Department of Accelerated Programs Theory of Knowledge and IB History PDF/IB... · Theory of...

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Department of Accelerated Programs

Theory of Knowledge Curriculum

5.0 Credits

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IB LEARNER PROFILE

IB Programs aim to develop internationally minded people who are striving to become:

Inquirers

Their natural curiosity is nurtured. They acquire the skills necessary to conduct constructive inquiry and research, and become independent active learners. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable

They explore concepts, ideas and issues, which have global relevance and importance. In so doing, they acquire, and are able to make use of, a significant body of knowledge across a range of disciplines.

Critical thinkers

They exercise initiative in applying thinking skills critically and creatively to approach complex problems and make reasoned decisions.

Communicators

They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication.

Risk-takers

They approach unfamiliar situations with confidence and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are courageous and articulate in defending those things in which they believe.

Principled

They have a sound grasp of the principles of moral reasoning. They have integrity, honesty, a sense of fairness and justice and respect for the dignity of the individual.

Caring

They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to action and service to make a positive difference to the environment and to the lives of others.

Open-minded

Through an understanding and appreciation of their own culture, they are open to the perspectives, values and traditions of other individuals and cultures and are accustomed to seeking and considering a range of points of view.

Well-balanced

They understand the importance of physical and mental balance and personal well being for themselves and others. They demonstrate perseverance and self-discipline.

Reflective

They give thoughtful consideration to their own learning and personal development. They are able to analyze their strengths and weaknesses in a constructive manner.

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Unit One

Theory of Knowledge

Course Description

TOK is a course about critical thinking and inquiring into the process of knowing, rather than about learning a specific body of knowledge. It is a core element, which all Diploma Program students undertake and to which all schools are required to devote at least 100 hours of class time. TOK and the Diploma Program subjects should support each other in the sense that they reference each other and share some common goals. The TOK course examines how we know what we claim to know. It does this by encouraging students to analyze knowledge claims and explore knowledge questions. A knowledge claim is the assertion that “I/we know X” or “I/we know how to Y”, or a statement about knowledge; a knowledge question is an open question about knowledge. A distinction between shared knowledge and personal knowledge is made in the TOK guide. This distinction is intended as a device to help teachers construct their TOK course and to help students explore the nature of knowledge.

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Ways of Knowing

Pacing Guide Unit Topic Suggested Timing

Unit 1 Ways of Knowing Year I 10 Weeks

Unit 2 Areas of Knowledge Year I 10 Weeks

Unit 3 Introduction to CAS 10 Weeks

Unit 4 Extended Essay introduction 10 Weeks

Educational Technology Standards

8.1.12.A.1, 8.1.12.A.2, 8.1.12.B.2, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.3, 8.1.12.E.1, 8.1.12.F.1

Technology Operations and Concepts

Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources

Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

Creativity and Innovation

Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

Communication and Collaboration

Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

Digital Citizenship

Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

Evaluate consequences of unauthorized electronic access and disclosure, and on dissemination of personal information.

Compare and contrast policies on filtering and censorship both locally and globally.

Research and Information Literacy Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and

experts synthesizing information from multiple sources.

Critical Thinking, Problem Solving, Decision Making

Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students.

They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and

reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a

student advances through a program of study.

CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community,

and they demonstrate this understanding every day through their interactions with others. They are

conscientious of the impacts of their decisions on others and the environment around them. They think about

the near-term and long-term consequences of their actions and seek to act in ways that contribute to the

betterment of their teams, families, community and workplace. They are reliable and consistent in going

beyond the minimum expectation and in participating in activities that serve the greater good.

CRP2. Apply appropriate academic and technical skills.

Career-ready individuals readily access and use the knowledge and skills acquired through experience and

education to be more productive. They make connections between abstract concepts with real-world

applications, and they make correct insights about when it is appropriate to apply the use of an academic skill

in a workplace situation

CRP3. Attend to personal health and financial well-being.

Career-ready individuals understand the relationship between personal health, workplace performance and

personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental

health activities. Career-ready individuals also take regular action to contribute to their personal financial wellbeing,

understanding that personal financial security provides the peace of mind required to contribute more

fully to their own career success.


CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written,

verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make

maximum use of their own and others’ time. They are excellent writers; they master conventions, word

choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at

interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals

think about the audience for their communication and prepare accordingly to ensure the desired outcome.

CRP5. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that

positively impact and/or mitigate negative impact on other people, organization, and the environment. They

are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting

the nature of their work as it relates to the impact on the social condition, the environment and the

profitability of the organization.

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they

contribute those ideas in a useful and productive manner to improve their organization. They can consider

unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas

and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources

and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to

bring innovation to an organization.

CRP7. Employ valid and reliable research strategies.

Career-ready individuals are discerning in accepting and using new information to make decisions, change

practices or inform strategies. They use reliable research process to search for new information. They evaluate

the validity of sources when considering the use and adoption of external information or practices in their

workplace situation.


CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem,

and devise effective plans to solve the problem. They are aware of problems when they occur and take action

quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to

introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed

upon, they follow through to ensure the problem is solved, whether through their own actions or the actions

of others.

CRP9. Model integrity, ethical leadership and effective management.

Career-ready individuals consistently act in ways that align personal and community-held ideals and principles

while employing strategies to positively influence others in the workplace. They have a clear understanding of

integrity and act on this understanding in every decision. They use a variety of means to positively impact the

directions and actions of a team or organization, and they apply insights into human behavior to change

others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that

management’s actions and attitudes can have on productivity, morals and organizational culture.

CRP10. Plan education and career paths aligned to personal goals.

Career-ready individuals take personal ownership of their own education and career goals, and they regularly

act on a plan to attain these goals. They understand their own career interests, preferences, goals, and

requirements. They have perspective regarding the pathways available to them and the time, effort,

experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the

value of each step in the education and experiential process, and they recognize that nearly all career paths

require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the

planning and execution of career and personal goals.

CRP11. Use technology to enhance productivity.

Career-ready individuals find and maximize the productive value of existing and new technology to accomplish

workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology.

They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and

organizational-of technology applications, and they take actions to prevent or mitigate these risks.


CRP12. Work productively in teams while using cultural global competence.

Career-ready individuals positively contribute to every team, whether formal or informal. They apply an

awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to

increase the engagement and contribution of all team members. They plan and facilitate effective team

meetings.

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Differentiated Instruction Strategies to Accommodate Students Based on Individual Needs

Time/General

• Extra time for assigned tasks

• Adjust length of assignment

• Timeline with due dates for reports and projects

• Communication system between home and school

• Provide lecture notes/outline

Processing

• Extra Response time

• Have students verbalize steps

• Repeat, clarify or reword directions

• Mini-breaks between tasks

• Provide a warning for transitions

• Reading partners

Comprehension

• Precise step-by-step directions

• Short manageable tasks

• Brief and concrete directions

• Provide immediate feedback

• Small group instruction

• Emphasize multi-sensory learning

Recall

• Teacher-made checklist

• Use visual graphic organizers

• Reference resources to promote independence

• Visual and verbal reminders

• Graphic organizers

Assistive Technology

• Computer/whiteboard

• Tape recorder

• Spell-checker

• Audio-taped books

Tests/Quizzes/Grading

• Extended time

• Study guides

• Shortened tests

• Read directions aloud

Behavior/Attention

• Consistent daily structured routine

• Simple and clear classroom rules

• Frequent feedback

Organization

• Individual daily planner

• Display a written agenda

• Note-taking assistance

• Color code materials

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Enrichment Strategies Used to Accommodate Based on Students Individual Needs: • Adaption of Material and Requirements

• Evaluate Vocabulary

• Elevated Text Complexity

• Additional Projects

• Independent Student Options

• Projects completed individual or with Partners

• Self Selection of Research

• Tiered/Multilevel Activities

• Learning Centers

• Individual Response Board

• Independent Book Studies

• Open-ended activities

• Community/Subject expert mentorships

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Assessments Suggested Formative/Summative Classroom Assessments • Timelines, Maps, Charts, Graphic Organizers

