• Study hall

• Lecture/discussion - Russell and the value of a philosophical mindset

• Discuss "Where Am I"

• Discussion of the problem of evil

• Mind-body discussion

• Discuss American Policy in Ukraine

• Freedom discussion

• Discussion - "The Deadweight loss of Christmas"

• General comments on Spring PE and Spring PE revision work and consultation time
• Example PE

• Small group discussion - Sandel

• Small group discussion of Big data studies

• Lecture/Discussion - Introduction to the Human Sciences
• Verstehen activity

• Answer the questions from the presentation in your journal and be prepared to discus them with the class
• Lecture/discussion - Introduction to the Human Sciences

• History presentation
• Textbook discussion and activity

• Lecture/Discussion - "Historiography of the Civil War"
• Discussion of DuBoise reading
• Here is the entire chapter of "The Propaganda of History" from Duboise' Black Reconstruction. The section we read starts on p. 39 of the PDF. Have this open when we discuss the document.
• Here is the Virginia Law referred to in the discussion

• Discussion of Landrieu's speech and what it tells us about history as a discipline

• Second semester schedule and changes to the syllabus
• Finish history wars discussion
• Reading time - Landrieu document

• PE return and general PE comments
• Evaluation of sample PE

• Art and ethics debate

• Lecture/Discussion - "ethics and art"
• Debate prep for end of unit debate

• No School - Veteran's day - Did you know that "Since 2001, between 1.9 and 3 million service members have served in post-9/11 war operations in Afghanistan and Iraq, and over half of them have deployed more than once. Many times that number of Americans have borne the costs of war as spouses, parents, children, and friends cope with their loved ones’ absence, mourn their deaths, or greet the changed person who often returns."
• Take some time this weekend to think about the weight that has been borne by our soldiers and their families on our behalf. If they can bear this burden, we can all bear the much simpler burdens of good citizenship - work hard, do well in school, be informed, vote . . . care. Have a great weekend.

Source: Watson Institute of International and Public Affairs, Brown University

• Small group activity grading change
• Whole class discussion of the following proposition: The arts are essential to understanding the qualitative dimension of the human experience in ways that history, the human sciences, math and the natural sciences are not. Discussion should be guided, in part, by examples drawn from the activity done in class over the last two days and the example you generated as homework. You may argue either side of this proposition. Quote points will be awarded for quotes and specific detailed reference to a work of art examined in class or from HW.

• Investigation of Salcedo's idea - Art, politics, tragedy and reconciliation
• With your Group Choose one of the exhibits listed here. Discuss with your group and complete the questions by the end of the period. If you can complete more than one - great, if not have a good, in-depth discussion!

• Discussion of Aesthetic theories

• Small group discussion of Greenberg

• Socratic discussion - Art
  • What makes good art?
  • What is and is not art?
  • Who determines the answers to the above two questions?

• AoK art opening activity - What is good art? Art resources for this activity and exhibit list additional work (k)

• Info Lit 2 - "Methods for effective internet research: SIFT"
• Assess the claim made in the email reproduced on the last slide in the InfoLit presentation using the tools we have discussed today. Your assessment should describe exactly how you investigate the claim, and should contain urls and descriptions of each site you use.

• Lecture/Discussion -"Online research guidelines and requirements for this class"
• Fall PE formal requirements and guidelines

• Group Activity - Unpacking the PE title
• We will all write on topic three for the first semester paper:

  "Is there solid justification for regarding knowledge in the natural sciences more highly than knowledge in another area of knowledge? Discuss with reference to the natural sciences and one
  other area of knowledge."

• This activity should be generated by ideas that come from your group. For now, avoid the internet.
• In your groups create a shared word document that all members of your group can access. The analyze the topic in the following ways:
  1. What words in the PT need to be defined? List these words and then agree to contextual definitions (ie - not dictionary definitions) for each one. In your explanation, explain what each word demands from someone writing on this topic.
  2. Brainstorm possible examples (at least three) that could be used to answer this question in the affirmative. Briefly explain each example.
  3. Brainstorm possible examples (at least three) that could be used to answer this question in the negative. Briefly explain each example.
  4. Think of the teachers you have or have had at THS. What questions would you pose to them regarding this topic? Your group should pose at least five questions. You may direct your questions to specific teachers if you choose.

• Debate - Are vaccine mandates ethical?

• Discuss Tuesday assignment (Basic argument outline)
• Finish ToK key terms presentations
• Whole group group discussion of Lacks article (comparing ethical approaches)

• Small group instructions
• Finish small group discussion and discuss key ToK Concepts
• Key points in the syllabus

• Find and sit with the others who share your number ( I will number you when class starts)
• Canvas introduction and registration
• Small group activity - Key ToK concepts (knowledge questions, evidence, certainty, truth, interpretation, power, justification, explanation, objectivity, perspective, culture, values and responsibility).