 1 pt. 2 - Monday, October 14
Friday
  • Norman scavenger hunt
    • With your groups visit at least 5 objects.
    • Examine the object and discuss its function and purpose and use with your group. (3 minutes - pencils down)
    • Complete the analysis template for each object visited (7 minutes)
    • If the objects involve a comparison (2 objects with the same purpose) you should complete the template as a comparison of which object is better designed in terms of use.
    • Some of the objects lack all of the components needed for use. Don't include the missing components in your critique - assume they are present)
    • By the end of the period, you should have used all four of the central Norman concepts (Signifiers, mapping, conceptual models, feedback) in your analyses at least once.
    • Due at the corner table at the end of the period

Read and annotate Norman Chapter 1 pt. 2 - Monday, October 14 - EQ - To what extent does emotion influence the rate of decision making?

THS object annotation - due Monday, October 14

Week of September 30

Date Agenda Homework
Monday
  • Finish WoK posters
  • Gallery walk and collection of WoK information
Read and annotate DoET - Mapping, feedback and conceptual models - EQ: TBA - Due Friday -
Wednesday
  • In you small groups - Re-read the first three paragraphs of the handout. Identify, discuss and record which WoKs are critical to the design process. be prepared to share how and why these WoKs are important to the process. If possible, support your observations with a real world example.
  • Lecture/Discussion - Design - affordances and signifiers
Read and annotate DoET - Mapping, feedback and conceptual models - EQ: What is the conceptual model for the Game of Chess? - Due Friday
Friday
  • In your groups - Brainstorm two designed objects. For one of the designed objects, explain how its signifiers make the use of the object easy and enjoyable. For the other , explain how its signifiers are either obscured or missing entirely and how that impacts the user experience. Be prepared to share your ideas with the class
  • Lecture/discussion - Design - mapping, feedback and conceptual models

Week of September 23

Date Agenda Homework
Monday
  • Story time! Introduction to the WoKs
  • Small group discussion of the WoKs in The Lion and the Little Red Bird
  • Share out WoKs found in the story
  • Whole group discussion - how are the WoKs used to shape the audience's understanding
Wednesday
  • Woks group activity using ToK guide descriptions
  • WoK posters - 1 per group
    • Visual metaphor
    • Three strengths of this WoK
    • Three potential problem with this WoK
  • Begin gallery walk
Friday Read and annotate DoET - Affordances and signifiers - EQ: Identify a designed item. Explain two affordances that the object provides you and two ways those affordances are signified. Is the object well designed in terms of how its affordances are communicated to the user? - Due Monday

Week of September 16

Date Agenda Homework
Monday
  • Small group discussion of Denialism article
Read an annotate Machine knowers article - Wednesday EQ - Does Searle's argument prove that machines cannot know anything? Do you believe that machines can know in the same way we do?
Wednesday
  • Debate prep instructions
  • With a partner:
    • What is the point Searle is making with the Chinese room thought experiment?
    • What does Searle mean by understanding?
    • Can AI possess understanding?
  • Split class discussion - Can machines ever know ? (this question does not ask if machines can know now, but whether they will ever be able to know as people do)
  • Quote points for specific reference to the Searle document

Debate prep assignment (counts as an annotation):

  • 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.
  • Brainstorm as many critical questions for each opposing side as you can (at least three each).
  • 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 - T, t, (T)?
  • 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 and if all members of their side speak.
    • Vote with your feet! Debrief

Week of September 9

Date Agenda Homework
Monday
  • Philosophical skepticism - Small group discussion
Read the excepts from the post modernism handout - answer only the EQ: Based on these excepts, what is the position of post modernism on the knowledge? Answer in a paragraph using quotations from the handout where appropriate.
Wednesday
  • Finish small group discussion on skepticism and relativism
Friday
  • Lecture/Discussion - Wrap up post-modernism
  • 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?
  • Record your results here.
  • Lecture/discussion - Differentiating fact v. opinion
  • Debate preparation for next Friday
    • Meet with your group based on perspective T (1, 2, 3) t (4, 5, 6) (T)? (7, 8, 9 )
    • 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.
    • 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

Read and annotate Denialism article - Monday, September 16; EQ - Why is denialism a danger to democracy?

Triangular debate - Friday, September 20

Week of September 2

Date Agenda Homework
Monday
  • No School
Wednesday
  • ToK in the news - Deep fakes and the contemporary challenge to knowledge by perception. Read the article here. What impact will this have on American society? What role does the educational system play is building what the article calls "societal resilience?" Be prepared to share your thought with the class.
Friday
  • Lecture/Discussion - Three perspectives on knowledge, pt. 1
  • 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 skepticism article - Due Monday, September 9

Week of August 12

Date Agenda Homework
Monday
  • Journal - How did Friday'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" - Due Friday, August 16

EQ: Are WE bound in a cave looking at shadows and thinking them real?

Wednesday
  • Lecture/Discussion - Knowledge questions
  • Small group discussion of knowers questions

Read and annotate Plato's "Allegory of the Cave" - Due Friday, August 16

EQ: Are WE bound in a cave looking at shadows and thinking them real?

Friday
  • Finish - Lecture/Discussion - Knowledge questions
 

Week of August 26

Date Agenda Homework
Monday
  • In table 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
Wednesday
  • Journal - Are instinct and intuition the same thing? If not, what differentiates them from one another. Explain
  • Lecture/Discussion - Personal (PK) v. Shared Knowledge (SK)
  • Read ToK guide excerpt on shared and personal knowers answer the questions at the end of the shared knowers section as an annotation and be prepared to discuss these questions as a class on Friday
  • Move seats for Avid
Read ToK Guide excerpt on shared/personal knowledge. Answer the questions at the end of the shared knowledge section as an annotation for Friday
Friday Questions from the presentation on the limits of shared knowledge:
  • Can we know a culture of which we are not a part?
  • To what extent are our familiar areas of knowledge embedded in a particular tradition, or, to what extent might they be bound to a particular culture
  • 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.

Week of August 19

Date Agenda Homework
Monday List ten things you know. Try to come up with things you know in different ways. Describe the basis for each KC- Due Friday, August 23
Wednesday
  • 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
Complete the "Things I know" template - Due Friday, August 23
Friday
  • Lecture/Discussion - Finish the "Allegory of the Cave"
  • CAS pull outs

Week of August 6

Date Agenda Homework
Monday
  • No School
Wednesday

Read and Annotate Dweck article - Due Friday

EQ- How does the argument in this article relate to your experience in school?

Friday
  • Meet in D210
  • Socratic discussion of Dweck (a-ma = east; mc-z = west)
  • Discussion of Dweck article
    • Partners/answer questions in brief form on a blank sheet of paper - 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?

Read and annotate Plato's "Allegory of the Cave" - Due Friday, August 16

EQ: Are WE bound in a cave looking at shadows and thinking them real?

Week of

Date Agenda Homework
Monday
  • 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" - Due Friday, August 16

EQ: Are WE bound in a cave looking at shadows and thinking them real?

Wednesday
  • Lecture/Discussion - Knowledge questions
  • Small group discussion of knowledge questions

Read and annotate Plato's "Allegory of the Cave" - Due Friday, August 16

EQ: Are WE bound in a cave looking at shadows and thinking them real?

Friday
  • Lecture/Discussion - Finish discussion of knowledge questions
Read and annotate Plato's "Allegory of the Cave" - Monday, August 19