• Teacher-created Unit Assessments, Chapter Assessments, Quizzes

• Teacher-created DBQs, Essays, Short Answer

• Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

• Projects, Portfolio, Presentations, Prezi, Gallery Walks

• Homework

• Concept Mapping

• Primary and Secondary Source analysis

• Photo, Video, Political Cartoon, Radio, Song Analysis

• Create an Original Song, Film, or Poem

• Glogster to make Electronic Posters

• Internal and External IB Assessments

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Interdisciplinary Connections

English Language Arts • Journal writing • Close reading of industry-related content • Create a brochure for a specific industry • Keep a running word wall of industry vocabulary Social Studies • Research the history of a given industry/profession • Research prominent historical individuals in a given

industry/profession • Use historical references to solve problems World Language • Translate industry-content • Create a translated index of industry vocabulary • Generate a translated list of words and phrases related to

workplace safety

Math • Research industry salaries for a geographic area and

juxtapose against local cost of living • Go on a geometry scavenger hunt • Track and track various data, such as industry’s impact on the

GDP, career opportunities or among of individuals currently occupying careers

Fine & Performing Arts • Create a poster recruiting young people to focus their studies

on a specific career or industry • Design a flag or logo to represent a given career field Science • Research the environmental impact of a given career or

industry • Research latest developments in industry technology • Investigate applicable-careers in STEM fields

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Common Core State Standards (CCSS)

English Language Arts Standards: Writing: Grade 11-12

Text Types and Purpose:

• CCSS.ELA-LITERACY.WHST.11-12.1.A: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

• CCSS.ELA-LITERACY.W.11-12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

• CCSS.ELA-LITERACY.WHST.11-12.2.A:Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

English Language Arts Standards: Reading: Informational Text

Craft and Structure:

• CCSS.ELA-LITERACY.RI.11-12.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.

Key Ideas and Details:

• CCSS.ELA-LITERACY.RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Integration of Knowledge and Ideas:

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• CCSS.ELA-LITERACY.RI.11-12.7; Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Course: TOK Unit: I Grade Level: 11-12

Unit Overview: In this unit students will explore the eight specific ways of knowing (WOKs) in IB Theory of Knowledge. They are language, sense perception, emotion, reason, imagination, faith, intuition, and memory.

Common Core State Standards (CCSS): WHST.11-12.1.A; W.11-12.2; WHST.11-12.2.A; RI.11-12.4; RI.11-12.1; RI.11-12.7

Student Learning Objectives (SLOs) Essential Questions Content Activities and

Assessments Resources

Examine knowledge claims and Knowledge questions CCCS: W.11-12.2; WHST.11-12.2.A

What is knowledge? Where does knowledge come from? How do we know?

Ø An overview of course requirements Format and style of class

Ø Discussion and participation guidelines

Ø Journal and short essay expectations and criteria

Discussion contributions: Ongoing, teacher assessed. Weekly journal responses: The journal responses require students to apply their knowledge from class.The questions

Dombrowski, Eileen. IB Theory of Knowledge Course Companion. Oxford: Oxford University Press, 2007. Print. Van De Lagemaat, Richard. Theory of Knowledge for the IB Diploma. 2nd. Cambridge, UK: Cambridge University

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Ø Presentation and TOKessay expectations and criteria.

Ø Introduction to knowledge questions and Claims.

Ø Questions not focusing on specific content, these focus on how knowledge is constructed and evaluated.

Ø These are open questions, meaning there are a number of possible answers.

Ø Claims are made within a particular area of knowledge.

Ø Claims are justified by using the tools of TOK

posed to students will be based on real-life and/or academic topics/prompts. Harkness table method: Small group discussions based on TOK subject matter. Haiku Deck: Small group presentation about a Real Life Situation that students have to develop a Knowledge question, a progression question about, and then apply those to other real-life situations. Questions for Inquiry (Refer to the line): Students will refer to a text and use the 10 questions of inquiry to develop inquiry based and knowledge

Press, 2005. Print. TOK Online Resources: http://occ.ibo.org Documents about and from prominent thinkers that focus on the TOK disciplines. Below is a list of prominent thinkers, but limited to the thinkers listed: Freud, Descartes, the Dalai Lama, Mill, Galileo, Socrates, DaVinci, and Confucius.

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Ø Structure of knowledge frameworks. Explanation of WOKs & AOKs

questions about the text. TOK Socratic Seminar Notes: The goal is understanding through listening for deeper meaning and open-mindedness through the search for strength in all positions that culminates into an open-ended essay. Knowledge questions as Tools of Inquiry: Through this activity students will create a flow chart of a Real Life Situation that is specific to Areas of Knowing and create a Knowledge Question using general Theory of Knowledge vocabulary.

Explore language as a way of knowing.

What’s in a name? What is Language? What

Ø Formulate,

evaluate and attempt to answer

Discussion contributions: Ongoing, teacher

Lost names by Richard E. Kim ISBN:

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CCCS: RI.11-12.1

defines language? Does language form our sense of self-awareness and of time and place?

Does language develop our memory and imagination? How does language shape our culture and influences our perceptions? How does language reveal our identities as persons and members of a community? Is language the only way we can communicate with the world?

knowledge questions

Ø Make connections between a critical approach to the construction of knowledge, the academic disciplines and the wider world

Ø Develop an awareness of how individuals and communities construct knowledge and how this is critically examined

Ø Develop an interest in the diversity and richness of cultural perspectives and an awareness of personal and ideological assumptions

assessed. Weekly journal responses: The journal responses require students to apply their knowledge from class.The questions posed to students will be based on real-life and/or academic topics/prompts. Harkness table method: Small group discussions based on TOK subject matter. Haiku Deck: Small group presentation about a Real Life Situation that students have to develop a Knowledge question, a progression question about, and then apply those to other real-life situations.

9780520268128 www.ted.com www. Youtube.com http://mrhoyestokwebsit e.com http://www.tokresource. org/tok_classes/index.ht m Dombrowski, Eileen. Rotenberg, Lena. Bick, Mimi. IB Theory of Knowledge Course Book: Oxford IB Diploma Program Course Book ISBN-13: 978-0199129737 Browne, Neil. Keeley, Stuart.

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Ø Critically reflect on their own beliefs and assumptions, leading to more thoughtful, responsible and purposeful lives

Ø Understand that knowledge brings responsibility, which leads to commitment and action.

Questions for Inquiry (Refer to the line): Students will refer to a text and use the 10 questions of inquiry to develop inquiry based and knowledge questions about the text. TOK Socratic Seminar Notes: The goal is understanding through listening for deeper meaning and open-mindedness through the search for strength in all positions that culminates into an open-ended essay. Knowledge questions as Tools of Inquiry: Through this activity students will create a flow chart of a Real Life Situation that is specific

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to Areas of Knowing and create a Knowledge Question using general Theory of Knowledge vocabulary.

Examine sense perception as a way of knowing. CCCS: RI.11-12.7

Why do we have differing perceptions? Why do we see or perceive what cannot be? How do context and culture affect our perceptions? How do we ever think or see or perceive outside the box? Is seeing believing? What is real? What is good evidence?

Ø Perceive the world through our five senses: sense perception is the active, selective and interpretative process of recording or becoming conscious of the external world.

Ø Develop and understanding of the world, its function and scope should be examined and critically evaluated.

Ø Become aware of the nature and power of sense perception, and

Discussion contributions: Ongoing, teacher assessed. Weekly journal responses: The journal responses require students to apply their knowledge from class.The questions posed to students will be based on real-life and/or academic topics/prompts. Harkness table method: Small group discussions based on TOK subject matter. Haiku Deck: Small

Asking the Right Questions: A Guide to Critical Thinking (10th Edition) 10th Edition ISBN-13: 978-0205111169 How Art Made the World: A Journey to the Origins of Human Creativity Nigel Spivey ISBN-13: 978- 0465081813 http://delicious.com/larry ferlazzo/TOK http://larryferlazzo.edubl ogs.org/2015/06/13/the- best-theory-of- knowledge-resources-in- 2015-so-far/ Dombrowski, Eileen. IB

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how it relates to knowledge acquisition, knowledge claims, and their justification.

group presentation about a Real Life Situation that students have to develop a Knowledge question, a progression question about, and then apply those to other real-life situations. Questions for Inquiry (Refer to the line): Students will refer to a text and use the 10 questions of inquiry to develop inquiry based and knowledge questions about the text. TOK Socratic Seminar Notes: The goal is understanding through listening for deeper meaning and open-mindedness through the search for strength in all positions that culminates into an open-ended

Theory of Knowledge Course Companion. Oxford: Oxford University Press, 2007. Print. Van De Lagemaat, Richard. Theory of Knowledge for the IB Diploma. 2nd. Cambridge, UK: Cambridge University Press, 2005. Print. TOK Online Resources: http://occ.ibo.org Documents about and from prominent thinkers that focus on the TOK disciplines. Below is a list of prominent thinkers, but limited to the thinkers listed: Freud, Descartes, the Dalai Lama, Mill, Galileo, Socrates, DaVinci, and Confucius.

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essay. Knowledge questions as Tools of Inquiry: Through this activity students will create a flow chart of a Real Life Situation that is specific to Areas of Knowing and create a Knowledge Question using general Theory of Knowledge vocabulary.

Explore Ways of Knowing Emotion CCCS: WHST.11-12.1.A

What is an emotion? Are emotions mental or physical aspects? How do emotions interact with reason? Can culture shape emotions?

Ø Identify if one can ever know anything purely through emotions

Ø Examine to what degree is emotion biological or ―hard-wiredǁ‖, and hence universal to all human beings

Ø Identify to what extent is it shaped by culture and hence displayed

Discussion contributions: Ongoing, teacher assessed. Weekly journal responses: The journal responses require students to apply their knowledge from class.The questions posed to students will be based on real-life and/or academic

http://www.dbhs- sensei.com/tok-links.html Bastian, Sue. Theory of Knowledge. 1st ed. UK: Pearson, 2008. Print. ISBN-13: 978-0435994389 Rutherford, Jill. Santrampurwala, Sara. Lekanides, Kosta. Dombrowski, Eileen. IB Theory of Knowledge Course Companion.

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differently in different societies

Ø Examine your feelings or emotions affect (positively or negatively) your ability to perform, to make decisions or to reason in regard to particular CAS activities

topics/prompts. Harkness table method: Small group discussions based on TOK subject matter. Haiku Deck: Small group presentation about a Real Life Situation that students have to develop a Knowledge question, a progression question about, and then apply those to other real-life situations. Questions for Inquiry (Refer to the line): Students will refer to a text and use the 10 questions of inquiry to develop inquiry based and knowledge questions about the text. TOK Socratic Seminar

Oxford: Oxford University Press, 2007. Print. Van De Lagemaat, Richard. Theory of Knowledge for the IB Diploma. 2nd. Cambridge, UK: Cambridge University Press, 2005. Print. TOK Online Resources: http://occ.ibo.org Documents about and from prominent thinkers that focus on the TOK disciplines. Below is a list of prominent thinkers, but limited to the thinkers listed: Freud, Descartes, the Dalai Lama, Mill, Galileo, Socrates, DaVinci, and Confucius.

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Notes: The goal is understanding through listening for deeper meaning and open-mindedness through the search for strength in all positions that culminates into an open-ended essay. Knowledge questions as Tools of Inquiry: Through this activity students will create a flow chart of a Real Life Situation that is specific to Areas of Knowing and create a Knowledge Question using general Theory of Knowledge vocabulary.

Identify and analyze reason, as a way of knowing. CCCS: WHST.11-12.1.A

What is logic? Is reasoning different than logic? What are the differences between inductive and deductive reasoning?

Ø Identify and examine one of the roles traditionally attributed to reason is to find balance or

Discussion contributions: Ongoing, teacher assessed. Weekly journal

Rothwell, Adam IB Theory of Knowledge Skills and Practice: For the IB Diploma ISBN-13: 978- 0199129744 Dombrowski, Eileen. IB

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How does reasoning work? Do our minds shift from deduction to induction and back again?

equilibrium between two extremes.

Ø Difference between reasoning about means and reasoning about ends

Ø Analyze the role of reason in the creation and recognition of patterns in nature and in social life

Ø Identify if reason purely objective and universal, or does it vary across cultures

Ø Formal logic is the study of form in argument, irrespective of the subject matter.

Ø Identify the relationship between reason

responses: The journal responses require students to apply their knowledge from class.The questions posed to students will be based on real-life and/or academic topics/prompts. Harkness table method: Small group discussions based on TOK subject matter. Haiku Deck: Small group presentation about a Real Life Situation that students have to develop a Knowledge question, a progression question about, and then apply those to other real-life situations. Questions for Inquiry (Refer to the line): Students will refer to a

Theory of Knowledge Course Companion. Oxford: Oxford University Press, 2007. Print. Van De Lagemaat, Richard. Theory of Knowledge for the IB Diploma. 2nd. Cambridge, UK: Cambridge University Press, 2005. Print. TOK Online Resources: http://occ.ibo.org Documents about and from prominent thinkers that focus on the TOK disciplines. Below is a list of prominent thinkers, but limited to the thinkers listed: Freud, Descartes, the Dalai Lama, Mill, Galileo, Socrates, DaVinci, and Confucius.

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as a way of knowing and logic in its different forms (inductive, deductive, intuitive, natural

Ø Identify the advantages of discriminating between valid and invalid arguments, good and bad reasons, more or less persuasive reasoning, both for the individual knower and for society

Ø Analyze the use of informal fallacies can be justified, for example, in public advertising campaigns aimed at persuading us to donate money for good causes (for example,

text and use the 10 questions of inquiry to develop inquiry based and knowledge questions about the text. TOK Socratic Seminar Notes: The goal is understanding through listening for deeper meaning and open-mindedness through the search for strength in all positions that culminates into an open-ended essay. Knowledge questions as Tools of Inquiry: Through this activity students will create a flow chart of a Real Life Situation that is specific to Areas of Knowing and create a Knowledge Question using general Theory of Knowledge vocabulary.

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humanitarian relief, children‘s funds)

Ø Differentiate between a rational argument and a rationalization

Ø Examine parts of human life or experience where reason has no real function

Ø Why might some people think that reason is superior, and what consequences does holding this position have for the knowledge pursued and the methods considered appropriate in the pursuit?

Ø Identify the role of reason affect the degree of

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certainty in, or the social status of, the various areas of knowledge

Ø Identify universal, self-evident and incontrovertible laws of logic, such as the law of identity (for example, ―an apple is an appleǁ‖) or the law of non-contradiction (for example, ―nothing can be an apple and also a non-appleǁ‖).

Explore imagination, faith, intuition, and memories as ways if knowing. CCCS: RI.11-12.4

If imagination allows us to put together our knowledge and the things around us in new ways, how is this different from critical thinking?

Ø Define imagination

Ø Link imagination to real life.

Ø Identify sources of imagination

Ø Judge the quality

Discussion contributions: Ongoing, teacher assessed. Weekly journal

Dombrowski, Eileen. IB Theory of Knowledge Course Companion. Oxford: Oxford University Press, 2007. Print. Van De Lagemaat, Richard.

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Do you look at everything in your classroom as an opportunity for ingenuity? Can we imagine a world without causes? Does shared knowledge always start as an act of imagination? What justifies faith? Is faith absolute? What do you take on faith? Is there order and law in the cosmos that reason and experience can discover? Is there a spiritual world? Is there an afterlife? Is intuition reason by another name? Is intuition perception by another name? Is intuition emotion by

of an imagination Ø Differentiate

between too little and too much imagination

Ø Contrasting imagining with knowing.

Ø Examine the strength and weaknesses of imagination

Ø Assess the importance of imagination

Ø Compare and contrast imagination and creativity.

Ø Idetify whether or not imagination is a deliberate or creative act.

Ø Identify the consequences the dangers of imagination.

Ø Discuss the power

responses: The journal responses require students to apply their knowledge from class.The questions posed to students will be based on real-life and/or academic topics/prompts. Harkness table method: Small group discussions based on TOK subject matter. Haiku Deck: Small group presentation about a Real Life Situation that students have to develop a Knowledge question, a progression question about, and then apply those to other real-life situations. Questions for Inquiry (Refer to the line):

Theory of Knowledge for the IB Diploma. 2nd. Cambridge, UK: Cambridge University Press, 2005. Print. TOK Online Resources: http://occ.ibo.org Documents about and from prominent thinkers that focus on the TOK disciplines. Below is a list of prominent thinkers, but limited to the thinkers listed: Freud, Descartes, the Dalai Lama, Mill, Galileo, Socrates, DaVinci, and Confucius. http://www.lanternaeducation.com/ib-blog/theory-of-knowledge-ib-guide-part-5/ https://tok-a-journey.wikispaces.com/Imagination+as+WOK

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another name? What does it mean to have a memory? To have anything at all? How did any memory become part of our mental inventory? How forceful or faint is the memory? How is it recalled and on what stimulation? How reliable are these images or ideas? How much of the storehouse and recall of our ideas are within our control?

of imagination Ø Identify the role of

imagination in business, science, and medicine.

Ø Identify and discuss how memories are created.

Ø Evaluate memorization.

Ø Identify procedural memory

Ø Compare and contrast memory and knowledge.

Ø Distinguish between personal and shared memory.

Ø Discuss cultural and shared memory examples.

Ø The storage of collective memory

Ø The reliability of memory

Students will refer to a text and use the 10 questions of inquiry to develop inquiry based and knowledge questions about the text. TOK Socratic Seminar Notes: The goal is understanding through listening for deeper meaning and open-mindedness through the search for strength in all positions that culminates into an open-ended essay. Knowledge questions as Tools of Inquiry: Through this activity students will create a flow chart of a Real Life Situation that is specific to Areas of Knowing and create a Knowledge Question using general Theory of Knowledge

http://sohowdoweknow.weebly.com/imagination.html http://www.slideshare.net/plangdale/ways-of-knowing-3 http://www.theoryofknowledge.net/ways-of-knowing/faith/ https://prezi.com/48x92alr-gix/intuition-ib-tok/ Blink: The Power of Thinking Without Thinking Malcolm Gladwell

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Ø Memory and testimony

Ø Examine and discuss the strengths and weaknesses of memory.

Ø Complete trust or confidence in someone or something

Ø Examine to what extent should non-religious beliefs (such as atheism and humanism) be termed ‘faiths’

Ø Faith vs. true knowledge.

Ø Debate whether or not one understand religious belief systems without faith

Ø Determine if doubt is a part of faith.

Ø Intellect vs.

vocabulary.

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intuition Ø Define intuition Ø Identify examples

of intuition Ø Social intuition

and character judgments

Ø Intuition in math Ø Determine if

intuition is always right

Ø Intuition and decision making

Unit 1 Vocabulary Knowledge Areas of Knowledge Inquiry

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Empathy Conscience Imagination Authority Evidence Memory Emotion Logic Faith Perception Introspection Instinct Intuition Practice Language Inquirers Knowledgeable Critical thinkers Communicators Risk-takers Principled Caring Openminded Well-balanced Reflective

TOK Connections

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There are TOK connections throughout all six IB subject groups as well as the IB core.

Contribution to the Development of Students’ Approached to Learning Skills

DP students will utilize thinking skills, communication skills, social skills, self-management skills, and research skills. In this unit students will focus on thinking skills and communication skills. To this end students will formulate reasoned arguments to support opinions and conclusions regarding the ways of knowing. Subsequently, students will be given time to reflect upon their own, and peers’ arguments and conclusions, to deepen and strengthen their understanding. By utilizing these, and all other learning skills students will become well-rounded and effective learners.

Contributions to the Development of the Attribute(s) of the Learner Profile

Students will be able to fulfill many aspects of the IB learner profile throughout this unit. Students will become knowledgeable, balanced, and reflective thinkers. Each section of the IB learner profile will help the students develop an understanding of the ways of knowing. Students will be encouraged to ask critical thinking questions and develop their own knowledge questions. This will help develop knowledgeable students capable of analyzing this topic by investigating general the ways of knowing.

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Contribution to the Development of International Mindedness This course allows our students to analyze specific social, cultural, and economic developments of different nations. The use of wide range of sources, including newspapers, magazines, and online journals, international organizations, research of sociologists, culturologists, economists, anthropologists, social-psychologists, journalists, authors, activists, and a variety of social media. This wide array of global perspectives encourages students to reinforce their international mindedness and think of themselves as global citizens.

Department of Accelerated Programs Theory of Knowledge and IB History PDF/IB... · Theory of...

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